Visualizing Data Project
Article Analysis Project
The reading I decided on for my Article Analysis Project was Published by American Psychologist in January of 2000 and is titled: Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being by Richard M. Ryan and Edward L. Deci. This reading coincided perfectly with our first Data Collection Project as it clarified terminology of various motivational categories and advanced my knowledge on the topic of motivation considerably.
The following is a summary of Ryan and Deci’s research that I wanted to take special note of. I have gone through and emphasized certain portions to record when Ryan and Deci explain types of research or methodology they were using, what methods or data collection was being examined or when they were making claims to knowledge.
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This article not only reviews past research but adds on to the theory of self-determination. Overall, the research focuses on the social contextual conditions that facilitate the natural processes of self-motivation and healthy psychological development. The findings that Ryan and Deci are investigating have lead them to believe there are three innate psychological needs: competence, autonomy, and relatedness. When these innate psychological needs are satisfied they yield enhanced self-motivation and mental health. Ryan and Deci go on to state that research on the conditions that foster positive human potentials has both theoretical importance and practical significance because it can contribute to formal knowledge of the causes of human behavior but also to the design of social environments that optimize people’s development, performance, and well-being. For my future research this will be of imperative importance. I will need to craft my classroom to addresses these innate psychological needs.
SELF-DETERMINATION THEORY (SDT)
“Self-Determination Theory (SDT) is an approach to human motivation and personality that uses traditional empirical methods while employing an organismic metatheory that highlights the importance of humans’ evolved inner resources for personality development and behavioral self-regulation.” (Ryan & Deci 2000) SDT uses the empirical methods in the Baconian tradition, which means that social contextual variables have been directly manipulated to examine their effects on both internal processes and behavioral manifestations. This article was ladened with various methodologies and data collection terminology which supported various chapter we have been working though. I found it intriguing that Ryan and Deci reviewed their own past work so often, which made me feel that I had chosen a well research and supported article, but also they had findings from a plethora of other researchers which had guided and influenced their writing of SDT. That guidance has also lead them to the following information on SDT and how it addresses its implications for these three important outcomes.
- The prototypic manifestation of human tendency toward learning and creativity.
- Analysis of self-regulation, how people take in social values and extrinsic contingencies and progressively transform them into personal values and self-motivations.
- Studies that have directly examined the impact of psychological need fulfillment on health and well being.
THE NATURE OF MOTIVATION
Comparisons between people whose motivation is authentic and those who are merely externally controlled
show that those of authentic motivation have more interest, excitement and confidence, which in turn manifests as both as
enhanced performance, persistence, and creativity.
show that those of authentic motivation have more interest, excitement and confidence, which in turn manifests as both as
enhanced performance, persistence, and creativity.
INTRINSIC MOTIVATION
Ryan and Deci’s theory of intrinsic motivation also examines the conditions that sustain intrinsic motivation which in doing so leads us to Cognitive Evaluation Theory (CET). CET was presented by Ryan and Deci in 1985 as a subtheory within SDT that had the aim of specifying factors that explained differences in intrinsic motivation. Their findings found that stage appropriate challenges, effectance-promoting feedback, and freedom from demeaning evaluations were all beneficial to facilitating intrinsic motivation. As well as positive performance feedback enhanced intrinsic motivation, whereas negative performance feedback diminished it. So according to CET, people must not only experience competence or efficacy, they must also experience their behavior as self-determined for intrinsic motivation to be in evidence. Research also revealed that not only tangible rewards but also threats, deadlines, directives, pressured evaluations, and imposed goals, diminish intrinsic motivation because they conduce toward an external perceived locus of causality. Choice, acknowledgment of feelings, and opportunities for self-direction were found to enhance intrinsic motivation because they allow people a greater feeling of autonomy. Field studies have further shown that teachers who are autonomy supportive accelerate their students intrinsic motivation, curiosity, and desire for challenge. It is critical to remember that people will be intrinsically motivated only for activities that hold intrinsic interest for them.
SELF-REGULATION OF EXTRINSIC MOTIVATION
“The real question concerning non-intrinsically motivated practices is how individuals acquire the motivation to carry them out and how this motivation affects ongoing persistence, behavioral quality, and well-being.” (Ryan & Deci 2000) Extrinsic motivation refers to the performance of an activity in order to attain some distinct outcome. SDT proposes that extrinsic motivation can vary greatly in its relative autonomy. An example of this would be students who do their homework because they personally understand its value are extrinsically motivated as are those who do the work only because they are adhering to their parents control. Within SDT Ryan and Deci introduce a second subtheory, called organismic integration theory (OIT) to help distinguish the different forms of extrinsic motivation and the factors that either promote or hinder internalization and integration of the regulation for these behaviors.
