Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

Koestner, Richard; Ryan, Richard M.; Bernieri, Frank J.; Holt, Kathleen

doi:10.1111/j.1467-6494.1984.tb00879.x

Cited by 538 publications

(396 citation statements)

References 33 publications

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“…More specifically, the investigations have identified the following three general factors: (a) support for autonomy (e.g., Deci, Nezlek, & Sheinman, 1981); (b) noncontrolling positive feedback (e.g., Ryan, 1982); and (c) acknowledging the other's perspective (e.g., Koestner et al, 1984). These factors are critical for promoting self-determination (i.e., for increasing the likelihood that an interpersonal context will be experienced as informational).…”

Section: Motivation Researchmentioning

confidence: 99%

Self-determination in a work organization.

Deci¹,

Connell²,

Ryan³

1989

Journal of Applied Psychology

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1,524

1,122

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Research testing self-determination theory was discussed in terms of recent work on intrinsic motivation, participative management, and leadership. On three occasions, managers' interpersonal orientations-toward supporting subordinates' self-determination versus controlling their behaviorwere related to perceptions, affects, and satisfactions of the subordinates. Data from 23 managers and their subordinates in a major corporation showed that managers' orientations did correlate with the subordinate variables, although the magnitude of the relation varied, seemingly as a function of factors in the corporate climate. An organizational development intervention, focused on the concept of supporting subordinates' self-determination, was provided for the managers. Evaluation of the program showed a clearly positive impact on managers' orientations, though a less conclusive radiation to subordinates.

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Section: Motivation Researchmentioning

confidence: 99%

Self-determination in a work organization.

Deci¹,

Connell²,

Ryan³

1989

Journal of Applied Psychology

Self Cite

1,524

1,122

View full text Add to dashboard Cite

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“…Various studies document aspects of the SDT framework in educational contexts (e.g. see Table 1; Benware and Deci 1984;Burton et al 2006;Grolnick and Ryan 1987;Koestner et al 1984;Ryan and Grolnick 1986;Standage et al 2006;Tsai et al 2008). However, only few studies in this area have captured the hierarchical SDT model as a whole.…”

Section: Self-determination Theory: Research Findingsmentioning

confidence: 99%

Testing the hierarchical SDT model: the case of performance-oriented classrooms

et al. 2011

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The self-determination theory (SDT) assumes that healthy motivation needs to be intrinsic in nature and that the basic psychological needs competence, autonomy and relatedness are prerequisites for intrinsically motivated behaviour. Intrinsically motivated students in turn show more persistence and understanding of classroom material. However, in secondary education, students often participate in performance-oriented classrooms with an extrinsic orientation and it cannot be assumed that the principles advocated by the SDT are automatically applicable in this context. We tested a model relating basic psychological needs via intrinsic motivation to persistence and performance at two waves using data from 476 students (aged 11-17 years) attending pre-vocational secondary education. Structural equation analysis showed that a partial mediation model with perceived competence also directly associated with persistence and performance fitted the data best at both waves. Interestingly, the strength of the effects varied across waves, such that relatedness and Eur J Psychol Educ (2012) The importance of classroom motivation in secondary education is undisputed. Unfortunately, there are many motivational problems in the classroom. Students in their early adolescence show a decline in motivation and interest in school (e.g. Eccles et al. 1993). Additionally, late adolescent students show a general decline in achievement and mastery goals compared to younger students (Mansfield and Wosnitza 2010).Furthermore, in class, there is a strong emphasis on performance and extrinsic motivation. Teachers evaluate and monitor learning by grading their students' performance (Ryan and Weinstein 2009). As a consequence, classroom performance is commonly assessed with tests and exams, which may lead students towards extrinsic orientations. According to the self-determination theory (SDT; Deci and Ryan 2000), under such conditions, feelings of enthusiasm and interest are in danger of being replaced by experiences of anxiety, boredom and alienation (Niemiec and Ryan 2009). Imposing external control might even disrupt students' natural tendency to learn. Therefore, the present study was designed to test the predictions generated by SDT in a predominantly extrinsically oriented context. Self-determination theory: research findingsSDT is a universal motivation theory that is presumed to apply to individuals of all age groups across all situations (Ryan and Deci 2000b). This implies that SDT can also be applied in the educational context (Reeve 2002). SDT proposes that people have a natural tendency to learn. Within SDT, the concept of motivation can either be intrinsic or extrinsic. Ryan and Deci (2000a) postulate that extrinsic motivation can vary in the degree to which it is autonomous, which results in four different sub-categories of extrinsic motivation depending on the amount of internalisation and regulatory style of adopting a specific goal. The taxonomy of human motivation contains six different motivation styles. At the lef...

