A substantial amount of recent literature on attribution has been concerned with the relationship between perception of oneself and of others. There is increasing evidence that there are similarities between phenomena which occur for actors and the inferences of...
In systems where rewards for fine performance are Money, Promotions, and Fringe Benefits, internal rewards which people derive from doing what they like (meeting a challenge, maybe) die out. That feeling of satisfaction and accomplishment is quickly replaced as workers become less willing to perform in the absence of the external reward.
The mechanism of capacitative calcium entry is one of themajor unsolved questions in the field of calcium signalling.Cells derive their signal Ca2+from two separate sources. Itcan be released from an internal reservoir, the endoplasmicreticulum (ER), but once this is depleted Ca2’ is drawn infrom the outside. Jim Putney was one of the first to recognizethat the signal to recruit external Ca” comes from the ERand he coined the term capacitive calcium entry (CCE). Byanalogy with an electrical capacitor, the fully charged ER isquiescent but, once it loses its Ca”, it sends a message tochannels in the membrane to induce a Calcium-Release-Activated-Calcium current (ICRAC).It is highly appropriate forPutney to have written this book because he has been at thecentre of research into this puzzling phenomenon. Althoughsomewhat subjective at times, Putney has written a wonder-fully detailed account of how CCE was discovered. He thengoes on to define the main properties of this entrymechanism which clearly establishes the physiologicalcontext in which the missing messenger must operate. Hisbook could be compared to an Agatha Christie detectivenovel and retitled ‘The Search for the Missing Messenger’.Like all good detective stories, Putney begins by setting thescene with a detailed analysis of the key players. In responseto external stimuli, such as hormones, cells generate themessenger inositol trisphosphate ( InsP,) which diffuses to theER where it binds to InsP, receptors which have the channelsthat release stored Ca”. Once the stores empty, the CCEmechanism kicks in when the ER transmits a signal thattravels back to activate entry channels in the plasmamembrane. Here is where the mystery begins because wedon’t know the messenger mechanism. Even the target of thismessenger, the CRAC channels in the membrane, areunknown. There is no shortage of suspects because many ofthe workers in this field, including myself, have put forwardtheir favourite candidates.
Abstract: Performing music is both a joy and a discipline. In this chapter we review the basic tenets of Self-Determination Theory (SDT) as they apply to developing interest and expertise in music performance, and the growing evidence concerning how parents, educators, mentors, and professional pressures can facilitate or undermine musicians’ enjoyment, persistence, and performance. SDT provides a framework for understanding both the intrinsic and extrinsic motivations that underlie music performance, and their dynamics in educational and professional contexts. Applying the theory, we discuss the near-universal, intrinsically motivated nature of performing music, and why some individuals develop that interest into an identity or vocation. In addition, SDT provides a framework for understanding extrinsic motivation in performance contexts, including how performers internalize the motivation to persist at the less intrinsically enjoyable but nonetheless essential aspects of learning and practice. The theory argues that both intrinsic motivation and internalization are strongly affected by the fulfillment of basic psychological needs, which can be supported by teachers and mentors. We review evidence on this idea and discuss the implications of such research in the context of music education and music performance. Finally, we highlight some areas in need of more refined research and evidence-based interventions in this important domain.
Five studies utilizing survey, experimental, and diary methods assessed the effects of being outdoors on subjective vitality. In Study 1, we used a vignette method to examine whether being outdoors was associated with vitality, above and beyond the influences of physical activity and social interactions. Study 2 explored the effects of being outdoors on vitality through an experimental design contrasting indoor and outdoor walks. In Study 3, participants were exposed to photographic scenes of either nature or buildings. Results showed that only the nature scenes enhanced subjective vitality. Studies 4 and 5 used a diary methodology to examine within-person variations in subjective energy as a function of being outdoors, again controlling for physical and social activity. Being outdoors was associated with greater vitality, a relation that was mediated by the presence of natural elements. Limitations of these studies are discussed, as well as their implications for research on energy and vitalization.
