Beyond the Quantity of Motivation: Quality of Motivation in Self-Determination Theory
Unlike the majority of theories on motivation, self-determination theory (SDT) does not focus solely on the amount of motivation but also considers its quality. A student may make a big effort in class to get good grades, satisfy his/her parents, or avoid
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Beyond the Quantity of Motivation: Quality of Motivation in Self- Determination Theory Guy Roth
Contents Introduction
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Types of Motivation
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Amotivation, Controlled Motivation, and Autonomous Motivation
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Measurements and Outcomes of Autonomous and Controlled Motivation
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Consequences of Autonomous and Controlled Motivation
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Antecedents of Autonomous and Controlled Motivations
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Basic Psychological Needs: Definition and Contextual Support
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Autonomous Motivation in Health Care and Education
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Concluding Remark
47
Recommended Reading
48
References
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G. Roth (*) Ben-Gurion University of the Negev, Beersheba, Israel e-mail: [email protected]
Introduction Have you ever been passionate about a theoretical approach you learned in class? When the class ended, you may have approached the professor to ask for clarifications, elaborations, and maybe additional reading materials. Later, during a coffee break, you discussed the ideas with your friends and were eager to go online to look for more information. At the same time, I’m sure you remember other classes in which passion and eagerness could not describe your experience, but pressure and anxiety definitely could. You may have felt pressure to succeed because the course was mandatory in your program and you needed a certain grade. You found the material uninteresting and meaningless. The professor lectured monotonously and slowly, without distinguishing between the important and the unimportant. However, you did not dare to skip a single class because you wanted to make sure that you took all the necessary notes for the final exam. The course was a millstone around your neck, and you couldn’t wait to put it behind you. You probably studied hard before the exam to make sure your grade was high enough. You may also remember another class experience where after half an hour, you found yourself staring at the professor with no idea what she was talking about. You may have taken some
© Springer Nature Switzerland AG 2019 K. Sassenberg, M. L. W. Vliek (eds.), Social Psychology in Action, https://doi.org/10.1007/978-3-030-13788-5_3
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G. Roth
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notes but in an automatic manner without really paying attention; before the final exam, you might have read them but couldn’t remember anything, questioning if you were the one who actually wrote this stuff. It does not mean that you necessarily felt incompetent in this class. The material was not beyond your ability to understand. You may even have felt it was quite simple, even trivial. As a high achiever and to ensure good grades in the three classes, you may have invested equal effort before the final exams. So even though you felt quite competent in the three classes, and you made efforts to succeed, your experience as a learner was completely different: enthusiastic and eager in one class, stressed and anxious in the second, and bored and maybe even irritated in the third. Thus, the different experiences cannot be explained by different levels of a
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