Levels of Analysis, Regnant Causes of Behavior and Well-Being: The Role of Psychological Needs
By Edward L. Deci, Richard M. Ryan. 2011
189 citations recorded by the source corpus.
Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7a6210ad1e97734eb45f4f31bca674ca2693acb1
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In Applied Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Personal, Master, and Alternative Narratives: An Integrative Framework for Understanding Identity Development in Context (2016, background): “Broadly, these literatures have primarily conceptualized agency as a tension between internal beliefs about control and external constraint, or whether one has control or autonomy over one’s actions [e.g., self-determination theory, Deci & Ryan, 2011; see Pasupathi & Wainryb, 2010 for a discussion].”
- Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout (2020, background): “The greater the teachers’ selfderogation the higher their need-frustration and burnout and the lower their need satisfaction, a key resource favoring well-being and motivation (Deci & Ryan, 2011; Ryan & Deci, 2017).”
- Goal contents, motivation, psychological need satisfaction, well-being and physical activity: A test of self-determination theory over 6 months (2014, background): “Finally, Deci and Ryan (2011) hypothesize that psychological need satisfaction predicts behavioral engagement because their satisfaction provides energy and direction to continue engaging in the behavior.”
- Designing Culturally Responsive Organized After-School Activities (2017, background): “Developmental scholars argue that an individual will thrive in a given setting when the individual’s interactions with the setting are mutually beneficial (Deci & Ryan, 2011; Eccles et al., 1993).”
- Don't be so hard on yourself! Changes in self-compassion during the first year of university are associated with changes in well-being (2017, methodology): “Based on SDT (Deci & Ryan, 2011) and previous research (Ghorbani et al., 2012; Neff, 2003b; Neff et al., 2005), it was hypothesized that (H1) increases in self-compassionwould be associatedwith increases in PNS, vitality, and positive affect and decreases in negative affect, (H2) increases in PNS wo”