Self-determination theory (SDT) is a theory of motivation developed by Edward Deci and Richard Ryan that focuses on supporting innate psychological needs for competence, autonomy and relatedness. SDT posits that these basic needs must be satisfied for people to experience optimal motivation and development, and that social and environmental factors can either support or thwart need satisfaction. According to SDT, when these needs are fulfilled people become self-determined to pursue and persist in activities out of interest or intrinsic motivation.
Self-Determination Theory, or SDT, links
Personality,
Human motivation, and
Optimal functioning.
It posits(Put forward as fact) that there are two main types of motivation which are powerful forces in shaping who we are and how we behave (Deci & Ryan, 2008).
Intrinsic and
Extrinsic
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
Definiton of motivation
Extrinsic & intrinsic motivation
Characteristics of Extrinsic & Intrinsic Motivation
Factors increasing intrinsic motivation
Locus of contol
Topic: Approaches of Motivation
Student Name: Saima Irfan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Self-Determination Theory, or SDT, links
Personality,
Human motivation, and
Optimal functioning.
It posits(Put forward as fact) that there are two main types of motivation which are powerful forces in shaping who we are and how we behave (Deci & Ryan, 2008).
Intrinsic and
Extrinsic
Self Determination Theory incorporates competence, relatedness and autonomy. Check out Juliette's Self Determination Theory video below: https://youtu.be/pToliShvm3I
Definiton of motivation
Extrinsic & intrinsic motivation
Characteristics of Extrinsic & Intrinsic Motivation
Factors increasing intrinsic motivation
Locus of contol
Topic: Approaches of Motivation
Student Name: Saima Irfan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Theories of Motivation - Overview of the Content Theories of Motivation Monica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
In humanistic psychology it is emphasized people have free will and they play an active role in determining how they behave. Humanistic psychologists try to see people’s lives as those people would see them. They tend to have an optimistic perspective on human nature
Accordingly, humanistic psychology focuses on subjective experiences of persons as opposed to forced, definitive factors that determine behavior.
Abraham Maslow and Carl Rogers were proponents of humanistic view
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Theories of Motivation - Overview of the Content Theories of Motivation Monica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
In humanistic psychology it is emphasized people have free will and they play an active role in determining how they behave. Humanistic psychologists try to see people’s lives as those people would see them. They tend to have an optimistic perspective on human nature
Accordingly, humanistic psychology focuses on subjective experiences of persons as opposed to forced, definitive factors that determine behavior.
Abraham Maslow and Carl Rogers were proponents of humanistic view
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Self-Determination Theory and the Facilitation of Intrinsic .docxbagotjesusa
Self-Determination Theory and the
Facilitation of Intrinsic Motivation,
Social Development, and Well-Being
Richard M. Ryan and Edward L. Deci
University o f Rochester
Human beings can be proactive and engaged or, alterna-
tively, passive and alienated, largely as a function o f the
social conditions in which they develop and function. Ac-
cordingly, research guided by self-determination t h e o ~
has focused on the social-contextual conditions that facil-
itate versus forestall the natural processes of self-motiva-
tion and healthy psychological development. Specifically,
factors have been examined that enhance versus undermine
intrinsic motivation, self-regulation, and well-being. The
findings have led to the postulate of three innate psycho-
logical needs--competence, autonomy, and relatedness--
which when satisfied yield enhanced self-motivation and
mental health and when thwarted lead to diminished mo-
tivation and well-being. Also considered is the significance
of these psychological needs and processes within domains
such as health care, education, work, sport, religion, and
psychotherapy.
T he fullest representations o f humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; ex-
tend themselves; master new skills; and apply their talents
responsibly. That most people show considerable effort,
agency, and commitment in their lives appears, in fact, to
be more normative than exceptional, suggesting some very
positive and persistent features o f human nature.
