Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

By Richard M. Ryan, Edward L. Deci. American Psychologist, 2000

40,603 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/358f092645d60e74a0d917c147a33076037cf23e

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “…and psychology theorize that as learners (and specifically, adult learners) we are motivated to learn when (a) we think that a topic is relevant to our daily life (Knowles, 1980; Ryan & Deci, 2000) and (b) we can accurately assess our lack of knowledge of that topic (Cunningham et al., 2004).”
A motivational model of persistence in science education: A self-determination theory approach (2007, background): “Motivation toward science A motivational approach that has been found to be useful in understanding students’ motivation in an educational context is the distinction between intrinsic and extrinsic motivation (Csikszentmihalyi & Nakamura, 1989; Deci & Ryan, 1985, 1991, 2000; Ryan & Deci, 2000).”
Commitment Profiles and Employee Turnover (2013, methodology): “First, we draw upon work linking commitment to self-determination theory of motivation (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) to suggest that commitment forms display differential salience of internal drive for organizational membership (Meyer, Becker, & Vandenberghe, 2004; Meyer & Maltin,…”
Transformational Leadership and Employee Creativity: The Mediating Role of Promotion Focus and Creative Process Engagement (2014, background): “The pursuit of one’s own goal can be considered as an integrated regulation which is highly autonomous and shares some qualities with intrinsic motivation (Ryan and Deci 2000).”
Leadership Behaviors and Subordinate Resilience (2005, positive): “Contemporary research provides support for the idea that the personality variable of optimism can contribute to an individual's ability to persist at tasks to successful completion and fulfill his/her potential (Peterson, 2000; Ryan & Deci, 2000).”
Brand Authenticity: Testing the Antecedents and Outcomes of Brand Management's Passion for its Products (2016, methodology): “By drawing on selfdetermination theory (Ryan & Deci, 2000) and the work on artist authenticity (Moulard et al., 2014), this research suggests that a brand may also be perceived as authentic if those managing the brand are perceived as intrinsically motivated.”
Why do children take part in, and remain involved in sport? A literature review and discussion of implications for sports coaches (2013, background): “Achievement goal theory and SDT were used as theories to explain how these factors influenced children’s motives.”
Individual differences in human–technology interaction: incorporating variation in human characteristics into human factors and ergonomics research and design (2009, background): “…end of this continuum is intrinsic motivation and the other four categories reflect extrinsic motivation that vary in the degree to which regulation of behaviour is internalised by the individual; behaviour that can therefore be considered more autonomous and self-determined (Ryan and Deci 2000).”
Motivation for PhD studies : scale development and validation (2015, background): “According to SDT, a central consequence of being autonomously motivated is well-being (Ryan & Deci, 2000).”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “SDT proposes that pedagogical climates in which students can exhibit intrinsically motivated behaviours will produce greater effort and enjoyment, which will then lead to greater task engagement, persistence and learning (Ryan and Deci 2000).”
A study of learning and motivation in a new media enriched environment for middle school science (2011, background): “Interestingly, feeling competent, despite its benefits, has not been shown to enhance intrinsic motivation unless accompanied by a sense of volition or autonomy when participating in an activity (Ryan and Deci 2000).”