Self-Determination Theory

Author: Edward Deci & Richard Ryan, et al

One of most powerful research fields that support the practices of democratic education, the tremendous number of studies within Self-Determination Theory demonstrate the value of settings that provide young people with autonomy and choice. The research shows that autonomy-supportive environments are associated with higher levels of intrinsic motivation, greater conceptual learning, greater creativity, and higher levels of self-determined learning as compared with controlling environments. Moreover, coercive practices are linked to depression and lower self-esteem.

Links:

• Self Determination Theory (website) - includes descriptions, research scales, and articles - http://www.psych.rochester.edu/SDT/

Reference:
See, for example, Ryan, R. M. & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25: 54-67; also, Deci, E. L., & Flaste, R. (1995). Why we do what we do: Understanding self-motivation. New York: Penguin Books.

Submitted by Shawn Strader on: Friday, December 17, 2010 - 12:37 pm

Tags for this entry:
learning, self-directed learning, motivation, philosophy of education, learning theory