Self-Determination Theory and Learning Learning Theories University of Connecticut, TCPCG Summer 2011
Self-Determination Theory  <ul><li>Edward Deci & Richard Ryan    </li></ul><ul><li>Framework to study human motivation an...
<ul><li>“ The interplay between the extrinsic forces acting on persons and the intrinsic motives and needs inherent in hum...
 
<ul><li>“ SDT propositions also focus on how social and cultural factors facilitate or undermine people’s sense of volitio...
 
High Quality Motivation <ul><li>Conditions that foster </li></ul><ul><ul><li>AUTONOMY </li></ul></ul><ul><ul><li>COMPETENC...
BIG 3: Autonomy, Competency, Relatedness <ul><li>PRESENT: When all three needs are ongoingly satisfied, people will develo...
SDT and Learning [self-study] <ul><li>THINK  of an example from your experience as a learner (formal or informal) when you...
Harness Your Students' Digital Smarts |  Edutopia
SDT and Learning [case study] <ul><li>Describe the interaction between Vicki Davis’ pedagogy and her students’ SD?  </li><...
Connecting Concepts  <ul><li>Goleman’s  Emotional Intelligence (E.Q.) </li></ul><ul><li>Intrinsic Motivation </li></ul><ul...
Thank You Prepared by  GNA Garcia University of Connecticut, Educational Psychology Faculty
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Self-Determination Theory and Learning

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  • How does “ The interplay between the extrinsic forces acting on persons and the intrinsic motives and needs inherent in human nature is the territory of SDT.” relate to Maslow’s Hierarchy of Needs?
  • How does “SDT propositions also focus on how social and cultural factors facilitate or undermine people’s sense of volition and initiative, in addition to their well-being and the quality of their performance.” relate to Vygotsky’s theory of cognitive development?
  • Self-Determination Theory and Learning

    1. 1. Self-Determination Theory and Learning Learning Theories University of Connecticut, TCPCG Summer 2011
    2. 2. Self-Determination Theory <ul><li>Edward Deci & Richard Ryan  </li></ul><ul><li>Framework to study human motivation and personality </li></ul><ul><li>Extrinsic motivation </li></ul><ul><ul><li>Reward systems, opinions of others </li></ul></ul><ul><li>Intrinsic motivation </li></ul><ul><ul><li>Interests, curiosity, core values </li></ul></ul> Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
    3. 3. <ul><li>“ The interplay between the extrinsic forces acting on persons and the intrinsic motives and needs inherent in human nature is the territory of SDT.” </li></ul>
    4. 5. <ul><li>“ SDT propositions also focus on how social and cultural factors facilitate or undermine people’s sense of volition and initiative, in addition to their well-being and the quality of their performance.” </li></ul>
    5. 7. High Quality Motivation <ul><li>Conditions that foster </li></ul><ul><ul><li>AUTONOMY </li></ul></ul><ul><ul><li>COMPETENCE </li></ul></ul><ul><ul><li>RELATEDNESS </li></ul></ul><ul><li>Resulting in </li></ul><ul><ul><li>ENHANCED PERFORMANCE </li></ul></ul><ul><ul><li>PERSISTANCE </li></ul></ul><ul><ul><li>CREATIVITY </li></ul></ul>
    6. 8. BIG 3: Autonomy, Competency, Relatedness <ul><li>PRESENT: When all three needs are ongoingly satisfied, people will develop and function effectively and experience overall wellness </li></ul><ul><li>ABSENT: When needs are thwarted, people more likely evidence ill-being and non-optimal functioning </li></ul>
    7. 9. SDT and Learning [self-study] <ul><li>THINK of an example from your experience as a learner (formal or informal) when you felt autonomous, competent, and connected to others. </li></ul><ul><li>PAIR with your neighbor and share your stories. </li></ul><ul><li>SHARE with the class the commonalities & differences in your stories. </li></ul>
    8. 10. Harness Your Students' Digital Smarts | Edutopia
    9. 11. SDT and Learning [case study] <ul><li>Describe the interaction between Vicki Davis’ pedagogy and her students’ SD? </li></ul><ul><li>Support your response with two examples of specific pedagogical practices you noted that may influence her students’ feelings of autonomy, competency, and relatedness. </li></ul><ul><li>Formulate a theory to practice statement reflecting the relationship between pedagogy and students’ self-determination. </li></ul>
    10. 12. Connecting Concepts <ul><li>Goleman’s Emotional Intelligence (E.Q.) </li></ul><ul><li>Intrinsic Motivation </li></ul><ul><li>Extrinsic Motivation </li></ul><ul><li>“Hot cognition” </li></ul><ul><li>The affective domain (the role of emotion in learning </li></ul><ul><li>“Baggage” </li></ul><ul><li>Pink’s autonomy, mastery, and purpose </li></ul>
    11. 13. Thank You Prepared by GNA Garcia University of Connecticut, Educational Psychology Faculty
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