Musical Finale

Motivationas Understood Through Self-Determination TheoryKara DiCeccoEduc 8101-1How Adults Learn: Theory and ResearchWalden University

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I chose to share the topic of motivational theory because so many demands on the adult learners time, information about how to trigger motivation in higher education is a tool for engaging the adult learner and positively supporting their educational experience. So join me to discover what we know, what we have yet to learn about and how we can begin, through a brief examination of self-determination theory, begin to understand how we can engage human motivation in higher education. Initially I will cover the historical foundations that bring us to self-determination theory, then Ill provide a closer look at just one of these theories and how understanding its precepts may help you motivate adult learners. 12

Goal attainment theorySelf-worth theoryPower motivationSelf-efficacy theoryMOTIVATION THEORYDrive theorySelf-actualization theoryExpectancy-value theoryAttribution theoryReinforcement theorySelf-determination theoryWhite 1959deCharms1968Deci 1975Murray 1938

The historical and theoretical research on human motivation is somewhat intimidating because of the sheer volume that exists. Motivational theories have evolved, and continue to emerge, from different intellectual traditions and across disciplines (Eccles & Wigfield, 2002). To provide a visual representation, think of motivational theory as an umbrella which covers numerous researchers and their theories. In the Learn more about handout, I have included an online reference from the University of Michigan which shows the extensive timeline of the development of motivational theory. (https://www.msu.edu/~dwong/StudentWorkArchive/CEP900F01-RIP/Webber-MotivationOverview.htm?pagewanted=all)

2As an instructor of adult learners, how do you construct your course design? What elements do you consistently include?3

As an instructor, how do you construct your course design for adult learners?As an instructor, how do you construct your course design for adult learners?Now take a moment if you will to reflect on this question as an instructor of adult learners, how do you construct your course design? What elements do you consistently include?ude?

Do you provide set deadlines for assignments?

Do you invite students to compete for incentive awards?

Do you allow students to work on group projects during the time you have reserved in class?

Do you conduct frequent evaluations of work to provide ongoing feedback?

Now take a moment to reflect on this much of our traditional approaches to education actually serve to undermine student motivation (Niemic & Ryan, 2009). 3After this presentation the participant will1) Recognize the evolution of motivational theory in human behavior

2) Analyze the distinction between intrinsic and extrinsic motivation

3) Create a three item plan how to motivate the student learner by increasing internalization of assigned tasks4

1) Recognize the evolution of motivational theory in human behavior

2) Analyze the distinction between intrinsic and extrinsic motivation

3) Create a three item plan how to motivate the adult learner by increasing internalization of assigned tasks

At the end of this presentation, you will be asked to complete a brief survey on how well you felt you met these objectives.4The Puzzle People: Part IHarlows (first) Monkeys [1949]

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The ah-ha moments of motivational research can be found at the opposite ends of a 30 year spectrum although both moments were the result of the use of simple puzzles.

In 1949 Harry F. Harlow, a psychology professor at the University of Wisconsin conducting experiments in motivational behavior. One experiment was to confirm the motivational tendency to perform based on the stimulus-drive response which was conducted using 8 rhesus monkeys. The experiment was designed, that if the monkeys solved the puzzle, they were rewarded.

Before he could complete his study, however, he was surprised to find the monkeys were self motivated by their curiosity and enjoyment in solving the puzzles without the reward. The monkeys repeatedly solved a series of puzzles each at a faster rate, with no reward stimulus at all. The monkeys acted of their own volitional out of curiosity and seemed to enjoy solving the puzzles. Harlow theorized the monkeys seemed to be motivated by a need to learn. Like survival, this was an internal factor. Harlow dubbed this drive intrinsic motivation (Pink, 2011). But science is sometimes reluctant to accept new findings that challenge the status quo, so it would be 30 years until these findings gained a scientific foothold.

