Self-determination theory: A macrotheory of human motivation, development, and health.

By Edward L. Deci, Richard M. Ryan. 2008

5,927 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a32f3435bb06e362704551cc62c7df3ef2f16ab1

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Citations in the corpus

A structural model of student well-being (2014, background): “By structuring study tasks well, autonomy needs of students could be fulfilled (Deci & Ryan, 2008), and experiences of meaningfulness of tasks, responsibility, and knowledge of results (Hackman & Oldham, 1980; Wrzesniewski, 2012) and intrinsic motivation, psychological well-being, and engagement of…”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “…intrinsic motivation prompts individuals to spontaneously and willingly put effort into learning, it is considered the hallmark of autonomous or volitional motivation and, as such, is conceived as a highly desirable form of motivation (Deci & Ryan, 2008; Vansteenkiste, Niemiec, & Soenens, 2010).”
Transformational leadership, innovative work behavior, and employee well-being (2013, background): “Based on self-determination theory (SDT theory), psychological health and well-being are the products of motivation (Deci and Ryan 2008) which is the foundation of transformational leadership.”
Students’ Wellbeing, Fear of Missing out, and Social Media Engagement for Leisure in Higher Education Learning Environments (2016, positive): “Grounded in self-determination theory (SDT; Deci and Ryan 1985, 2008), Vansteenkiste and Ryan (2013) contend that satisfaction of the basic psychological needs for autonomy, competence, and relatedness could foster immediate well-being and strengthen inner resources contributing to subsequent…”
Impact of experience on emotional well-being and loyalty (2018, background): “According to SDT, intrinsically motivated individuals have recognized and internalized the values and behaviors that are important to their EWB, such as happiness, growth, learning, performance enhancement, social connection, and well-being (Deci & Ryan, 2008; Gagne & Deci, 2005; Ryan & Deci, 2000).”
Workplace Well-Being: The Role of Job Crafting and Autonomy Support (2015, background): “Self-Determination Theory (SDT; Deci and Ryan 2008; Ryan and Deci 2000), a general theory of human motivation, has generated substantial scholarly insight into how this might be achieved.”
The effect of personality traits on academic performance: The mediating role of academic motivation (2012, background): ““This theory focuses on types, rather than just amount, of motivation, paying particular attention to autonomous motivation, controlled motivation, and amotivation as predictors of performance, relational, and well-being outcomes” (Deci & Ryan, 2008).”
What Is the Optimal Way to Deliver a Positive Activity Intervention? The Case of Writing About One’s Best Possible Selves (2012, background): “A great deal of research has accumulated to support the positive independent effects of each of these three needs on well-being and performance across cultures and contexts (Deci and Ryan 2008; Ryan and Deci 2008; Sheldon 2004).”
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, background): “…are either ‘intrinsically motivated’ and engage in activities because of their internal interests, joy and excitement, or ‘externally driven’ and perform an action with an anticipation of some outcome other than the learning itself (Deci & Ryan, 2008; Niemiec & Ryan, 2009; Ryan & Deci, 2000).”
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “These self-system facilitators include competence, autonomy, and relatedness, which compose the three main needs that form the foundation of intrinsic motivation within self-determination theory (Deci & Ryan, 1985, 2000, 2008).”
Citizen participation in public administration: investigating open government for social innovation (2019, background): “SDT differentiates between intrinsic motivation and different forms of extrinsic motivation (identified regulation, introjected regulation, and external regulation), and varies in the degree to which a motivation is autonomous versus controlled (Deci and Ryan, 2008).”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “According to SDT, student-perceived teacher behaviour can associate with students’ achievement-related self-beliefs and subjective task values (Deci & Ryan, 2008, 2012).”