Self Determination and Motivation
Self Determination and Motivation
Self-determination
and motivation go hand in hand. When you are determined, often you feel
motivated to make things happen, rather than to wait for things to fall in your
lap.
In psychological
terms, self-determination is theories that presses toward motivation and the
processes involve the people that strive on three basic needs. Those needs are
relatedness, autonomy, and above all else, competency. Others may think of
self-determination, as intrinsic inspiration that embellishes at what time the
human needs is satisfied and not compromised. The autonomy of
self-determination is the process of building independence, sufficiency,
self-rule, and so on. People often build determination on trust, confidence, reliance,
faith, hope, beliefs, and needs.
The world leads
us into many struggles, which makes it harder for us to fulfill the three basic
human needs let alone build self-determination. In order to accomplish this
task, however while battling through the chaos is to set one’s self up for
success.
The intrinsic
theory of self-determination and motivation started with Edward Deci over
30-years earlier. Ed commences exploring the paradoxes of self-determination.
Since then over thousands of voiced and written viewpoints has been considered.
Behaviorists gave their viewpoints and showed that intrinsic theories show that
when people are rewarded for good deeds it increases their natural motivation.
When people are rewarded, they often feel contentment and joy as well. Their
interest in activities often improve, yet because of these findings
behaviorists ventured to ask: do the rewards make people more apt to function
when they have extrinsic rewards waiting, or at least think that they have
rewards.
While the questions
presented thoughtful suggestion for various aspects of living, such as
parenting, labor, and school, it still has variant aspects to consider before
any true resolves are apparent. Ed posed the question – does a “child’s
interest” in a given subject and the expectation of rewarding the child with
good cause her or him to develop unintentional intrinsic or extrinsic
interests? (Deci et al, 1999)
Edward bent on
finding concrete answers ventured to continue the controversy proactive by
sending mixed signals that lead to the counterintuitive forecasts. That is
contrary to the expectations that are not in accord to these rewards that
interact one way or the other. Edward accused intrinsic pleasures of stifling
elements to learning. The common theory of self-determination suggests that
relatedness, autonomy, and competence inspire motivation.
According to
Edward, threats, rewards, all have rigid penalties that accompany the other.
Edward believed that rewards only compromised an entity’s autonomy. According
to Edward, the development of competence through rewards or threats could cause
a person to feel pushed into doing something they ordinary did not want to do.
He claims that rewards are often determined about how the individual views the
results. He believed that is someone’s innate determination or motivation was
compromised then it could cause them to lack self-determination. On the other
hand, if the entity viewed the praise or reward as something other than a
bribery or threat, thus the entity would likely feel motivated to perform.
This brought
some spectators to believe that if an entity is placed in a social, encouraging
atmosphere that it is likely that this entity would build self-determination.
Parents, teachers, and others are encouraged to support and praise someone’s
effort to encourage self-determination. Edward believed that placing a greater
emphasis on competence rather the child’s ability to perform for rewards could
build self-determination.
Based on the
knowledge, we see that building self-determination is also the process of build
self-realization. When you combine the two, it builds more productive skills,
which ensures that you will succeed in most all of your endeavors.
