Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.

Abstract

The authors investigated 3 commonly cited experiential qualities to propose a model of the essential nature of perceived self-determination in intrinsic motivation-internal locus, volition, and perceived choice. In 3 studies, they used structural equation modeling to compare a series of nested models in which 1, 2, or all 3 of these qualities were used to identify the best fitting conceptual model. Results consistently supported the model in which internal locus and volition, but not perceived choice, constitute valid indicators of self-determination. In light of the findings, the authors proposed a modified definition for perceived self-determination and discussed the conundrum of choice by proposing the conditions under which teachers can (and cannot) expect choice to increase students' intrinsic motivation.

Independent Public Schools: A Move to Increased Autonomy and Devolution of Decision-making in Western Australian Public Schools

“…The finding in this study that principals with a compliance view of governance were less likely to take reasoned risks in decision-making aligns with research conducted over many years on the effect of autonomy and control in decision-making in organizations (Child, 1997;Cooke & Slack, 1991;Libby & Fishburn, 1977;Reeve, Nix, & Hamm, 2003;Sitkin & Pablo, 1992;Vlek & Stallen, 1980). It is also consistent with research on the effect of governance structures in education (Caldwell, 2006;Hoy & Miskel, 2005;Minor, 2004;Panova, 2008), which indicate that centralized control of decision-making, level of autonomy, and principals' perceptions of preferences of the organization influence decisionmaking to minimize risk-taking.…”

Choosing when choices are limited: The role of perceived afforded choice and autonomy in prisoners’ well-being.

“…In contrast, autonomy frustration is characterized by feelings of pressure and inner conflict, for instance, when prisoners feel forced to take part in nonvalued activities. We focus specifically on the need for autonomy (rather than the needs for competence and relatedness) as perceived afforded choice, another key variable in the current study, is expected to relate most strongly to autonomy (see Reeve, Nix, & Hamm, 2003; but see Patall, Cooper, & Robinson, 2008 for a link with competence).An extensive body of empirical work underscores the benefits associated with autonomy satisfaction and the mental health costs associated with autonomy frustration (for an overview see Vansteenkiste & Ryan, 2013). To illustrate, in an earlier study, Vansteenkiste, Lens, Soenens, and Luyckx (2006) reported that in a sample of Chinese immigrants autonomy satisfaction related positively to positive affect, life satisfaction and vitality, while being negatively related to depressive symptoms.…”

A qualidade da motivação em estudantes do ensino fundamental

“…From a theoretical perspective (Deci & Ryan, 1985;Reeve, Nix, & Hamm, 2003), autonomous motivation consists of the three components of self-determination: internal locus, psychological freedom and possibility of choice. The internal locus of causality, according to DeCharms (1984), means realizing that intentional conduct has a personal origin and regulation, while the external locus of causality refers to the perception of being a "puppet" in the face of external demands.…”