According to self-determination theory, the need to experience competence is one of a well-recognized trio of basic psychological needs, alongside the need for autonomy and relatedness. Although often assessed at the activity level, the need for competence is met situationally when learners feel able to understand and affect the world around them. In language learning, this means the feeling of success firstly in the comprehension and then in the use of the new language. This situated, contextual sense of competence helps explain the complex and dynamic development of motivation within the language learner. In this review, we focus on the need for competence as it applies both theoretically and empirically to the study of learning a new language. Building on scholarship showing that competence need satisfaction is a powerful correlate of motivation in education generally, we survey the evidence for competence need satisfaction as a specific predictor of language learning motivation and achievement, with directions for future exploration. We present a thought experiment for new methods and approaches to the measurement of competence in classrooms.
Using both self-determination theory (Ryan & Deci, 2000) and Dweck's (1991) entity versus incremental personality distinction, we examined the role of motivation as a predictor of treatment success in a methadone maintenance program. Specifically, it was predicted that internal motivation and perceived autonomy support would be associated with better treatment adherence as indicated by negative urine tests, attendance, and the attainment of take-home methadone dosages, whereas external motivation was not expected to enhance these outcomes. Results generally supported these hypotheses, yet also indicated that high levels of external motivation coupled with low levels of internal motivation predicted particularly poor treatment outcomes. In addition, patients embracing an entity belief that their addiction was a fixed aspect of self also attained better outcomes. Results are discussed in terms of the dynamics of motivation in addiction treatments.
1. The Historical Development of Self-determination Theory Marylene Gagne and Edward L. Deci Part One: Conceptual Issues 2. The Importance of Universal Psychological Needs for Understanding Motivation in the Workplace Edward L. Deci and Richard M. Ryan 3. Employee Commitment, Motivation, and Engagement: Exploring the Links John P. Meyer 4. Effective and Sustained Proactivity in the Workplace: A Self-determination Theory Perspective Karoline Strauss and Sharon K. Parker 5. A Behavioral Economics Perspective on the Overjustification Effect: Crowding-In and Crowding-Out of Intrinsic Motivation Antoinette Weibel, Meike Wiemann, and Margit Osterloh 6. Passion for Work: Determinants and Outcomes Robert J. Vallerand, Nathalie Houlfort, and Jacques Forest Part Two: Individual Considerations 7. The Foundation of Autonomous Motivation in the Workplace: An Attachment Perspective Sigalit Ronen Mario Mikulincer 8. Contingent Self-Esteem: A Review and Applications to Organizational Research D. Lance Ferris 9. Person-Environment Fit and Self-Determination Theory Gary J. Greguras, James M. Diefendorff, Jacqueline Carpenter, and Christian Troster Part Three: Organizational and Contextual Considerations 10. The Motivational Power of Job Design Marylene Gagne and Alexandra Panaccio 11. Leadership Stephanie L. Gilbert and E. Kevin Kelloway 12. Compensation and Work Motivation: Self-determination Theory and the Paradigm of Motivation through Incentives Amar Fall and Patrice Roussel 13. SDT and Workplace Training and Development Anders Dysvik and Bard Kuvaas Part Four: Outcomes of Work Motivation 14. Self-Determination and Job Stress Claude Fernet and Stephanie Austin 15. Self-Determination as a Nutriment for Thriving: Building an Integrative Model of Human Growth at Work Gretchen M. Spreitzer and Christine Porath 16. Emotional Labor through the Lens of SDT Michel Cossette 17. Understanding Why Employees Behave Safely from a Self-Determination Theory Perspective Natasha Scott, Mark Fleming, and E. Kevin Kelloway 18. Understanding Workplace Violence: The Contribution of Self-Determination Theory Veronique Dagenais-Desmarais and Francois Courcy 19. Encouraging Environmental Actions in Employees and in the Working Environment: A Self-Determination Theory Perspective Luc G. Pelletier and Nicole M. Aitken 20. Translating research results in economic terms: An application of economic utility analysis using SDT-based interventions Jacques Forest, Marie-Helene Gilbert, Genevieve Beaulieu, Philippe LeBrock, and Marylene Gagne Part Five: Domains of Application 21. Teacher Motivation Johnmarshall Reeve and Yu-Lan Su 22. At the Interface of Work and Health: A Consideration of the Health Gradient using Self-Determination Theory Maynor G. Gonzalez, Christopher P. Niemiec, and Geoffrey C. Williams 23. What is a Functional Relationship to Money and Possessions? Dan Stone 24. Future Leaders' and Lawyers' Life Values and Goals: Toward a Dual Valuing Process Model Frederick M.E. Grouzet 25. A Self-determination Theory Approach to Goals Richard Koestner and Nora Hope 26. Self-Determination Theory in the Work Domain: This is Just the Beginning Marylene Gagne