5Behavioral View:Hulls Drive Theory [1943]

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Several years before Harlow made his discovery, the accepted notion was that human behavior was confined to two basic drives: one for survival, and one for reward. According to Clarke Hull's Drive Theory, our drive energizes behavior toward basic (in this case physiological) needs satisfaction (Eccles & Wigfield, 2002). For example, if you are experiencing the basic physiological need of hunger, you are motivated to find something to eat, if you are tired, you are motivated to rest so once the need is met, the drive is reduced. Makes sense but that explanation left some behaviors still in question. 6Cognitive View:Piaget [1952]7

Organisms are intrinsically motivated to encounter activities which involve some assimilation and accommodation.

9 years later, Piaget, was working on his own theory of motivation. Based on the cognitive view of the human needs to construct experiences to successfully complete tasks, beliefs what the accounts for success and failure, and belief about the individual cognitive ability. His cognitive theory of what determines human behavior involved his principles of equilabration, assimilation, accommodation, and schema formation. He cites the example of how children will sing the same song over and over without losing their enthusiasm because they attempt to master that skill in their environment(http://college.cengage.com/education/pbl/tc/motivate.html#cognitive)Piagets work would be cited repeatedly in future motivation research.7Skinners Operant Theory [1953]

Extrinsic rewards provided for expected behaviors and behaviors are reinforced and subject motivated to perform.8

Enter, B. F. Skinner's operant theory it states that individuals respond to the consequences of their actions. If an action has a positive consequence, or reward, the behavior is likely to repeat. If a behavior reaps a negative consequence or punishment, the behavior is less likely to repeat. So after Hulls survival demands were attended to then humans were motivated to act in ways that led to a reward.

What resulted in research was the theory that learning was produced as a result of drives that needed to be met and the stimulus-response of reinforcement could be used to predict human behavior. For drive theory need satisfaction was to replenish physiologic deficits; for stimulus-response, humans were pushed to act because they learned the behavior would result in getting what they needed (Deci & Ryan, 2000). So that pretty much covered it except these theories did nothing to explain why human engaged in spontaneous, curious exploration; investigative behaviors, playful activity. Not the drive reduction theory or stimulus response theory offered any reason (Deci & Ryan, 2000).

8Humanistic View:Carl Rogers [1959]Actualizing tendency is motivational and presumably innate 9

But Carl Rogers was getting warmer. The core of Carl Rogers theory was what he called the Actualization Tendency and the Self. He believed that everybody has a tendency towards personal growth; a desire towards a fuller life what he called actualization. He defined this as the need to maintain and enhance life and that the major goal of life is to satisfy this need. Self actualization involve testing and fulfilling ones capabilities, seeking out new experiences, mastering new skills, searching for more exciting jobs and vocations in place of boring ones etc. (Engler and cited in Schunk, 2012). This orientation towards personal growth also enlists the need for autonomy and freedom from controlling external factors (Deci & Ryan, 2000). Motivational theory yet again began to expand.

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Abraham Maslow [1968, 1970]Maslows Hierarchy of Needs

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Abraham Maslow, an industrial psychologist, whose model was the hierarchy of needs. This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other needs. Like Rogers, Maslow postulated that the desired state of all human beings was to reach self-actualization, the need to find self-fulfillment and realize one's full potential (Merriam, Caffarella and Baumgartner, 2007).

10Maslows Hierarchy Expanded [1976]

11Adult LearnersPeak Experience

Later, Maslow expanded the model to differentiate the growth need of self-actualization, adding cognitive (to know, to understand, and explore) and aesthetic (symmetry, order, and beauty) Using this revised model, you can see where adult learners reside.

He further added a level of self-transcendence (to connect to something beyond the ego or to help others find self-fulfillment and realize their potential). (http://www.abraham-maslow.com/amIndex.asp)It is interesting in all this research, and in part why I am present the historical view, is that all this research starts to come full circle, that is one theorists work starts work weave in theorists work, mass collaboration before we have a name for it.

