Self-Determination Theory

By J. Kremer, Aidan P Moran, G. Walker, Cathy M. Craig. 2012

3,341 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9e084fceccc49896764c0d0d9344556513e08d36

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In Clinical Psychology

Citations in the corpus

Motivational processes in the coach‐athlete relationship: A multi‐cultural self‐determination approach (2017, positive): “In particular, the coach has emerged as a proximal contact in sport settings for in ﬂ uencing the motivation and optimal functioning of athletes (e.g., Jowett & Shanmugam, 2016; Mallett, 2005).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, methodology): “positive feedback, instrumental help and support, and involvement refers to having warm interactions and gaining an understanding of the students (Belmont, Skinner, Wellborn, & Connell, 1988; Pelletier, Seguin-Levesque, & Legault, 2002; Taylor & Ntoumanis, 2007; Taylor et al., 2008).”
Unlocking employees’ green creativity: The effects of green transformational leadership, green intrinsic, and extrinsic motivation (2020, background): “For instance, employees who lack enthusiasm, passion, and interest to perform 11 green creative assignments, they may not yield expected outcomes (Amabile, 1997; Deci, 2015).”
Acknowledging the Whiteness of Motivation Research: Seeking Cultural Relevance (2018, background): “The self-determination framework posits that the fulfillment of autonomy, relatedness, and competence needs is central to autonomous motivation, which is based on a universal set of identifiable “social and cultural nutrients” (Ryan & Deci, 2017, p. 4). Dweck (2017) advanced a similar universal theo”
Driven to Work and Enjoyment of Work (2012, background): “We view driven to work and enjoyment of work as specific to the work domain; they operate at an intermediate level of generality between stable, personality traits and transient states (Deci & Ryan, 2000; Vallerand, 2000).”
Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students (2017, methodology): “This study tested Vallerand’s (2007; see also Deci & Ryan, 2012) model in which self-determined motivation is hypothesized to mediate the relationship between students’ perception of social environment (learning-131 oriented climate should have a positive relationship; performance-oriented climate…”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, positive): “In line with recent developments in the literature (e.g., Diener et al., 2010), general well-being is defined as human flourishing—or more precisely as “open, engaged, and healthy functioning” (Ryan & Deci, 2011, p.47).”
The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…and extrinsic motivation are not dichotomous; instead, extrinsic motivation may be internalised and autonomous, and extrinsically motivated behaviours can have an influence on intrinsic motivation by satisfying autonomy, competence and relatedness needs (Deci & Ryan, 2012; Ryan & Deci, 2020).”
Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation (2017, background): “Finally, amotivation refers to a relative lack of motivation, an absence of reason or willingness to enact specific behaviors (Deci & Ryan, 2012a, 2016; Ryan & Deci, 2017).”