Self-determination Theory meets Growth Mind – Growth Mind meets Self-...

The lecture introduces one of the most prominent motivation theories, the self-determination theory (SDT), and tries to build conceptual bridges to growth mind. In addition, findings from our own research of the last few years, which were conducted on the basis of SDT, will be presented.

Self-determination theory (SDT, Ryan & Deci, 2017) is a functional theory of motivation that can describe and explain in detail the interaction of motivational conditions in the environment and moti­vational regulation. In contrast to other theories of motivation, SDT distinguishes four regulatory styles of extrinsic motivation in addition to intrinsic motivation, which can be arranged on a continuum from heteronomous control to self-determination. Self-determined forms of motivation are associated, for example, with higher retention in educational institutions, satisfaction, or wellbeing and vitality (Vallerand et al., 1997). In SDT, the satisfaction of the so-called psychological basic needs for auto­nomy, competence and social relatedness is essential for the maintenance or development of self-deter­mined forms of motivational regulation. 

In accordance with the rationale of SDT, we investigated in our lab for example

• conditions and manifestations of the quality and quantity of students' motivation to learn or
• the connection between working conditions and motivation of school teachers

It was shown that the satisfaction of the basic psychological needs is fundamental for the maintenance and development of the quality of learning motivation and motivation to work. Depending on the setting, the respective needs have different explanatory impact for motivation.

Recently, we have particularly investigated the learning motivation of students under the constraints of the pandemic. We found a striking difference in university students’ motivation compared to before forced distance learning.

Similar results were also shown in a recent study on instrumental teaching for need satisfaction and motivation of teachers and students.

I ‘am looking forward to discuss the theory, our findings and the relationship between SDT and growth mind with you.

Krapp, A. (2005). The concept of basic psychological needs: An explanation for the positive effects of well-being and intrinsic motivation in teaching and learning. Zeitschrift für Pädagogik, 51(5), 626–641.

Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. The Guilford Press.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motiva­tional model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161–1176.

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Martinek, D., Carmignola, M., Müller, F.H., Bieg, S., Thomas, A.E., Eckes, A., Großmann, N., Dittrich, A.-K., & Wilde, M. (2021). How can students feel more vital amidst severe restrictions? European Journal of Investigation in Health, Psychology and Education, 11, 405–422.

Müller, F. H., Thomas, A. E., Carmignola, M., Dittrich, A.-K., Eckes, A., Großmann, N., Martinek, D., Wilde, M., & Bieg, S. (2021). University students’ basic psychological needs, motivation, and vitality before and during COVID-19: A self-determination theory approach. Frontier in Psychology: Educational Psychology (2. Nov.2021). https://www.frontiersin.org/articles/10.3389/fpsyg.2021.775804/full