Publications

Conditions of living well : three models.

The important role that political and economic supports play in individuals' lives is often acknowledged, but less often directly studied. The pervasive effects that these conditions have on psychological processes related to individuals' well-being is not fully understood. The present work reviews the literature surrounding political and economic supports and social contexts broadly defined, including the present understanding of human wellness within these systems. The Primary Goods approach of John Rawls and the Capabilities Approach of Amartya Sen and Martha Nussbaum are considered as alternative conceptions of the precursors of well-being most significant for comparative assessments of justice. A wealth of evidence from the Self-Determination Theory tradition provides a framework for understanding such dynamics. Two studies provide a first test of the capability approach, supporting the role of basic psychological needs in mediating the relation between capabilities and well-being. A third study measured both the capability approach and primary goods models, their relation to broadened measures of well-being, and the mediating role of basic psychological need satisfaction, across a set of varied samples.

The Importance of Autonomy for Development and Well-Being

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Autonomy disturbances in subtypes of anorexia nervosa.

This study examines the hypothesis, derived from several theories, that disturbances in the development of autonomy are a central psychological feature in anorexia nervosa.Several measures relevant to autonomy, including the General Causality Orientations Scale (Deci & Ryan, 1985b), Structural Analysis of Social Behavior (Benjamin, 1977), Mutuality of Autonomy Scale (Urist, 1977), and Family Environment Scale (Moos, 1974) were administered to 19 restrictive anorexics, 14 bulimic anorexics, and 17 normal control subjects.All three groups were matched for age, sex, race, education, and marital status; the anorexic groups were matched for current percentage of ideal body weight, duration of illness, and treatment history.We hypothesized that both restrictive and bulimic anorexics would evidence greater problems with autonomy than would controls and, further, that the three groups would show differential patterns of response on these measures.Results largely confirmed these hypotheses.The restrictors experienced a greater sense of impersonal causality than did either the butimic anorexics or the controls.Compared with the control group, both restrictive and bulimic anorexic groups exhibited poorer self-concept, more pathological object relations, and more disturbed family interactions.We concluded that problems with autonomy-related issues are prominent in anorexia nervosa and that different subtypes may be associated with distinct forms of autonomy disturbance.

Load Forecasting For A Gas Distribution System

Righting the Wrong: Reparative Coping After Going Along With Ostracism

Most of the focus within the ostracism literature concerns the negative effects on the ostracized and how they cope following ostracism. Research is now beginning to illuminate negative psychological effects for ostracizers, yet no studies to date have examined their coping responses. This study continues this line of inquiry focusing on experiences of going along with ostracism, both by employing a face-to-face interaction and by exploring prosocial versus antisocial coping reactions in ostracizers. Results reveal that compared to those in a neutral condition, compliant ostracizers suffered because ostracizing someone else frustrated their psychological needs for autonomy and relatedness. Further, when given the chance, ostracizers were more inclusive of the person they previously ostracized. Discussion considers important avenues for future research as well as implications of results.

Examining the relations between work values, psychological need satisfaction, and the bright and dark sides of job satisfaction: A self-determination theory perspective

Forms of death contemplation and the self-regulation of prosocial behavior: A comparison of mortality salience and death reflection

Foreword

Journal Article Foreword Get access Stanley L Erlandsen, Stanley L Erlandsen President, Microscopy Society of America Search for other works by this author on: Oxford Academic Google Scholar Greg Meeker, Greg Meeker President, Microscopy Society of America Search for other works by this author on: Oxford Academic Google Scholar Raynald Gauvin, Raynald Gauvin President, Microscopy Society of America Search for other works by this author on: Oxford Academic Google Scholar Richard Ryan Richard Ryan President, Microscopy Society of America Search for other works by this author on: Oxford Academic Google Scholar Microscopy and Microanalysis, Volume 8, Issue S02, 1 August 2002, Page 43, https://doi.org/10.1017/S1431927602109135 Published: 01 August 2002

Internalization and Motivation: Some Preliminary Research and Theoretical Speculations.

No abstract is provided for this article.