Chart of the Self-Determination continuum
Amotivation - is a state of lacking the intention to act, they are just going through the motions. Results from not valuing an activity, not feeling competent to do it, or not expecting it have a desired outcome.
Externally Regulated - behaviors are performed to satisfy an external demand or reward contingency. Skinner (1953), would be a theorists who focuses on this this of motivation. It is this type of motivation that early laboratory and field studies pitted against intrinsic motivation that then created skewed thoughts that extrinsic motivation was lacking in comparison to intrinsic. Introjected Regulation - involves taking in a regulation but not fully accepting it as one’s own. It is a relatively controlled form of regulation in which behaviors are performed to avoid guilt or anxiety or to attain ego enhancements aka pride. Introjection represents regulation by contingent self-esteem. An example would be when people are motivated to demonstrate ability in order to maintain feelings of worth. Identified Regulation - (regulation through identification) Identification reflects a conscious valuing of a behavioral goal or regulation, the action is accepted or owned as personally important. Integrated Regulation - integration occurs when identified regulations are fully assimilated to the self, which means they have been evaluated and brought into congruence with one’s other values and needs. Yet similar qualities with intrinsic, they are still considered extrinsic because they are done to attain separable outcomes rather than for their inherent enjoyment. (In other studies identified, integrated and intrinsic forms of regulation have been combined to form an autonomous motivation composite.) |
Ryan and Deci go on to explain that the continuum process may occur in stages over time, and the researchers are not suggesting that it is a developmental continuum. Their findings support that people can relatively readily internalize a new behavioral regulation at any point along this depending on both prior experiences and current situational factors. Tests were performed by Ryan and Connell, 1989, with these different types of motivation in a continuum. They investigated achievement behaviors among school children and found that external, introjected, identified, and intrinsic regulatory styles were intercorrelated according to a quasi-simplex pattern. This then provided evidence for an underlying continuum.
They also noted that differences in the type of extrinsic motivation were associated with different experiences and outcomes.
More externally regulated resulted in less shown interest, value, and effort toward achievement and more tended to disown responsibility for negative outcomes, such as blaming others.
Introjected regulation resulted in expending more effort, but also related to feeling more anxiety and coping more poorly with failures.
Identified regulation resulted in more interest and enjoyment of school and with more positive coping styles as well as expending more effort.
More autonomous extrinsic motivation was associated with more engagement, better performance, lower dropout, higher quality learning, and better teacher ratings.
Introjected regulation resulted in expending more effort, but also related to feeling more anxiety and coping more poorly with failures.
Identified regulation resulted in more interest and enjoyment of school and with more positive coping styles as well as expending more effort.
More autonomous extrinsic motivation was associated with more engagement, better performance, lower dropout, higher quality learning, and better teacher ratings.
FACILITATING INTEGRATION OF EXTRINSIC MOTIVATION
Extrinsically motivated behaviors are not usually the most interesting behaviors, the primary reason people initially perform these behaviors is because they are prompted, modeled, or valued by significant others to whom they feel (or want to feel) attached or related. Internalization is more likely to be in evidence when there are supports for feeling of relatedness. As the case with all intentional action OIT suggests that supports for competence should facilitate internalization. An example would be children who are directed to perform behaviors before they are developmentally ready to master them or understand their rationale would be predicted only to partially internalized the regulations. Research results have supported this through laboratory experiments done by Deci, Eghrari, Patrick, and Leone 1994. Providing a meaningful rational for an uninteresting behavior along with supports for autonomy and relatedness, promoted its internalization and integration.
Article Citation:
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68.
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68.
Articles & Sources Search
My Preliminary topic of interest is Engaging and Motivating disinterested, at risk, and "how did I get stuck in an Art Class" Students. I worked to investigate books, published journal articles, and internet websites that I thought I would be able to use to enhance my teaching practices. I then reflected on how these sources could assist me in my teaching and the pros and cons of them.
