“Facilitating optimal motivation and psychological well-being across life’s domains”: Correction to Deci and Ryan (2008).

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

2,952 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ffa754341f8d81db5fe77cbaefc8d0defa0cefaf

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Citations in the corpus

Employee workplace spirituality and pro-environmental behavior in the hotel industry (2018, methodology): “Mainly, the research guided by SDT (see Deci & Ryan, 2002, for reviews) has manifested that the quality and maintenance of the behaviors are linked to what extent they have been provoked by intrinsic or extrinsic motivations (Deci & Ryan, 2008; Osbaldiston & Sheldon, 2003).”
The role of supervisor autonomy support, organizational support, and autonomous and controlled motivation in predicting employees' satisfaction and turnover intentions (2013, methodology): “Dozens of studies have indeed shown that autonomous motivation leads to more positive consequences (e.g., more positive affect, enhanced performance) than controlled motivation (see Deci & Ryan, 2008, for a review in different settings).”
Self-Determination Theory Can Help You Generate Performance and Well-Being in the Workplace: A Review of the Literature (2018, background): “From a psychological standpoint, autonomously motivated employees experience greater well-being (Gagné et al., 2015), happiness (Deci & Ryan, 2008), and energy (Gagné et al., 2015) as well as lower levels of distress and burnout (Deci & Ryan, 2008; Fernet, Guay, & Senécal, 2004).”
Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “In this way, the praise conveys information to the student about their level of competence, which satisfies their psychological need for competency (Deci & Ryan, 2008).”
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, positive): “…functioning is influenced by the extent to which the context is perceived to be autonomy-supportive—that is, where an authority figure supports Teachers’ psychological functioning at work 4 individuals’ interests, is respectful of their perspective, and promotes choice (Deci & Ryan, 2008).”
Perceived Organizational Support, Motivation, and Engagement Among Police Officers (2013, methodology): “The results of Study 1 provided support for the hypothesized model and thus yielded additional support for self-determination theory (Deci & Ryan, 2008) and the Hierarchical Model of Intrinsic and Extrinsic Motivation (Vallerand, 1997).”
Teachers'motivation to participate in training and to implement innovations (2014, background): “Behaviors originating from identification are considered relatively autonomous because the person adopts them willingly without feelings of pressure or control (Deci & Ryan, 2008).”
The role of perceived government style in the facilitation of self-determined and non self-determined motivation for pro-environmental behavior (2010, background): “Specifically, compared to controlled motivation and amotivation, autonomous motivation has been reliably linked with increased task persistence, well-being, and psychological health (Deci & Ryan, 2008).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “…environment that enhance student teachers’ engagement, empowerment in learning and pedagogical innovations are the opportunities to participate (Deci & Ryan, 2008; Ryan & Deci, 2001) and contribute (Eccles, 2008) to the community as accountable authors (Davydov, Slobodchikov, & Tsukerman,…”
Implicit need for achievement moderates the relationship between competence need satisfaction and subsequent motivation (2010, background): “When intrinsically motivated, people perform activities because of the positive feelings resulting from the activities themselves” (Deci & Ryan, 2008, p. 15).”
Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program (2012, background): “Although Self-determination theory (SDT; Deci and Ryan 1985, 2000, 2002, 2008; Ryan and Deci 2000a,b, 2002) did not explicitly focus on the issue of meaningful dialogues between teachers and students, the main tenets of this theory appear to be highly relevant to this issue.”
Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the Work‐related Basic Need Satisfaction scale (2010, background): “Several studies, across different life domains, have provided evidence for this claim (e.g., Deci & Ryan, 2008; Vansteenkiste et al., 2008).”
Mindfulness, Work Climate, and Psychological Need Satisfaction in Employee Well-being (2015, background): “…with controlled motivation (e.g., behaving out of external pressure or guilt) and, consequently, ill-being and psychopathology in various age groups and cultures (e.g., Deci and Ryan 2012; Deci et al. 2001; Soenens et al. 2007; Vansteenkiste et al. 2006; see Deci and Ryan 2008, for an overview).”