Yet, it is also clear that the human spirit can be
diminished or crushed and that individuals sometimes re-
ject growth and responsibility. Regardless of social strata
or cultural origin, examples o f both children and adults
who are apathetic, alienated, and irresponsible are abun-
dant. Such non-optimal human functioning can be observed
not only in our psychological clinics but also among the
millions who, for hours a day, sit passively before their
televisions, stare blankly from the back o f their classrooms,
or wait listlessly for the weekend as they go about their
jobs. The persistent, proactive, and positive tendencies o f
human nature are clearly not invariantly apparent.
The fact that human nature, phenotypically expressed,
can be either active or passive, constructive or indolent,
suggests more than mere dispositional differences and is a
function of more than just biological endowments. It also
bespeaks a wide range of reactions to social environments
that is worthy o f our most intense scientific investigation.
Specifically, social contexts catalyze both within- and be-
tween-person differences in motivation and personal
growth, resulting in people being more self-motivated,
energized, and integrated in some situations, domains, and
cultures than in others. Research on the conditions that
foster versus undermine positive human potenti.
Powering people to achieve high levels of performance and overcoming barriers in order to change!
https://www.youtube.com/@Shortclips123
Here is a link to my new YouTube channel based on motivation and inspiration from the most influential people in history! It would really help my channel grow and develop in time, thanks so much for your support!! @shortclips
Leadership is "organizing a group of people to achieve a common goal." The leader may or may not have any formal authority. Students of leadership have produced theories involving traits, situational interaction, function, behavior, power, vision and values, charisma, and intelligence among others.
Relationship Awareness Theory is a self-learning model for effectively and accurately understanding and inferring the motive behind the behavior.
Relationship Awareness® gives organizations and individuals the awareness and skills they need to build more effective personal and professional relationships.
It helps them to sustain those relationships through understanding the underlying Motivational Value Systems™ of themselves and others under two conditions:
When things are going well
During conflict
The theory helps people to recognize that they can choose their behaviors to accommodate their underlying values, while also taking into account the values of others.
It is a dynamic and powerful way of looking at human relationships that aids in building communication, trust, empathy, and effective, productive relationships.
The Theory (and the psychometric tests which are based on it) were developed by psychologist, clinical therapist, educator, and author Elias H. Porter, Ph.D.
Running head Discussion Week 32Organizati.docxjeanettehully
Running head: Discussion Week 3 2
Organizational Behavior
Melanie Fore
University of the Cumberlands
Introduction
At the very beginning of this course the authors stated the core topics of organizational behavior are motivation, leader behavior and power, interpersonal communication, group structure and processes, attitude development and perception, change processes, conflict and negotiation, and work design. This week’s reading goes into depth of a couple of those topics: perception and motivation.
Chapter Six
Chapter six defines for us what perception is, “a process by which we organize and interpret sensory impressions in order to give meaning to their environment.” There are a few factors that shape our perception, perceiver, target, and context. Our perception of people often come from our first impressions of them, we don’t get to know them. This is because of four shortcuts people take in judging someone. First, is selective perception, this means people judge based on their interest and background. Next, the halo effect, where people judge on a single characteristic. The contrast effects are where individuals compare someone who has a distinctive characteristic to others you know with the same characteristics. And lastly, is stereotyping. We know from previous chapters that stereotyping is based on the group to which someone belongs. When someone makes a decision, it is based on their perception. Generally, in organizational behavior there are three things that determine what kind of decision someone makes. One is the rational model. This is where someone decides, after they know all the information, on the option that has the highest utility. Bounded rationality is another. This means the person making the decision doesn’t know all of the information, but they can construct models that extract the essential features. Finally, there is intuition. This is where someone doesn’t know all the information, but they make their decision based on experience. There are several biases that can take place in decision making, these include overconfidence bias, anchoring bias, confirmation bias, availability bias, and hindsight bias. Along with biases, there are errors as well. These are escalation of commitment, randomness error, and risk aversion. Your decisions influence you as an individual and your organization. One of the most important things to know in any career and something that is taught in almost every class are ethics and that is also covered in the end of chapter six.
