SUBJECT : MAED 603 (BIO – PSYCHOLOGICAL FOUNDATIONS)
PROFESSOR : LORNA D. CAPITO, Ed.D.
Professor II
REPORTERS : JAYSON C. CAJATE
TOPIC : MOTIVATION AND EMOTION
SUB-TOPIC : PSYCHOLOGICAL NEEDS & MENTAL HEALTH
DATE : January 22, 2022
I. INTRODUCTION
A more recent theory developed by Ryan & Deci (1985, 2000), called Self-
Determination Theory (SDT), looks at the degree to which behaviors are volitional or
self-determined. Human beings are believed to have innate tendencies towards
psychological growth and self-development. The key ingredients for growth and
development are psychological needs, which are believed to be universal and innate.
The extent to which these are satisfied has a direct effect on personal growth,
psychological development and self-actualization.
II. OBJECTIVE
Understand the Basic Psychological Needs and Mental Health of Self-
Determination Theory
III. CONTENT
Psychological needs and Mental Health
Definition
• any need that is essential to mental health or that is otherwise not a biological
necessity. It may be generated entirely internally, as in the need for pleasure,
or it may be generated by interactions between the individual and the
environment, as in the need for social approval, justice, or job satisfaction.
Self-Determination Theory
Psychological Needs
Defined in a more specific and narrow way, a psychological nutrient essential for
individuals’ adjustment, integrity, and growth (Ryan, 1995).
• Hold the key to emotional well-being, life satisfaction, and success.
• One mini-theory of SDT, that satisfied to foster well-being and health.
(autonomy, competence, and relatedness).
SDT Basic Psychological Need
Autonomy
Competence
Relatedness
Autonomy
refers to the experience of volition and willingness. When satisfied, one
experiences a sense of integrity as when one’s actions, thoughts, and feelings
are self-endorsed and authentic. When frustrated, one experiences a sense of
pressure and often conflict, such as feeling pushed in an unwanted direction.
ability to feel in control of one's behavior and destiny, and involes self-
initiation and self-regulation of one's own behavior.
Autonomy involves being able to make your own decisions and is
associated with feelings of independence.
Relatedness
denotes the experience of warmth, bonding, and care, and is satisfied by
connecting to and feeling significant to others. Relatedness frustration can
come with a sense of social alienation, exclusion, and loneliness.
describe someone who has sufficient qualities to perform a given task or to
describe the state of having sufficient intellect, judgment, skill, and/or
strength.
Competence
concerns the experience of effectiveness and mastery. It becomes satisfied
as one capably engages in activities and experiences opportunities for
using and extending skills and expertise. When frustrated, one experiences
a sense of ineffectiveness or even failure and helplessness
ability to feel a sense of both attachment to other people and a sense of
belonging amongst other people. Relatedness involves feelings of
closeness and belonging to a social group.
1. Autonomy - Psychological need to experience self-direction and personal
endorsement in the initiation and regulation of one’s behavior.
Perceived Autonomy
Subjective Qualities with the experience of autonomy
Internal perceived focus of casualty- Individuals understanding of the
casual source of his or her motivated actions.
Volition (Feeling free) – Heartfelt and unpressured willingness to engage
in an activity.
Perceived choice over one’s actions. – Subjective experience that one
may decide tp an act or to act, or to pursue one course of action rather
another course of action.
The conundrum of choice
Not all choices promote autonomy
“either or “Choice of offerings – Choice among options offered by others fails
to into, and involve, the need for autonomy.
True choice – Meaningful choice that reflects one’s values and interests
Enhances the sense of need-satisfying autonomy.
Enhances intrinsic motivation, effort, creativity, preference for challenge,
and performance.
Supporting Autonomy Definitions
Autonomy support
Interpersonal sentiment and behavior to identify, nurture, and develop
another’s inner motivational resources.
Control
Interpersonal resources sentiment and behavior to pressure another toward
compliance with prescribed way of thinking, feeling, or behaving.
Supporting Autonomy: enabling condition
Autonomy support
Takes the other person’s perspective
Values personal growth opportunities
Control
Pressure the other person toward prescribed outcome
Targets a prescribed outcome.
Supporting Autonomy: Instructional behaviors
Autonomy support
Nurtures inner motivational resources
Provides explanatory rationales
Listens empathically and displays patience
Acknowledge and accepts negative effect
Control
Relies on outer sources of motivation
Relies on pressuring language
Neglects explanatory rationales
Assert power to silence negative affect and to resolve conflict.
Ways of supporting autonomy
1. Nurture inner motivational resources
2. Provide explanatory rationales
3. Listen emphatically
4. Use informational language
5. Displays patience
6. Acknowledge and accept displays of negative affect
1. Nurture inner motivational resources
Autonomy-supportive motivators
Encourage initiative of others by identifying their interests, preferences,
and competencies.
