Motivation, personality, and development within embedded social contexts: An overview of self-determination theory.

By Edward L. Deci, Richard M. Ryan. 2012

1,200 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/29f96a6b58a3e79d640025ca5ffca41b66917008

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “…is consistently associated with feelings and perceptions of self-worth, perceived ability, persistence, and social relatedness across studies, cultures, and contexts – and has been found to influence outcomes such as deep learning, adaptive growth and high performance (Deci & Ryan, 2012).”
Revisiting the Role of Rewards in Motivation and Learning: Implications of Neuroscientific Research (2016, background): “In this article, I only focus on the discussion of rewards in this theory, although SDT is a macro-theory of motivation, emotion, and personality that has many other aspects (Deci 1975; Deci and Ryan 2012; Vansteenkiste et al. 2010).”
Psychological Well-Being and Academic Achievement among School-Aged Children: a Systematic Review (2020, background): “Children who report positive scores on social well-being measures, may have the required social support to provide the three basic psychological needs which SDT prescribes, thus creating persistent motivation for academic work (Deci and Ryan 2012).”
Transformational Leadership and Well-Being in Sports: The Mediating Role of Need Satisfaction (2014, background): “Satisfaction of these psychological needs is assumed to enhance psychological well-being, a suggestion that has been validated in empirical research (Deci & Ryan, 2012; Gagné & Blanchard, 2007).”
Exploring the Effect of Disability, Race-Ethnicity, and Socioeconomic Status on Scores on the Self-Determination Inventory: Student Report (2018, background): “…agency theory expands understandings of self-determination in the disability and education field to include knowledge generated in motivational (Deci & Ryan, 2012; Niemiec & Ryan, 2009) and positive psychology (Lopez & Snyder, 2011; Shogren, Wehmeyer, & Singh, 2017; Wehmeyer, 2013) related to…”
Students’ Well-Being and Academic Achievement: A Meta-Analysis Study (2021, background): “This theoretical support is substantiated through empirical research demonstrating that high levels of well-being increase students’ motivation for academic tasks (Deci & Ryan, 2012).”
Thriving at Work: How a Paradox Mindset Influences Innovative Work Behavior (2019, methodology): “Drawing on the tenets of SDT (Deci & Ryan, 2000, 2012; Gagné & Deci, 2005), we propose that a paradox mindset is an essential dispositional factor, which promotes employees’ thriving at work.”
The Lens of Intrinsic Skill Atoms: A Method for Gameful Design (2015, background): “SDT is a well-established theory of human motivation with empirical support across contexts (Deci & Ryan, 2012).”