Books:
Barry, L. (2015). What it is. S.l.: Drawn & Quarterly.Lynda Barry’s "What It Is" is a fun motivational Art/Writing focused book. Luckily I already own this book but I have never considered using it at the High School Level for motivation. This book has fantastic imagery and all sorts of prompts for getting your brain thinking of experiences to use for inspiration!
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Mendler, B. (2014). That One Kid. Discipline Associations, LLC.Brian Mendaler is all about reflective teaching and how you can change your own behavior to get results. This looks like it could be a great addition to my teacher bookshelf. The goal of this book is to help teachers succeed with the one kid that no one else can reach.
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Book Reflection: Even though both books are tied to motivation the way they go about that is completely different. Barry leans more towards motivation by brain storming and working through artist block. Beautiful illustrations also provide inspiration to spring board from for artistic ideas. Overall "What it is" seems more inline with holistic teaching. Research wise one could acquire inquiry data with the use of the book prompts to create lists and mind maps. Mendler on the other hand is more alined with self change to prompt student change. I almost want to say he deals with behavioral motivational issues, so I might categorize his book more so along being psychological in nature. If using his suggestions one could collect research though observational data. Example: I if specifically ask a student to do a particular task in Mendlers suggested way how often will they exhibit the behavior I am looking for. I would be able to then keep a tally list. |
Published Journal Articles:
Learning through the Arts: Lessons of Engagement published by the Canadian Journal of Education was a long-term study of the influence of the Arts on students attitudes towards learning and if they experienced a rise in achievement in other educational areas.
Smithrim, K., & Upitis, R. (2005). Learning through the Arts: Lessons of Engagement. Canadian Journal of Education / Revue canadienne de léducation,28(1/2), 109. doi:10.2307/1602156
The Case for Academic Coaching on Acadimia.edu from Milton Randle takes a different avenue to motivation and engagement by encouraging teachers to act as a Coach in the classroom.
Randle, M. (n.d.). The Case for Academic Coaching. Retrieved from https://www.academia.edu/35340021/THE_CASE_FOR_ACADEMIC_COACHING.
Smithrim, K., & Upitis, R. (2005). Learning through the Arts: Lessons of Engagement. Canadian Journal of Education / Revue canadienne de léducation,28(1/2), 109. doi:10.2307/1602156
The Case for Academic Coaching on Acadimia.edu from Milton Randle takes a different avenue to motivation and engagement by encouraging teachers to act as a Coach in the classroom.
Randle, M. (n.d.). The Case for Academic Coaching. Retrieved from https://www.academia.edu/35340021/THE_CASE_FOR_ACADEMIC_COACHING.
Journal Refection: Learning through the Arts: Lessons of Engagement was by far more data driven with the collection of various data points over a 3 year time. The researches were gaging if students attitudes towards school and specifically towards the arts were higher level of positivity if giving opportunities to experience a wider verity of Arts, not only in school but outside as well. The end results were moderately positive all a crossed the board and this journal was an excellent example of a well done research with a wide variety of data points. The other journal, The Case for Coaching, had just one data point taken but was more adaptable to classroom teaching in the fact that it gave ways one could "coach" students. Overall, I personally would like to find a happy medium between these two research journals for my own research. |
Internet Websites:
I absolutely adore podcasts by The Art of Education. Below is a podcast by Tim Bogatz who is joined by AOE writer Abby Schukei & Nic Hahn, who is the blogger of Mini Matisse.
I also found these instructional strategies on That Art of Education Website "5 Innovative Methods for Maximum Motivation".
Last but not least, this website article from Bustle on steps to staying motivated. The format of the list of steps with then examples and extra websites with research backing up what is says is spectacular!
Website Refection: Overall I found a lot of opinion based self help motivation articles that were mainly focused on artists. I personally really enjoy the materials that The Art of Education provides. Podcasts for me are a wonderful way to stay informed and receive information in the morning when prepping supplies and project materials. Specifically for the Podcast I liked how it gives multiple ideas and suggestions that the various presenters provide. With the "5 Innovative Methods for Maximum Motivation" I enjoyed that they are so open ended to teachers and that one would be able to make a small difference to test if it worked for a class as a motivator. However, the Bustle article "9 Steps to Stay Motivated" was by far my favorite. It overall had easy to assess information, spin off suggestions, fun imagery, and the way it was written made me pay attention closer. However the only downfall was that it was more aligned to helping those artists in work and not necessary to students, even though it could easily be adapted. |