Self Determination Theory

Education researchers Deci and Ryan propose that,

Motivated actions are self-determined to the extent that they are engaged in wholly volitionally and endorsed by one’s sense of self, whereas actions are controlled if they are compelled by some interpersonal or intrapsychic force. When a behaviour is self-determined, the regulatory process is choice, but when it is controlled, the regulatory process is compliance. (1991, 326)

With respect to education, self-determination’s “key elements are autonomy support and interpersonal involvement and the specific supports include offering choice, minimizing controls, acknowledging feelings and making available information that is needed for decision making and for performing the target task” (Deci, Vallerand, Pelletier, Ryan 1991, 342).

Studies looking at students and self-determined motivation indicate students are more likely to stay in school (Daoust, Vallerand & Blais, 1988; Vallerand 1991); have a positive academic performance (Grolnick, Ryan & Deci 1991; Pintrich & De Groot 1990) and more positive emotions in the classroom (Vallerand et al. 1989).

Studies looking at “teachers’ behaviour with respect to autonomy supportive or controlling found teachers who had been pressured (by being reminded that it was their responsibility to be sure that their students performed up to high standards) were dramatically more controlling with their students than those who had not been pressured”(Deci, Vallerand, Pelletier, Ryan 1991, 340)

Self determination theory suggests how each part of the education community is interrelated and impacts on important educational outcomes; outcomes that affect intrinsic motivation, self esteem and lifelong learning and are “beneficial both to individuals and society” (Deci, Vallerand, Pelletier, Ryan 1991, 342).