11The Puzzle People: Part IIEdward Deci [1969]The Soma Cube Observation

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Its 1969, and Edward Deci is a graduate student at Carnegie Mellon. As part of his graduate work he is conducting an experiment using a the Soma Cube (a popular wooden puzzle with seven pieces that can be solved with an infinite number of solutions. Deci divided study participants into two groups in separate rooms. Both were groups were instructed to solve the puzzle as many ways as they could (one group was told privately they would be paid for the number of puzzles they solved) After a period of time, Deci said the time was up, but that he would return with a questionnaire in the meantime they could use the time how they saw fit until he returned. In the room was a variety of magazines, among them Playboy magazines. Observing the students through a two way mirror, Deci noted the non-paid group showed continued interest in solving the puzzles, while those that were previously told they would be paid, showed no interest in solving any more puzzles. This study became foundational research for future studies on motivation as it was among the first to show that extrinsic rewards could actually deter intrinsic motivation (Pink, 2011). When the money stopped, so did the interest but more importantly, we are back in time to what Harlow discovered. Curiosity and spontaneous exploration were motivating factors.

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Motivation is the process of instigating and sustaining goal-directed behavior. -Schunk (as cited in Schunk, 2012)-

Motivation is an internal state that arouses learners, steers them in particular directions, and keeps them engaged in certain activities. -Omrod (as cited in Lei, 2010)-

A desire to explore our own unique skills and abilities, find creative solutions, and learn new information -Harlow (as cited in Pink, 2011)-

13A Working Definition Among Disciplines

Here is just a sampling of cross-discipline definitions of motivation, but in reality, finding a unified definition of motivation is a tall order and is viewed by some as the reason it is so hard to achieve unity among research findings. That is if theorist are all using different operational definitions, it will affect the outcomes of research interpretations.

13Our Heroes at the University of Rochester

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Enter our heroes at the University of Rochester. Edward Deci, who held an MBA from Wharton and a Doctorate in Psychology from Carnegie Mellon, was teaching experimental psychology at the University of Rochester when he was joined by Richard Ryan in 1977. They shared each others area of interest and a joint venture ensued which persist to this day. Ryan was a philosophically minded clinician which was exactly what Deci was looking for to add clinical credibility. The seminal work on motivation came later as a collaboration between Deci and Richard Ryan in their 1985, Intrinsic Motivation and Self Determination in Human Behavior.Their research on the subject, and that of their colleagues, may be freely accessed at the University of Rochester website, department of Psychology (http://www.psych.rochester.edu/SDT/) (which is part of your To learn more about handout).14Self Determination Theory (SDT)

Richard M. Ryan. PhDEdward L. Deci, PhD15

So how does this tie into our teaching? Because SDT offers empirical evidence for what approaches, content, environment, and facilitator skills should be employed to motivate and sustain motivation in individuals by meeting 3 essential psychological needs. Specifically, we influence how these needs are met or unmet in the learning environment. 1) We are the facilitators of the learning environment; we control its setting, atmosphere, and the amount of external controls. This learning environment is what Deci and Ryan call the ambient support (Deci & Ryan, 2000). The classroom environment and tasks in the environment can facilitate the construction and development of the students motivational beliefs (Anderman, 2010).2) Unlike physiologic needs unmet psychological needs have a tendency to lead to the adoption of maladaptive or avoidance behaviors. For example, an unmet physiological need such as hunger will cause the individual to set up their efforts to meet this need and they will be driven to step up the efforts until the need is met. Conversely, unmet physiologic needs such as the need to belong to a group if unmet (as in the case of ridicule or rejection of the person) may lead to behaviors of withdrawal or disengagement.3) Studies support that enhancing intrinsic motivation and integrated extrinsic motivation leads to better learning performance and well-being. There are specific steps we can take to promote motivations and measurable steps we can avoid to prevent discouraging motivation. 4) Learner behaviors of positive experience and student achievement are highly predictive of subsequent learning behaviors of increasing self-confidence, self-efficacy, and self-determination. An optimally motivating learning environment can energize, direct, and sustain effective learning behaviors.5) Motivational theory has the endorsement of cross-disciplines (including but not limited to industrial psychology and business management) that can serve to expand our understanding.(Svinicki, 1999; Vansteenkiste, Lens & Deci, 2006; Anderman, 2010).