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The significance of ego development and object relations for adaptation and adjustment in middle childhood was examined in a study of 92 nine‐ to twelve‐year‐old children Subjects completed the Sentence Completion Test (SCT) and the Blatt Object Relations Scale (BORS) in individual sessions BORS ratings were factor analyzed and a predominant factor of parental nurturance emerged This factor was positively related to children's self‐reported perceptions of parental involvement and autonomy support but was unrelated to the SCT SCT findings revealed an expected pattern for middle childhood with the preponderance of children falling into impulsive, self‐protective, and conformist stages of ego development Both the SCT and BORS were examined in relation to aspects of children's cognitive and social functioning, assessed via teacher ratings, peer sociometrics, self‐evaluations, and academic achievement records Results showed that the SCT was primarily related to cognitive complexity variables, while the object relations measure was associated with both peer and self‐evaluations These nonoverlapping relations with varied child outcomes are discussed both in terms of methodological limitations and theoretical significance
Research in psychology has shown that both motivation and wellbeing are contingent on the satisfaction of certain psychological needs. Yet, despite a long-standing pursuit in human-computer interaction (HCI) for design strategies that foster sustained engagement, behavior change and wellbeing, the basic psychological needs shown to mediate these outcomes are rarely taken into account. This is possibly due to the lack of a clear model to explain these needs in the context of HCI. Herein we introduce such a model: Motivation, Engagement and Thriving in User Experience (METUX). The model provides a framework grounded in psychological research that can allow HCI researchers and practitioners to form actionable insights with respect to how technology designs support or undermine basic psychological needs, thereby increasing motivation and engagement, and ultimately, improving user wellbeing. We propose that in order to address wellbeing, psychological needs must be considered within five different spheres of analysis including: at the point of technology adoption, during interaction with the interface, as a result of engagement with technology-specific tasks, as part of the technology-supported behavior, and as part of an individual's life overall. These five spheres of experience sit within a sixth, society, which encompasses both direct and collateral effects of technology use as well as non-user experiences. We build this model based on existing evidence for basic psychological need satisfaction, including evidence within the context of the workplace, computer games, and health. We extend and hone these ideas to provide practical advice for designers along with real world examples of how to apply the model to design practice.
Self-determination theory (SDT) is a theoretical framework for addressing human motivation and wellness that has been actively and increasingly researched over four decades. As a cumulative knowledge base, many of SDT’s fundamental tenets have been repeatedly examined. We identified 60 meta-analyses that tested many of the propositions of SDT’s six mini-theories, other theory-based hypotheses, and SDT’s utility in applied domains. In this review we examine what these meta-analyses establish, highlighting the support they lend to the validity of SDT’s motivational taxonomy and its hypotheses regarding the respective effects of basic psychological need satisfaction and frustration on well-being and ill-being. Meta-analytic evidence also strongly supports the relevance of SDT for organizations, health care, parenting, and education among other domains, with identifiable gaps in the meta-analytic literature. We conclude by discussing the importance of broad theory and the use of meta-analytic knowledge as scaffolding for further theory and research, albeit with its own methodological limitations.
