l9: Self-Determination Research: Reflections and Future Directions

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

150 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a1006feb41dec8de7db5381733d046cde8bfdb4f

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Citations in the corpus

Sport Education and social goals in physical education: relationships with enjoyment, relatedness, and leisure-time physical activity (2013, background): “We hypothesize that another likely outcome of developing social goals in Sport Education is a feeling of relatedness (Deci and Ryan 2002).”
Social physique anxiety and physical activity: a self-determination theory perspective. (2009, background): “A controlled orientation is central to the COT such that social contexts that are appraised as controlling or pressuring hinder the satisfaction of the basic psychological needs, and in turn, are associated with lower self-determined motivation (Deci & Ryan, 2002).”
Safety Climate in Organizations (2016, unknown): “This theory builds on the distinction between intrinsic and extrinsic types of motivation at work (Deci & Ryan, 2002).”
Psychological need satisfaction and thwarting: A test of Basic Psychological Needs Theory in physical activity contexts ☆ (2013, background): “Basic Psychological Needs Theory (BPNT; Deci & Ryan, 2002) holds considerable appeal for understanding the relationship between the social contextual environment and a person’s well-being and ill-being.”
Goal contents, motivation, psychological need satisfaction, well-being and physical activity: A test of self-determination theory over 6 months (2014, methodology): “While the majority of researchers using SDT to study physical activity have focused almost exclusively on Organismic Integration Theory (OIT) and/or Basic Psychological Needs Theory (BPNT), emerging research has examined the utility of a third mini-theory in physical activity settings, namely Goal C”
Introduction to Motivation at School: Interventions That Work (2007, background): “Finally, researchers have continued to clarify the long-standing distinction between intrinsic and extrinsic motivation and find that when students’ motivation is more intrinsic, they engage more deeply in learning activities (Deci & Ryan, 2002; Ryan & Deci, 2000).”
College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory (2017, background): “As Deci and Ryan (2002) noted, “mainstream theories of human motivation…continue to use a relative mechanistic meta-theory to view motivation as a unitary phenomenon—something that varies in amount but not kind” (p. 433).”
The Effect of Competitive Outcome and Task-Involving, Ego-Involving, and Cooperative Structures on the Psychological Well-Being of Individuals Engaged in a Co-Ordination Task: A Self-Determination Approach (2005, unknown): “…we attempted to create ego-involving and task-involving competitive conditions and manipulate the competitive outcome (win/loss) to examine the contrasting effects of these variables on the psychological needs proposed by Deci and Ryan (1991, 2002) and the ensuing levels of the participants’ SWB.”
A test of self-determination theory in school physical education. (2005, background): “…a fundamental precept to Deci and Ryan’s theorising is the premise that the psychological processes and constructs embraced by self-determination theory are universal to all cultures, across gender, and throughout developmental periods (Deci & Ryan, 2000, 2002; Ryan & Deci, 2000a, 2002).”
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, background): “…differences may exist as a function of gender (Barkoukis et al., 2007; Duda, Chi, Newton, Walling, & Catley, 1995; Vallerand, 1997), it has been argued that the effect of motivation-related variables on specific outcomes should be the same for all individuals (Deci & Ryan, 2002; Ryan & Deci, 2002).”
The importance of autonomy for rural Chinese children's motivation for learning (2009, background): “SDT further proposes that students' autonomous and controlled motivations are substantially influenced by the degree to which instructors create an autonomy-supportive versus controlling learning climate within the classroom (Deci & Ryan, 2002).”