15Self-Determination Theory16

From the self-determination theory perspective, there are 3 basic psychological needs in the human being as they relate to understanding motivation. The 3 needs are autonomy, competence, and relatedness. Not only must these 3 needs be satisfied in the learning environment, they are essential to an individuals well-being and personal growth. The theory holds that satisfying these 3 needs creates an energizing effect which in turn allows the students to immerse themselves in the learning experience. In the educational setting, fulfilling these 3 psychological needs is also seen as crucial to sustain motivation (Deci, Vallerand, Pelletier & Ryan, 1991; Liu, Wang, Tan, Koh & Ee, 2009).

16Macro theory that focuses on the human organisms innate psychological needs of

AutonomyCompetenceRelatedness

And how they are essential to motivation17

Understanding how these 3 needs are contextually defined by SDT is important. Autonomy refers to the experience of choice and a sense of choice over study behavior; a self-endorsed, self-directed learning behavior.Competence involves self-efficacy or feelings of mastery while completing a task. It is cumulative and based on repeated, prior successful experiences as well as contingent upon personal belief regarding cognitive ability to accomplish the task (Bandura as cited in Anderman, 2010).Relatedness reflects feelings of closeness and connection with others; how other people behave toward us. Whether we perceive they accept or reject us. Recall, that SDT holds that people are motivated to satisfy these needs because they are considered essential for personal growth and well-being. (Vallerand, Pelletier and Koestner, 2008; Niemic and Ryan, 2009).

17Intrinsic MotivationDoing an activity for its inherent satisfaction

The Person The Task

Motivation

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Intrinsic motivation: Motivated to perform a task for the inherent joy of the task. It is key here to appreciate that intrinsic motivation is only sustained in the individual if the task is of interest to them, it cannot be manufactured by the individual if they the task is not of interest. For example, if the individual is highly skilled for the task at hand but the task requires minimal skills, the individual will become bored causing them to be unable to sustain motivation (Lepper, 1988, Niemiec and Ryan, 2009; Lei, 2010).

18SDT Sub-theoriesCognitive Evaluation Theory (OIT)

Organismic Integration Theory (CET)

Causation Orientations Theory (COT)

Basic Psychological Needs Theory (BPNT)

Goals Contents Theory (GCT)

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I wont elaborate on each of these theories except to say each has a directed focus on the specific elements of self-determination theory. In this next slide I provide a brief explanation of how these sub-theories are used in research. I have provided a more detailed overview from the University of Rochester website in your handout.19Cognitive Evaluation Theory (CET)A closer look

Looked to identify factors that contribute to sense of competence

Competence + Autonomy = Sustained intrinsic motivation

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Here is an example of how CET is used to further research , CET: Has shown that an environment of high autonomy and competence, leads to sustained intrinsic motivation. To be specific, giving challenging but achievable tasks with increase competence. Giving learners a defined goal, but allowing them choice in how they will achieve the goal, encourages autonomous behavior. These two steps applied to the curriculum design will help to sustain intrinsic motivation (Ryan & Deci, 2000; Gagne & Deci, 2005).

20Extrinsic MotivationThe task is completed to obtain some separable outcome

The Person The Reward

The Task

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In extrinsic motivation the task is completed to obtain some separable outcome, for example a tangible reward. In the early stages of self-determination theory, studies looked at the learner as with intrinsically or extrinsically motivated. But further research in theory development proposes that there are actually levels of extrinsic motivation that should be recognized to engage extrinsically motivated learners. For example, may believe success is a matter of luck or outside forces and has nothing to do with their ability (Gagne & Deci, 2005).

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4 Categories of Extrinsic MotivationLowest to highest perceived autonomy22

Self-determination theory has further investigated extrinsic motivation to distinguish 4 types of behavioral regulations with different degrees of self-determined motivation; something that has evolved to be known as degrees of internalization. These 4 behavioral regulations can be viewed as a continuum ranging from highly external to highly internal. The more the learner internalizes (values or assimilates the task) the greater the motivation which is the desirable state for extrinsic motivation. To be more precise, the validity measure for determining the degree of self-determination is the Perceived Locus of Causality scale [PLOC] (Ryan and Deci, 2000; Liu et. al, 2009) The more an extrinsically motivated learner internalizes the task (that is, adopts its value or identifies with the task) the greater the motivation will become to complete the task.