Chapter Seven
Chapter 7 and 8 cover the motivation topic of organizational behavior. Our authors define motivation as “the processes that account for an individual’s intensity, direction, and persistence of effort toward attaining a goal.” Chapter seven is full of motivation theories. The early theories included, the hierarchy of needs, two-factor theory, and McClelland’s theory of needs. The hierarchy of needs include five needs: physiological, safety-sec ...
The effect of personality on motivation and growth of organisational behaviou...Sourit Khamaru
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
4. Self-Determination Theory
(SDT)
one of the theories of Human Motivation
The central premise of the theory is that individuals
have innate tendencies towards personal growth
and vitality that are either satisfied or thwarted by
their immediate environment.
Motivation is a process that starts
with a physiological or psychological
need that activates a behavior or a
drive that is aimed at a goal.
5. Self-Determination Theory
(SDT)
Self-determination theory (SDT) is an empirically based theory of human
motivation, development, and wellness. The theory focuses on types,
rather than just amount, of motivation, paying particular attention to
autonomous motivation, controlled motivation, and a motivation as
predictors of performance, relational, and well-being outcomes. It also
addresses the social conditions that enhance versus diminish these types
of motivation, proposing and finding that the degrees to which basic
psychological needs for autonomy, competence, and relatedness are
supported versus thwarted affect both the type and strength of
motivation. SDT also examines people’s life goals or aspirations, showing
differential relations of intrinsic versus extrinsic life goals to performance
and psychological health.
Taken from: Self-Determination Theory: A Macrotheory of Human Motivation,
Development, and Health (Edward L. Deci and Richard M. Ryan
University of Rochester)
6. Self-Determination Theory
(SDT)
As a macrotheory of human motivation, self-determination
theory (SDT) addresses such basic issues as personality
development, self-regulation, universal psychological needs,
life goals and aspirations, energy and vitality, nonconscious
processes, the relations of culture to motivation, and the
impact of social environments on motivation, affect, behavior,
and wellbeing.
Taken from: Self-Determination Theory: A Macrotheory of Human Motivation,
Development, and Health (Edward L. Deci and Richard M. Ryan
University of Rochester)
7. Self-Determination Theory
(SDT)
Self-Determination Theory is a theory of
motivation and personality that
addresses three universal, innate and
psychological needs: competence,
autonomy, and psychological
relatedness.
Taken from:
http://www.learning-theories.com/self-determination-theory-deci-and-ryan.html
9. Self-Determination Theory (SDT)
vs. other motivational theories
Most contemporary theories of motivation assume that
people initiate and persist at behaviors to the extent that
they believe the behaviors will lead to desired outcomes or
goals. Beginning with the work of Lewin (1936) and Tolman
(1932), this premise has led motivation researchers to
explore the psychological value people ascribe to goals (e.g.,
T. Kasser & Ryan, 1996; Vroom, 1964), people’s expectations
about attaining goals (e.g., Abramson, Seligman, & Teasdale,
1978; Bandura, 1989; Rotter, 1966), and the mechanisms that
keep people moving toward selected goals (e.g.,Carver &
Scheier, 1998).
Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self-
Determination of Behavior (Edward L. Deci and Richard M. Ryan
Department of Psychology, University of Rochester)
10. Self-Determination Theory (SDT)
vs. other motivational theories
Since the time of the shift toward cognitive theories,
most motivation theorists remained unwilling to
consider needs, focusing instead on goal-related
efficacy. SDT maintained that a full understanding not
only of goal-directed behavior, but also of
psychological development and well-being, cannot be
achieved without addressing the needs that give goals
their psychological potence and that influence which
regulatory processes direct people’s goal pursuits.
Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self-
Determination of Behavior (Edward L. Deci and Richard M. Ryan
Department of Psychology, University of Rochester)
11. Self-Determination Theory (SDT)
vs. other motivational theories
Specifically, in SDT, three psychological
needs—for competence, relatedness,
and autonomy—are considered
essential for understanding the what
(i.e., content) and why (i.e., process) of
goal pursuits.
Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self-
Determination of Behavior (Edward L. Deci and Richard M. Ryan
Department of Psychology, University of Rochester)
12. Self-Determination Theory/SDT
Three Psychological Needs
“…we assert that there are not instances of
optimal, healthy development in which a need for
autonomy, relatedness, or competence was
neglected, whether or not the individuals
consciously valued these needs. In short,
psychological health requires satisfaction of all
three needs; one or two are not enough.”
Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self-
Determination of Behavior (Edward L. Deci and Richard M. Ryan
Department of Psychology, University of Rochester)
13. Self-Determination Theory/SDT
Three Psychological Needs
Accordingly, innate psychological needs for competence,
relatedness, and autonomy concern the deep structure of the
human psyche, for they refer to innate and life-span
tendencies toward achieving effectiveness, connectedness,
and coherence. The presence versus absence of
environmental conditions that allow satisfaction of these
basic needs—in people’s immediate situations and in their
developmental histories—is thus a key predictor of whether
or not people will display vitality and mental health.
Taken from: The “What” and “Why” of Goal Pursuits: Human Needs and the Self-
Determination of Behavior (Edward L. Deci and Richard M. Ryan
Department of Psychology, University of Rochester)
15. 1.AUTONOMY
the universal urge to be causal agents of one’s
own life and act in harmony with one’s integrated
self; however, Deci and Vansteenkiste note this
does not mean to be independent of others
SDT’s Three Psychological
Needs
People need to feel in control of their own
behaviors and goals.
refers to being self-initiating and self-regulating of
one's own actions
16. 2. COMPETENCE
seek to control the outcome and experience
mastery
SDT’s Three Psychological
Needs
People need to gain mastery of tasks and learn
different skills.
involves understanding how to attain various
external and internal outcomes and being
efficacious in performing the necessary actions
17. 3. RELATEDNESS
is the universal want to interact, be
connected to, and experience caring for
others
SDT’s Three Psychological
Needs
People need to experience a sense of
belonging and attachment to other people.
involves developing secure and satisfying
connections with others in one's social milieu
18. Self-Determination Theory’s
Three Psychological Needs
If not met…
might lead to the tendency to withdraw
concern for others and focus on oneself, or,
in more extreme cases, to engage in
psychological withdrawal or antisocial
activity as compensatory motives for
unfulfilled needs
19. Self-Determination Theory
Deci and Ryan suggest that when people
experience these three things, they
become self-determined and able to be
intrinsically motivated to pursue the things
that interest them.
How exactly do people go about fulfilling
these three needs?
20. Self-Determination Theory
How exactly do people go about fulfilling
these three needs?
According to Deci, giving people extrinsic rewards for already
intrinsically motivated behavior can undermine autonomy. As
the behavior becomes increasingly controlled by the external
rewards, people begin to feel less in control of their own
behavior and intrinsic motivation is diminished.
Deci also suggests that offering unexpected positive
encouragement and feedback on a person's performance on a
task can increase intrinsic motivation. Why? Because such
feedback helps people to feel more competent, one of the key
needs for personal growth.
21. Self-Determination Theory
How exactly do people go about fulfilling these
three needs?
"SDT begins by embracing the assumption that all individuals have
natural, innate, and constructive tendencies to develop an ever more
elaborated and unified sense of self. That is, we assume people have a
primary propensity to forge interconnections among aspects of their
own psyches as well as with other individuals and groups in their social
worlds.“ (Deci& Ryan, 2002)
"Social environments can, according to this perspective, either
facilitate and enable the growth and integration propensities with
which the human psyche is endowed, or they can disrupt, forestall,
and fragment these processes resulting in behaviors and inner
experiences that represent the darker side of humanity.“ (Deci and
Ryan, 2002)
22. Classroom Applications and
Implications
“..there has been a surge of activity in
applying SDT to many of life’s
domains.”
