Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness

By Richard M. Ryan, Edward L. Deci. 2017

8,433 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0a5fd9f90632ba0e7be5cbae52813429b05bb7d5

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In Clinical Psychology

Citations in the corpus

The development of social and emotional competence at school: An integrated model (2020, background): “An autonomy-supportive social environment occurs when an authority figure within that environment (e.g., the teacher) promotes individuals’ empowerment and self-initiation by, for example, providing a meaningful rationale for tasks that need to be done (Ryan & Deci, 2017).”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Teachers’ need satisfaction and adoption of (de)motivating styles Self-Determination Theory (SDT: Ryan & Deci, 2000, 2017) posits that people aim to satisfy three basic psychological needs: competence (the perception that they are able to perform tasks successfully), autonomy (feeling free to…”
Stability, change, and implications of students’ motivation profiles: A latent transition analysis (2017, background): “…controlled motivations; Undergraduate students; Achievement Motivation Profiles 1 According to self-determination theory (SDT; Deci & Ryan, 2008; Ryan & Deci, 2017), students’ academic motivation is best represented as a series of distinct, yet complementary, types of behavioral regulation that…”
Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. (2021, methodology): “As emphasized within another SDT mini-theory, Basic Psychological Need Theory (BPNT; Ryan & Deci, 2017; Vansteenkiste, Ryan, & Soenens, 2020), the satisfaction of these needs is foundational to full functioning and wellness, whereas the frustration of these needs diminishes integrity and wellness,…”
Brick by Brick: The Origins, Development, and Future of Self-Determination Theory (2019, methodology): “In our recent book (Ryan & Deci, 2017) we review these and other applied topics comprehensively, so we will not reiterate those reviews here.”
College Students’ Entrepreneurial Intention: Testing an Integrated Model of SDT and TPB (2019, background): “It is not only about the feeling of care by others but also about the feeling of being significant and contributing to others (Ryan & Deci, 2017).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, methodology): “Historically, compared with SDT investigations of teacher autonomy support, the notion of structure emerged more recently on researchers’ agenda, with scholars focusing particularly on whether autonomy-supportive teaching is compatible with the provision of structure or at odds with it.”
Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory (2021, background): “This represents a state driven by internal, self-esteem related dynamics such as guilt and shame avoidance as well as pride-seeking (Ryan & Deci, 2017).”
Different motivations for knowledge sharing and hiding: The role of motivating work design (2019, background): “SDT (Deci & Ryan, 1985; Ryan & Deci, 2017) proposes different reasons to engage in an activity, such as knowledge sharing, that reflect the degree of self-determination in a person.”
Human Thriving: A Conceptual Debate and Literature Review (2017, background): “…is proposed that human beings have three basic psychological needs (i.e., for autonomy, competence, and relatedness) and experiencing satisfaction of these needs has been forwarded as a prerequisite for thriving (see Mahoney, Ntoumanis, Mallett, & Gucciardi, 2014; Ryan & Deci, 2017; Sheldon, 2009).”
A needs‐supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior (2018, background): “Self-determination theory (SDT) is an approach to motivation and social functioning that highlights students’ psychological needs (autonomy, competence, and relatedness) as inherent motivational assets that, when supported, facilitate adaptive personal and social functioning (Ryan & Deci, 2017).”
Self-determination theory in physical education: A systematic review of qualitative studies (2020, background): “Extrinsically motivated behaviours however, are behaviours performed for a separable consequence, and therefore, vary in terms of how controlled (e.g., avoidance of punishment) versus autonomous (e.g., attainment of a valuable outcome) they are (Ryan & Deci, 2000a, 2017).”