22External RegulationExternal perceived locus of causality(least autonomous)

The Person The Reward

The Task

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External regulation is the least self-determined form of extrinsic motivation. That is the behavior is controlled by external means, such as reward or authority. The individual learner is vested in the reward alone and will work to achieve reward but will disengage if discouraged, defeated or the reward is ceased. These learners are highly influenced by a peripheral focus (Lepper, 1998; Lui et. al, 2009; Deci and Ryan, 2010)

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Introjected RegulationExternal perceived locus of causality Ego at stake The Person (i.e. feel pride or to avoid guilt)

The Task

Yeah me!24

Introjected regulation refers to behavior that is internally controlled or self-imposed, but from a suboptimal incentive such as acting out of guilt avoidance or ego-enhancements. While only slightly more internalized than external regulation, the perceived locus of control is still external (Liu et. al, 2009; Deci & Ryan, 2010)

24Identified RegulationInternal perceived locus of causality

The Person Mastery is important

The Task

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Identified regulation, a more self determined form of extrinsic motivation, refers to acting according to one's choice or values. Either the learner has some interest or the learner has become partially invested in the task, may identify in part with or has self-endorsed a measure of the value of the task (Liu et. al, 2009; Deci & Ryan, 2000)

25Integrated RegulationInternal perceived locus of causality(greatest autonomy) Mastery with The Person integration of values and principles

The Task +

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Integrated regulation, while still considered extrinsic motivation, is the most assimilated of the 4. The learner has a vested interest in the task or activity, acting of their own volition and due to a harmony with the values or identity (Deci & Ryan, 2000). They still main a peripheral focus but to a lesser degree the levels above. These levels of identified regulation and integrated regulation are the more self-determined forms of extrinsic motivation.

26 Strategies to Internalizing Motivation Autonomy: Allow a voice and a choice

Competence: look for opportunity to allowstudent to gain experience and workbeyond expectations

Relatedness: Provide prompt and timelyfeedback encouraging efforts

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So now you might be wondering, why not just shoot for focusing our efforts on enhancing intrinsic motivation in the learner? It sounds like the optimal state. Well there are several reasons this doesnt work.1) If you will recall, intrinsic motivation only work if the learner holds interest in the task at hand. In any curriculum, there will be times of boredom and disengagement for any learner. It is the rare individual that holds universal interest in every aspect of a curriculum.2) Students can be concurrently, intrinsically and extrinsically motivated. They are not mutually exclusive states. So approaches to the learning environment should address both types of motivation as much as possible.3) It takes time to determine what motivates individuals which only occurs through ongoing assessment in the learning environment, so to capture those in the learning environment you need to provide a variety of supports.4) Learners may advance and retreat along a continuum of motivational behaviors, they are not static.Intrinsic motivation is identified as behavior that emanates fully from the self and is undertaken solely for its own sake or enjoyment. We also now based on SDT, that the facilitator of the learning environment should provide a atmosphere conducive to autonomy, competence, and relatedness. The following example, is how this theory applies to the concept of autonomy in the educational setting and answers how offering frequent rewards, can undermine an intrinsically motivated student. When a student can freely engage in a task, such as making choices about how to approach the task; autonomy is supported. But if this same student is competing with peers for rewards based on the successful completion of task or the reward is contingent on their performance, then their freedom is off the table. In this case, the external reward actually discourages intrinsic motivation. As Deci concluded after his Soma puzzle experiment; money doesnt motivate, money just controls. It is interesting to note, studies have shown this holds true for the intrinsically motivated employee when financial rewards are offered (http://www.psych.rochester.edu/SDT/; Gagne and Deci, 2005; Anderman, 2010; Vansteenkiste, Lens and Deci, 2006; Lei, 2010, Pink, 2011).

