Overview of self-determination theory: An organismic-dialectical perspective.

By Richard M. Ryan, Edward L. Deci. 2002

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Citations in the corpus

Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature (2013, background): “Importantly, based on the assumption that people have these three fundamental needs, the needs for autonomy, competence, and relatedness, in a mini-theory of SDT (Basic Needs Theory; Ryan & Deci, 2002) three dimensions of the social context are distinguished that are relevant in terms of need suppor”
Measuring Need Satisfaction and Frustration in Educational and Work Contexts: The Need Satisfaction and Frustration Scale (NSFS) (2016, background): “First, definitions of the three basic psychological needs were acquired from the theoretical literature (Deci and Ryan 1985, 2000; Ryan and Deci 2002).”
Antecedents of burnout among elite dancers: A longitudinal test of basic needs theory (2011, background): “In SDT, autonomy and competence need satisfaction are considered to predominate because of their integral links with the development of intrinsic motivation (Ryan & Deci, 2002).”
Leader reactions to follower proactive behavior: Giving credit when credit is due (2015, background): “Identified regulation involves the internalization of an activity as ‘personally important and useful’ (Koestner and Losier, 2002: 104) – a conscious valuing of a behavior or goal (Ryan and Deci, 2002: 17).”
Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life. (2007, background): “At the core of SDT is the premise that the satisfaction of three innate psychological needs are essential nutriments for motivated behaviour, social functioning, and personal well-being (Ryan & Deci, 2002).”
A Multicomponent Conceptualization of Authenticity: Theory and Research (2006, background): “Self‐determination theory (SDT) (Deci, 1980; Deci & Ryan, 1985; Ryan & Deci, 2000, 2002) holds that people are authentic when their actions reflect their true‐ or core‐self, that is, when they are autonomous and self‐determining.”
Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation (2017, background): “1.1 The self-determination continuum At one extreme of the self-determination continuum, the most autonomous form of regulation is intrinsic motivation, which refers to the act of performing an activity for its own sake, out of interest and enjoyment (Ryan & Deci, 2002; 2017).”
The Basic Needs Satisfaction in Sport Scale (BNSSS) : instrument development and initial validity evidence (2011, methodology): “Grounded in self-determination theory (Ryan & Deci, 2002, 2007), the 20-item five-factor BNSSS was created to measure satisfaction of the basic psychological needs of competence (five items), autonomy (ten items separated into three different aspects), and relatedness (five items).”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, background): “…behavior controlled by the individual (this therefore excludes amotivation), it is possible to identify five distinct points on the continuum that correspond to various types of regulation of motivation, with theoretical, experiential, and functional differences from each other (Ryan & Deci, 2002).”
The Coach-Created Motivational Climate, Young Athletes' Well-Being, and Intentions to Continue Participation (2012, methodology): “The purpose of this study, which is grounded in the achievement goal (AGT; Nicholls, 1989) and self-determination (SDT; Ryan & Deci, 2000, 2002) theoretical frameworks, was to test a motivational model in youth sport.”
Understanding memorable tourism experiences and behavioural intentions of heritage tourists (2021, result): “The positive effect of visitor engagement on MTE is in line with the self-determination theory (Ryan & Deci, 2002) which explains travellers’ motivation and can be applied to cultural tourism (Chen & Rahman, 2018).”
Performance, incentives, and needs for autonomy, competence, and relatedness: a meta-analysis (2016, background): “Fourth, and perhaps most germane to our research here, basic psychological need theory (BPNS; Ryan and Deci 2002) calls out the importance of the three psychological needs (autonomy, competence, and relatedness), or fundamental nutriments, that when met, pave the road for individuals to seek meaning”
Supporting Students' Motivation, Engagement, and Learning During an Uninteresting Activity (2008, background): “Accord- ing to SDT, rationales facilitate engagement and learning because a rationale, when communicated in an autonomy-supportive way, reveals an activity’s value and personal benefit (Ryan & Deci, 2000, 2002).”
Teacher support, instructional practices, student motivation, and mathematics achievement in high school (2018, background): “Ryan and Deci (2002) suggested that children have three kinds of basic psychological needs: relatedness, competence, and autonomy.”