Need satisfaction and the self-regulation of learning

Edward L. Deci; Richard M. Ryan; Geoffrey C. Williams

doi:10.1016/S1041-6080(96)90013-8

Need satisfaction and the self-regulation of learning

Edward L. Deci, Richard M. Ryan, Geoffrey C. Williams

Department of Education

Research output: Contribution to journal › Article › peer-review

378 Scopus citations

Abstract

Self-regulation is analyzed in terms of self-determination theory using the concepts of intrinsic motivation and the internalization of extrinsic motivation. Laboratory experiments and field studies are reviewed indicating that: (1) intrinsic motivation and fully internalized extrinsic motivation are positively associated with high quality learning and personal adjustment; and (2) maintaining intrinsic motivation and internalizing extrinsic motivation are facilitated by social contexts that allow satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Such contexts are ones that are characterized by the provision of choice, optimal challenge, informational feedback, interpersonal involvement, and acknowledgment of feelings.

Original language	English
Pages (from-to)	165-183
Number of pages	19
Journal	Learning and Individual Differences
Volume	8
Issue number	3
DOIs	https://doi.org/10.1016/S1041-6080(96)90013-8
State	Published - 1996

Bibliographical note

Funding Information:
ACKNOWLEDGMENTS: Preparation of this article was supported by a research grant from the National Institute of Child Health and Human Development (HD-19914) and by an individual NRSA from the National Cancer Institute (CA-60348).

Access to Document

10.1016/S1041-6080(96)90013-8

Cite this

@article{7bfda0c7e9e640bea3a75090213b9c53,

title = "Need satisfaction and the self-regulation of learning",

abstract = "Self-regulation is analyzed in terms of self-determination theory using the concepts of intrinsic motivation and the internalization of extrinsic motivation. Laboratory experiments and field studies are reviewed indicating that: (1) intrinsic motivation and fully internalized extrinsic motivation are positively associated with high quality learning and personal adjustment; and (2) maintaining intrinsic motivation and internalizing extrinsic motivation are facilitated by social contexts that allow satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Such contexts are ones that are characterized by the provision of choice, optimal challenge, informational feedback, interpersonal involvement, and acknowledgment of feelings.",

author = "Deci, {Edward L.} and Ryan, {Richard M.} and Williams, {Geoffrey C.}",

note = "Funding Information: ACKNOWLEDGMENTS: Preparation of this article was supported by a research grant from the National Institute of Child Health and Human Development (HD-19914) and by an individual NRSA from the National Cancer Institute (CA-60348).",

year = "1996",

doi = "10.1016/S1041-6080(96)90013-8",

language = "English",

volume = "8",

pages = "165--183",

journal = "Learning and Individual Differences",

issn = "1041-6080",

publisher = "Elsevier BV",

number = "3",

}

TY - JOUR

T1 - Need satisfaction and the self-regulation of learning

AU - Deci, Edward L.

AU - Ryan, Richard M.

AU - Williams, Geoffrey C.

N1 - Funding Information: ACKNOWLEDGMENTS: Preparation of this article was supported by a research grant from the National Institute of Child Health and Human Development (HD-19914) and by an individual NRSA from the National Cancer Institute (CA-60348).

PY - 1996

Y1 - 1996

N2 - Self-regulation is analyzed in terms of self-determination theory using the concepts of intrinsic motivation and the internalization of extrinsic motivation. Laboratory experiments and field studies are reviewed indicating that: (1) intrinsic motivation and fully internalized extrinsic motivation are positively associated with high quality learning and personal adjustment; and (2) maintaining intrinsic motivation and internalizing extrinsic motivation are facilitated by social contexts that allow satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Such contexts are ones that are characterized by the provision of choice, optimal challenge, informational feedback, interpersonal involvement, and acknowledgment of feelings.

AB - Self-regulation is analyzed in terms of self-determination theory using the concepts of intrinsic motivation and the internalization of extrinsic motivation. Laboratory experiments and field studies are reviewed indicating that: (1) intrinsic motivation and fully internalized extrinsic motivation are positively associated with high quality learning and personal adjustment; and (2) maintaining intrinsic motivation and internalizing extrinsic motivation are facilitated by social contexts that allow satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Such contexts are ones that are characterized by the provision of choice, optimal challenge, informational feedback, interpersonal involvement, and acknowledgment of feelings.

UR - http://www.scopus.com/inward/record.url?scp=0030497225&partnerID=8YFLogxK

U2 - 10.1016/S1041-6080(96)90013-8

DO - 10.1016/S1041-6080(96)90013-8

M3 - Article

AN - SCOPUS:0030497225

SN - 1041-6080

VL - 8

SP - 165

EP - 183

JO - Learning and Individual Differences

JF - Learning and Individual Differences

IS - 3

ER -

Need satisfaction and the self-regulation of learning

Abstract

Bibliographical note

Access to Document

Fingerprint

Cite this