27Strategies to Internalize Motivation28Design challenging activities

Decrease instructor surveillance

Provide meaningful rationale for assignment

Involve students in individual-learner goal setting

Establish a sense of belonging and feeling connected

External rewards (when used) should be random andequitable

Design challenging, but realistically attainable, activitiesLimit instructor surveillance during task completionIf you must set rigid deadlines, explain the rationale and relevancy of the assignmentBy involving students in setting their own learning goals, you increase the likelihood of buy in by making the goal of personal interest to the learnerTake the opportunity to individually relate to the learner as well as creating a sense of communityBecause external rewards are view as a controlling measure, when used they should be equally attainable to all and used judiciouslySpecific threats to autonomy are surveillance, repeated evaluation, deadlines, external rewards, pressuring individual to win (Deci and Ryan, 2000; Vansteenkiste, Lens and Deci, 2006; Vallerand, Pelletier and Koestner, 2008; Sierens, Vansteenkiste, Goossens, Soenens and Dochy, 2009; Anderman, 2010; Lei, 2010). 28Motivation in the Workplace

A word about two theories among many about motivation in the workplace29

It would be negligent not to mention the organizational theorists contribution to understanding motivation in the work place. Although the range of theories looking at motivation in the workplace are too numerous to mention here two examples warrant specific mention, secondary to the influence they have had on expanding views beyond what was presupposed about employees.

29Herzberg [1950s]

Two Categories

Motivation Factors contribute to jobsatisfaction

Hygiene Factors must be present to meet employee expectations and prevent job dissatisfaction30

Frederick Herzberg theorized a two category theory of motivation in the workplace. What he presented was that employees have certain expectations from employers. These expectations if met will avoid job dissatisfaction, but that is motivational expectations are also met, that will serve to increase job satisfaction. This research gave credibility to the need for employers to address motivating factors when addressing employee retention over time (Gagne & Deci, 2005; Pink, 2011).

30McGregor [1960] Theory

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Douglas McGregor developed the X &Y Theory at MITs Sloan School of Management. His theory is used widely in human resource, organizational management, and has been referenced extensively across disciplines. The thrust of his theory has roots in Maslows Hierarchy of Needs, with the Y theory addressing the higher level needs. The Y principles serve to create a symbiotic relationship between management and their subordinates to achieve organizational goals which can be achieved through shared decision making, explaining the reasons for goals and rules, adopting the others perspective, and fostering an alliance (Gagne & Deci, 2005; Pink, 2011).

3132Future Research that expands SDT

The future of research in self determination theory is limited only by the imagination. 3 specific areas will provide both fertile ground for cultivating future understanding; they are flow experiences, the process of goal reframing, and open source projects.

32The Flow ExperienceThe Optimal Challenge

The state of total involvement in an activity that consumes ones complete attention.33

The Flow Experience was first define by Mihaly (Mee-high) Csikszentmihalyi (Chick-sent-me-high) (Pink, 2011) a Hungarian psychology professor, as an intrinsically motivated behavior.. The flow experience is described as a single-mindedness, fully involved, engagement in activity, a moment in perfect symmetry. It is a perfect storm of positive experience, combining a high-energized state, the optimal challenge where skills are equal to the demands of the activity, focus and attention are directed so that distractions are non-existent, there is a lack of self-consciousness and absence of fear of failure, and where time is inconsequential. The experience has been studied and reported in rock climbers, dancers, composers, chess players, and artists (Eccles and Wigfield, 2002; Waterman, Schwartz, Goldbacher, Green, Miller and Philip, 2003; Lei, 2010; Seo, 2011). Maslow, in his expansion, of the Hierarchy of Needs, equated flow with the level transcendence and hypothesized these peak experiences are mystical and maybe spiritual in nature.

33Goal Reframing in MotivationGOALS

Goals!