Reflections on self‐determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business

This special issue focuses on self-determination theory (SDT) as an integrative framework for the wider field of personality research. In this commentary our aims include: reflecting on the utility and strengths of SDT as such a general framework and responding to the various contributions in this issue regarding their use of SDT as a guiding, complementary, or contrasting framework.We describe how SDT has developed organically and conservatively from "within" based on the emerging patterns of evidence, as well through the ongoing challenges from other models and frameworks. We then discuss each of the various contributions to this special issue, addressing themes that include SDT's breadth of methods, and its relevance to topics such as narcissism, wisdom, individual differences, Big-Five traits, and the neuropsychology of motivation, among others. Across these discussions, we highlight fruitful avenues for research and cross-fertilization across the fields of personality, development, motivation, and neuroscience. At the same time, we counter some claims made about SDT, and forward certain cautions regarding the integration of SDT and other personality frameworks and models.We conclude by revisiting the value of broad theory, and SDT in particular, for coordinating complex research findings concerning motivation, personality development and wellness across multiple levels of analysis and, perhaps more importantly, for pointing researchers to the right questions within today's prolific empiricism.

The Relation of Mothers′ Controlling Vocalizations to Children′s Intrinsic Motivation

Twenty-six mother-child dyads played together in a laboratory setting. Play sessions were surreptitiously videotaped (with mothers′ permission), and each maternal vocalization was transcribed and coded, first into 1 of 24 categories and then ipso facto into one of three supercategories-namely, controlling, autonomy supportive, and neutral. The degree of mothers′ controllingness was calculated as the percentage of vocalizations coded as controlling. This index was correlated with the intrinsic motivation of their 6- or 7-year-old children, as assessed primarily by the free-choice behavioral measure and secondarily by a child self-report measure of interest and liking for the task. Both correlations were significantly negative, thereby suggesting that the robust laboratory findings of a negative relation between controlling contexts and individuals′ intrinsic motivation are directly generalizable to the domain of parenting. Results are discussed in terms of the processes that undermine intrinsic motivation and the means through which parental controllingness is communicated.

Perceived Work Autonomy Support Scale

Education as Flourishing

In the perspective of self-determination theory the central aim of education should be that of enhancing students’ flourishing. Flourishing involves not only the development of cognitive capacities but also capacities for agency, prosocial relationships, and psychological wellness. Strong evidence within self-determination theory, reviewed herein, shows how teaching styles that support students’ basic needs for autonomy, relatedness, and competence foster these aspects of flourishing, enhancing the quality of students’ engagement, learning, and social relationships. Also highlighted are how students’ motivation and agency reciprocally influence teachers’ tendency to be need supportive, such that interventions on both sides of the teacher-student relationship can enhance learning climates. Nonetheless, this body of evidence concerns optimizing need supports within existing school environments, which too often remain mired in policies, practices, and omnipresent evaluations that are not designed for student flourishing, and which instead often harm both students’ and teachers’ well-being and motivation. The chapter’s conclusion includes a call to broaden the criteria by which schools are evaluated to include process as well as outcome targets. Creating the best schools we can imagine entails the assessment and cultivation of what really matters (i.e., process targets) to student flourishing in both their present and future lives.

Learning Self-Regulation Questionnaire

Intrinsic and Extrinsic Motivation

Intrinsic motivation underlies behaviors performed purely for interest and enjoyment; extrinsic motivation underlies behaviors performed to obtain separable rewards or avoid negative outcomes. Different types of extrinsic motivations exist and can be placed on a self-determination continuum. Intrinsic motivation and self-determined forms of extrinsic motivation facilitate positive outcomes such as well-being. Non-self-determined forms of extrinsic motivation are associated with negative outcomes such as anxiety. Autonomy-supportive environments which provide choices and options foster the development of intrinsic motivation and self-determination. In education, autonomy-supportive environments provide the context for greater learning outcomes such as increased classroom involvement, performance, and satisfaction.

The relations of maternal and social environments to late adolescents' materialistic and prosocial values.

Organismic theories and recent research suggest that environments that do not support growth and self-expression are associated with valuing financial success relatively more than affiliation, community feeling, and self-acceptance. This prediction was investigated in a heterogenous sample of 18-year-olds using a variety of methods and informants. Teenagers who rated the importance of financial success aspirations relatively high compared to other values were found to have mothers who were less nurturant. Further, materially oriented teenagers grew up in less advantageous socioeconomic circumstances and were raised by mothers who especially valued the teens' financial success. Discussion focuses on explicating the different ways values are acquired.

The benefits of being present: Mindfulness and its role in psychological well-being.

Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress.

A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.