Taken from: Self-Determination Theory: A Macrotheory of Human
Motivation, Development, and Health (Edward L. Deci and Richard M. Ryan
University of Rochester)
An enormous amount of research shows the
importance of self-determination (i.e., autonomy)
for students in elementary school through college
for enhancing learning and improving important
post-school outcomes.
23. Self-Determination Theory (SDT)
Self-determination theory (Deci & Ryan, 1985, 1991),
when applied to the realm of education, is concerned
primarily with promoting in students an interest in
learning, a valuing of education, and a confidence in
their own capacities and attributes. These outcomes
are manifestations of being intrinsically motivated
and internalizing values and regulatory processes.
Research suggests that these processes result in
high-quality learning and conceptual understanding,
as well as enhanced personal growth and
adjustment.
Taken from: Self-Determination Theory: A Macrotheory of Human
Motivation, Development, and Health (Edward L. Deci and Richard M.
Ryan University of Rochester)
24. Classroom Applications
1. Nurture students’ inner motivational resources –
Incorporate student interests, preferences and
values in to learning activities and avoid external
regulators such as rewards, directives, deadlines
and compliance requests.
2. Rely on non-controlling language – Communicate
using informational and flexible messages (i.e.,
information-rich and competence affirming),
rather than controlling and rigid messages (i.e.,
coercive or pressurising).
25. Classroom Applications
3. Communicate value and provide rationales –
When tasks do not appear to capture the
interest of the student, identify and explain the
use, value and importance of the tasks.
4. Know your students and be more involved
with them. Interpersonal involvement helps
children to become motivated and self-
determined
26. Classroom Applications
5. Positive feedback will most likely improve
competence and intrinsic motivation.
6. Acknowledge and accept expressions of
negative affect – Acknowledge the students
perspective by accepting that students will
inevitably encounter rules and requests that
are not consistent with their preferences and
when they do so they will not engage fully.
Acknowledging their feelings of not liking the
task or not liking the requested way helps them
to feel self-determined.
27. Classroom Implications
1) Students experience competence when
challenged and given prompt feedback.
2) Students experience autonomy when they
feel supported to explore, take initiative and
develop and implement solutions for their
problems.
3) Students experience relatedness when
they perceive others listening and
responding to them.
Taken from:
https://www.apa.org/research/action/success.aspx
28. Significance
Self-determination theory has
identified ways to better
motivate students to learn at
all educational levels, including
those with disabilities.
Taken from:
https://www.apa.org/research/action/success.aspx
29. References
Cherry, Kendra. What is Self-Determination Theory.
Retrieved from http://psychology.about.com/od/motivation/f/self-
determination theory.htm
Deci, Edward L., Pelletier, Luc G., Ryan, Richard M., Vallerand, Robert J. (1991).
Motivation and Education: The Self-Determination Perspective. Educational
Psychologist, 26(3 & 4), 325-346.
Deci, Edward L., Ryan, Richard M. (2008). Self-Determination Theory: A
Macrotheory of Human Motivation, Development, and Health.
Canadian Psychology, 3, 182–185
Deci, Edward L., Ryan, Richard M. (2000). The “What” and “Why” of Goal Pursuits:
Human Needs and the Self-Determination of Behavior. Psychological
Inquiry. 4, 227–268
Hill, Dr Andrew P. (2011, September). A Brief Guide to Self-Determination Theory.
Hospitality, Leisure, Sport and Tourism Network.
Reeve, Johnmarshall. (2012). A Self-determination Theory Perspective on Student
Engagement. S.L. Christenson et al. (Ed.), Handbook of Research on
Student Engagement, 7, 149-170. Springer Science+Business Media, LLC.
http://en.wikipedia.org/wiki/Richard_Ryan_(professor)
http://en.wikipedia.org/wiki/Edward_L._Deci