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“…Such research reveals that situational events known to facilitate intrinsic motivation produce greater interest (Harackiewicz, 1979;Ryan, Mims, & Koestner, 1983), more creativity (Amabile, 1979(Amabile, , 1982(Amabile, , 1983Amabile, Hennessey, & Grossman, 1986;Koestner, Ryan, Bernieri, & Holt, 1984;Kruglanski, Friedman, & Zeevi, 1971), more cognitive flexibility (McGraw & McCullers, 1979), better conceptual leaming (Benware & Deci, 1984;Grolnick & Ryan, 1987), and a more positive emotional tone (Garbarino, 1975) than events known to be controlling. The correlates and consequences of the various forms of extrinsic motivation have been less documented but appear to be less positive both in terms of affect and performance as the Intrinsic, Extrinsic, and Amotivational Styles 603 type of extrinsic motivation is less self-determined (see Deci & Ryan, 1985a, for a review).…”

mentioning

confidence: 99%

Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study

Vallerand

Blssonnette

1992

Journal of Personality

824

517

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This research ascertained the role of intrinsic, extrinsic, and amotivational styles as predictors of behavioral persistence in a real-life setting. At the beginning of the academic year, 1,042 first-tertn junior-college students enrolled in a compulsory college course completed a scale assessing intrinsic motivation, four styles of extrinsic motivation (namely, external regulation, introjection, identification, and integration), and amotivation toward academic activities. At the end of the semester, individuals who had dropped out of the course and those who had persisted were identified. Results showed that individuals who persisted in the course had reported at the beginning of the semester being more intrinsically motivated, more identified and integrated, and less amotivated toward academic activities than students who dropped out of the course. Gender differences also emerged. These revealed that females This article was prepared while the first author was supported by research grants from the Social Sciences and Humanities Research Council of Canada, the Quebec Council on Social Research, Quebec Funds for Research Aid and Researchers' Training, and the University of Quebec at Montreal. The second author was supported by a grant from the Fonds FCAR. We would like to thank Patrick Colavecchio for conducting some of the statistical analyses reported in this article. Reprint requests as well as correspondence related to the scale used in this study should be addressed to Robert J. Vallerand, Research Laboratory on Social Behavior, University of Quebec at Montreal, C. P. 8888, Station "A." Montreal, Quebec, Canada H3C 3P8. Vallerand and Bissonnette were more intrinsically motivated, integrated, and identified and less externally regulated and amotivated than male students. Females also displayed higher levels of behavioral persistence than males. Results are discussed in light of Deci and Ryan's (1985a) self-determination theory, and suggestions for future research are proposed. Journal of PersonalityThe concept of motivation has been studied from several perspectives (e.g., Freud, 1923Freud, /1962Hull, 1943;Skinner, 1953). One perspective which has proven useful over the past 20 years suggests that behavior can be seen as intrinsically or extrinsically motivated (e.g., de Charms, 1968;Deci, 1971Deci, , 1975. Intrinsically motivated behaviors are those that are engaged in for their own sake, in other words, for the pleasure and satisfaction derived from performing them (Deci, 1971). They are activities that people voluntarily perform in the absence of material rewards or constraints (see Deci & Ryan, 1985a. To read a book for the sheer pleasure of leaming something interesting is an example of intrinsic motivation.On the other hand, extrinsic motivation pertains to a wide variety of behaviors where the goals of action extend beyond those inherent in the activity itself. They are behaviors that are engaged in as a means to an end and not for their own sakes (Deci, 1975;Kruglanski, 1978). Originally, i...

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Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

Cited by 538 publications

References 33 publications

Self-determination in a work organization.

Self-determination in a work organization.

Testing the hierarchical SDT model: the case of performance-oriented classrooms

Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study

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