Rewards, Motivation, and Self-Esteem

Deci, Edward L.; Sheinman, Louise; Wheeler, Lynne; Hart, R. J.

doi:10.1080/00131728009336186

Cited by 6 publications

(3 citation statements)

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“…On the other hand, adhering to a group’s standard can be a gratifying experience [ 45 ], and sharing a meal with others might enhance the pleasurable aspects of the activity [ 46 ]. It is possible that adolescents exhibiting greater levels of social behavior derive increased satisfaction from these rewarding experiences, reinforcing their motivation and consequently boosting their self-esteem [ 47 ].…”

Section: Discussionmentioning

confidence: 99%

Higher Numbers of Family Meals and Social Eating Behavior Are Associated with Greater Self-Esteem among Adolescents: The EHDLA

López-Gil,

Gutiérrez-Espinoza,

Manzano-Sánchez

2024

Nutrients

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Background: the aim of this study was to assess the associations of family meals and social eating behavior with self-esteem levels among Spanish adolescents. Methods: This was a secondary cross-sectional study including 706 participants (aged 12 to 17 years; 56.1% girls) from the Eating Habits and Daily Life Activities (EHDLA) study. The evaluation of the frequency of family meals involved participants providing information in physical education classes on how frequently they, along with other members of their household, had shared meals in the previous week. Social eating behavior was assessed by three different statements: “I usually have dinner with others”, “Having at least one meal a day with others (family or friends) is important to me”, and “I enjoy sitting down with family or friends for a meal”. To assess overall self-esteem, the Rosenberg Self-Esteem Scale was used. Results: In the adjusted models, a positive association was observed between the frequency of family meals and the self-esteem score (unstandardized beta coefficient [B] = 0.06, 95% confidence interval [CI] 0.003 to 0.12, p-adjusted = 0.040). Furthermore, the same positive association was also identified between social eating behavior and the self-esteem score (B = 0.23; 95% CI 0.07 to 0.40, p-adjusted = 0.005). Conclusions: Although self-esteem is complex and can be influenced by numerous factors, both family meals and social eating behavior may exert a relevant role in adolescents. Encouraging consistent participation in family meals and promoting positive eating practices could be valuable approaches in public health actions targeting the enhancement of self-esteem levels in adolescents.

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Section: Discussionmentioning

confidence: 99%

Higher Numbers of Family Meals and Social Eating Behavior Are Associated with Greater Self-Esteem among Adolescents: The EHDLA

López-Gil,

Gutiérrez-Espinoza,

Manzano-Sánchez

2024

Nutrients

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“…Rewarding people for doing tasks undermines their intrinsic motivation (Deci, Sheinman, Wheeler, & Hart, 1980) Learning is enhanced when teachers respect students and provide supportive classrooms (Deci, Sheinman, Wheeler, & Hart, 1980) Authors and researchers over time have maintained the ties between humanism and the two theories, IE and SDT. In 2003, Purkey and Aspy wrote about how IE typified humanistic psychology in practice, as it is a theory that encourages fulfillment of human potential.…”

Section: Deci Published In 1971 On How Rewards Undermine Intrinsic Mo...mentioning

confidence: 99%

Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory

Moss¹

2021

JITP

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Often, educational and psychological theories stand independently of one another, focusing on particular, discreet components of learning or motivation. However, there are many similarities between invitational educational theory, which examines motivation and education, and self-determination theory, a theory of motivation and personality. Both theories, when applied to educational settings, value respectful relationships between teachers and students. They encourage practitioners to incorporate choice into their plans and recognize the importance of a person’s perception to that person’s related behavior. Invitational education theory and selfdetermination theory were developed separately by different researchers. However, the two theories emerged during the early 1970s, at a time when educators and psychologists were rejecting behaviorism and, instead, beginning to value a humancentered approach. This paper aims to introduce invitational education and selfdetermination theory, describe their origins from a similar place and time via humanistic psychology, and highlight key similarities in their beliefs with the ultimate goal of enhancing knowledge in order to continue to improve classrooms world-wide.

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“…In addition to Hunter's ideas about the importance of feedback, Deci, Sheinman, Wheeler, and Hart (1980) offered advice and cautions concerning praise in the feedback process.…”

Section: Feedbackmentioning

confidence: 99%