Find ways to allow others to behave in easy that express there interest,
preferences, and competencies.
Controlling motivators
Forgo inner motivational resources
Rely on extrinsic motivators (e.g., incentives, consequences, and
deadlines).
2. Provide explanatory rationales
Autonomy-supportive motivators
Communicate the value, worth, meaning, utility or importance of
engaging in behavior.
Explain why the request is truly worth the other’s time and effort.
Controlling motivators
Do not take the time to explain why the activity is worth ding (e.g.,
saying “Just get it done” or Do it because I told you to do it”).
3. Listen emphatically
Autonomy-supportive motivators
Treat listlessness, poor performance, and inappropriate behavior as
motivational problems to be solved.
Listen empathically to understand why others is struggling
Use flexible, non-controlling & informational language.
Controlling motivators
Adopt a controlling communication style
Try to motivate by including feelings of guild, shame, and anxiety (e.g.,
saying “you should try harder” or “you must finish the project”).
4. Displays patience
Autonomy-supportive motivators
Give others time and space to explore better ways of behaving, to plan
out and try out alternative ways of behaving, and to alter personal
goals and problem-solving strategies.
Do a lot of listening, perspective taking, and postpone giving advice.
Controlling motivators
Impatiently rush in, take over, and show the other person what to do
and how to solve the problem.
5. Acknowledge and support
Autonomy-supportive motivators
Listen carefully to the expressions negative affect and resistance and
accept them as valid reactions.
Work collaborative with the other person to solve the underlying cause
of the negative affect and resistance.
Controlling motivators
Make it clear that such expressions of negative affect are
unacceptable.
Saying thig s like “It’s my way or the highway”.
Moment-to-moment autonomy support
What autonomy-supportive and controlling people say and do to motivate others
Autonomy support Controlling
Listen carefully Hog resources
Allow others time to talk Show and tell correct answer
Provide rationale Give directives, commands
Encourage effort Should, must have statements
Praise progress, mastery Ask controlling questions
Ask others what they want to do Seem demanding
Respond to questions
Acknowledge the other’s
perspective
Benefits from
2. Competence - A psychological needautonomy support
to be effective in interactions with the environment.
Motivation Autonomy, competence, relatedness
Intrinsic motivation
Mastery motivation & perceived control
Curiosity
Internalized
Engagement Engagement
More positive emotion
Less negative emotion
Better attendance and retention
Persistence
Development Self-worth
Creativity
Preference for optimal challenge
Learning Conceptual understanding
Deep processing
Active information processing
Self-regulation strategies
Performance Grades
Task performance
Standard test score
Psychological Psychological well-being
well-being Vitality
School life satisfaction
Involving competence
Key environment conditions
Optimal challenge and Flow- a state of concentration that involves a
flow holistic absorption in an activity
Structure Information about the pathways to desires
outcomes
Support & guidance for pursuing these
pathways
Feedback Setting stage for challenge
Performance feedback
Failure Considerable error making is essential for
optimizing learning
Failure produces opportunities for learning
Supporting competence
Positive feedback
Task itself
Comparison of one’s current performance with:
- One’s own past performance
- The performance of others
Evaluation of others
Pleasure of optimal challenge and positive feedback
Optimal challenge is interesting and making progress is enjoyable
Harter’s anagram study (1974, 1978b) Children experiences the
greatest pleasure following success in the context of moderate
challenge.
3. Relatedness – A psychological need to establish close emotional bonds and
attachments with other people. The desire to be emotionally connected to, warm,
positive relationships.
Nurturing relatedness
Nurturing relatedness
Involving relatedness: Emotionally positive interactions and interaction
Interaction with others partner
Satisfying relatedness: Intimate and high-quality relationship that involve
Perception of social bond perceived caring, liking, accepting and valuing
Communal & exchange In communal relationships. People care for the needs
relationship of the other, and feel an obligation to support the
other’s welfare
Benefits of relatedness Engagement, development growth, health and well-
need satisfaction being
Environmental factors that involve and satisfy psychological needs
Psychological Need Environmental Condition Environmental Conditions
that Involves the Need that Satisfies the Need
Autonomy Opportunities for self- Autonomy support
direction
Competence Optimal Challenge Positive Feedback
Relatedness Social Interaction Communal relationship
SDT-based model of health behavior change
IV. Assessment
1. What are the three basic psychology needs of well-being?
2. How this Basic Psychological Needs helps improve human behavior?
3. Think about your psychological needs in life in general. How satisfied do you
feel in autonomy, competence and relatedness? What effect does it have if
one or more of your psychological needs are not satisfied?
V. References
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