GOALS34

Student motivation is often tied to the progress made on goals.Framing refers to the way the goal is planned or designed. Reframing is the process of changing or revising a goal to enhance motivation. It is the process of presenting another perspective on a goal or refining a goal to personalize it. For example, learners that are intrinsically motivated are displaying a mastery orientation to goal achievement. Mastery oriented learners are ok with taking risks, seek corrective feedback, and view mistakes as learning opportunities.Learners that are in a state of extrinsic motivation are performance oriented in their pursuit of goals. Learners that are solely performance oriented do not desire to take risks due to the uncertainty, want confirmatory feedback only, and view mistakes as evidence of failure. To that end, using the strategies for enhancing motivation will help learners to reframe their orientation. (Deci & Ryan, 2000; Vansteenkiste, Lens & Deci, 2006).

34Open Source ProjectsOpen Courseware

Open Software

MIT/Harvard

Yale

StanfordAtlassian

Google Labs

Attend MIT, Harvard, Yale FREE!Researchers at the University of Rochester have discovered that allowing individuals to autonomously create and collaborate with others in an altruistic manner can increase intrinsic motivation. Open courseware is one end product of the motivating, creative and collaborative effort (Pink, 2011).35

Open source projects are collaborative ventures providing an open forum for creativity, learning, and problem solving. Students at MIT were motivated to create a open source project and through their efforts created Open Courseware (http://ocw.mit.edu/courses/) This makes it possible for your to access the actual course materials (syllabi and all) of universities such as MIT, Harvard, Yale, and Stanford and its all online and free. Motivation in the workplace has taken on a whole new persona and companies with vision are recognizing the new role. Studies show that allowing employees to work on collaborative projects of the employees interest yields greater results and can increase profits, stimulates employee creativity and problem solving skills, and enhances company loyalty (Pink, 2011). Companies such as Atlassian (a software company) hold Fed-Ex Days where every quarter a 24 hour day is held for employees to work on things that they think need improvement (Pink, 2011). Google allows employees to devote 20% of their time to projects they would like to work on or are interested in solving. In the Learn More About handout, there is a very impressive list of what they are currently developing as a result in the lab and even more impressive list of what has graduated from the lab and is in use.

35SDT is of much import in the domain of education, in which students natural tendencies to learn represent perhaps the greatest resource educators can tap. Niemiec and Ryan, 2009

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Quote on motivationSDT is of much import in the domain of education, in which students natural tendencies to learn represent perhaps the greatest resource educators can tap.(Schunk, 2012)

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Musical Finale3737

In the MoodArtist: Bette Midler38Summary of presentation sync to In the Mood38Self-determination theoryby

Edward L. Deci & Richard M. Ryan

A Musical Review

3939Assumptions Challenged

HarlowEven without controlled stimulus the monkeys play with the puzzles to solve them.hmmm

4040

Deci

Interesting, there is a girlie magazine (it was1969) on the table yet the young, collegiate males are choosing to work on the puzzle cube hmmm

4141Hull thoughtNeeds must be met so that motivation drives behavior.

4242

Skinner thoughtExternal rewards could predict behaviorand reinforcement would motivate subjectto perform.

4343

Rogers thought

Actualizing tendency is motivational and presumably innate

GhandiRogersCoincidence?4444Maslow thought

?45

45Piaget thoughtand thoughtand thoughtand thought We are motivated toward activitieswhich involveassimilation and accommodation.

4646Motivation is instigating and sustaining goal-directed behavior

4747Self-determination theory Autonomy Competence

RelatednessA human beings innate psychologicalneeds are

4848Intrinsically MotivatedIs motivated by the task itself

Finds enjoyment in the lesson

495 Sub-theories of SDTCognitive Evaluation Theory

Organismic Integration Theory

Causation Orientations Theory

Basic Psychological Needs Theory

Goal Contents Theory50Cognitive Evaluation TheoryCompetence + Autonomy = sustained intrinsic motivation

51External, Introjected, Identified, Integrated RegulationExtrinsically Motivated

5252Motivation StrategiesLook for opportunities to increase sense of competence

Allow to pursue mastery

Use external rewards sparingly

53Motivation Strategies

Reduce surveillance

Offer voice and choice

Relevant feedback

Provide rationale

Challenging activities

54The Road Ahead

FlowGoal-reframingOpen Source Projects5555Dance with your books

5656