Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization

By Maarten Vansteenkiste, Nathalie Aelterman, Gert-Jan De Muynck, L. Haerens, Erika A. Patall, J. Reeve. 2018

258 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/53c45997a41919b14f37223383bd51b8f8764386

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, background): “…of three types of motivating styles/ voices—need supportive, need indifferent, or need thwartive, each of which has its own unique motivational effect on the student’s psychological need state flow (Assor et al., 2002; Reeve, 2016; Vansteenkiste et al., 2018; Zougkou, Weinstein, & Paulmann, 2017).”
Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. (2021, background): “A third broad category of extrinsic motivation is identified regulation, which represents a yet fuller form of internalization in which the individual has personally accepted the value and importance of the behavior (Vansteenkiste et al., 2018).”
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, background): “…2019; Curran, Hill, & Niemiec, 2013; Eckes, Großmann, &Wilde, 2018; Koestner, Ryan, Bernieri, & Holt, 1984; Mouratidis, Lens, & Vansteenkiste, 2010; Mouratidis, Michou, Aelterman, Haerens, & Vansteenkiste, 2018; Ryan, 1982; Trouilloud, Sarrazin, Bressou & Bois, 2006; Vansteenkiste et al., 2012;).”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “2011; Niemiec and Ryan 2009), and provide meaningful rationales (Vansteenkiste et al. 2018).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “…are attuning, they foster students’ autonomy by taking the students’ frame of reference, nurturing their interests and curiosity and aligning learning tasks with what learners find personally relevant and meaningful in their own lives (Jang, 2008; Reeve & Jang, 2006; Vansteenkiste et al., 2018).”
Basic psychological need theory: Advancements, critical themes, and future directions (2020, unknown): “For individuals to fully internalize a non-interesting activity, they must personally value and experience ownership of the behavior (Ryan and Deci 2017; Vansteenkiste et al. 2018).”