Differentiating autonomy from individualism and independence: a self-determination theory perspective on internalization of cultural orientations and well-being.

By Valery Chirkov, Richard M. Ryan, Youngmee Kim, Ulas Kaplan. Journal of Personality and Social Psychology, 2003

1,365 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e82687d8ed6bea0dc336273be5cea17ab90d9d7e

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Citations in the corpus

When Is Identity Congruent with the Self? A Self-Determination Theory Perspective (2011, background): “In SDT it is argued that one’s identity may or may not be congruent with the self and its basic growth tendencies (La Guardia, 2009; Ryan & Deci, 2003). As such, according to SDT the terms identity and self cannot be used interchangeably as they have a distinct meaning. We first discuss some of Erik”
Grit, Basic Needs Satisfaction, and Subjective Well-Being (2017, methodology): “To assess the need satisfaction of autonomy and competence, we used the Basic Psychological Needs Scale for Korean Adolescents (Lee & Kim, 2008) which was developed based on Deci and Ryan’s (1985) SDT. This scale consists of 18 items, of which six autonomy and six competence items were used for this”
On being yourself in different cultures: ideal and actual self-concept, autonomy support, and well-being in China, Russia, and the United States (2009, background): “Despite some recent cross-cultural work ( Chirkov, Ryan, Kim, & Kaplan, 2003; Chirkov et al., 2005), this claim has not been tested extensively in empirical research.”
“Facilitating optimal motivation and psychological well-being across life’s domains”: Correction to Deci and Ryan (2008). (2008, background): “At the beginning of a school year, Deci et al. (1981) assessed the degree to which teachers in fourth through sixth grades were oriented toward controlling students versus supporting their autonomy.”
The importance of autonomy for rural Chinese children's motivation for learning (2009, background): “The relations between autonomy and psychological well-being (e.g., Chirkov et al., 2003) have held up whether the students were reporting on behaviors consistent with collectivist or individualist cultures (Triandis, 1995).”
Conceptualizing parental autonomy support: adolescent perceptions of promotion of independence versus promotion of volitional functioning. (2007, background): “In SDT, the opposite of autonomy is not dependence but heteronomy, that is, the feeling of being controlled in one’s actions by external forces or by internal compulsions ( Chirkov, Ryan, Kim, & Kaplan, 2003 ).”
Getting to the “COR” (2014, background): “…of the need satisfaction processes outlined in self-determination theory by separating the concepts of autonomy from individualism (e.g., Chirkov et al., 2003; Church et al., 2013; Deci et al., 2001), those studies have typically focused on the relationships between autonomy and…”
Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?. (2005, background): “According to SDT, autonomy and competence constitute two different needs, and, hence, should have independent effects on adjustment and learning (see Patrick, Skinner, & Cornell, 1993; Yamauchi & Tanaka, 1998).”