Page 96 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 96
f-determination. The type of motivation is closely linked to the percep-
tions individuals hold concerning the origins of their behaviour (wheth-
er they are within or beyond their control). On one end of the continu-
um is amotivation (a total lack of intentionality and motivation). Here we
can picture a typical ESL student (Reeve, 2015). On the continuum amo-
tivation is followed by four types of extrinsic motivation that can be dis-
tinguished depending on the degree of autonomy: external regulation (not
at all autonomous), introjected regulation (somewhat autonomous), iden-
tified regulation (mostly autonomous) and integrated regulation (fully au-
tonomous). On the other end of the continuum there is intrinsic motivation
as the highest level of self-determination (Ryan & Deci, 2000). The level of
self-determination increases when we move from amotivation through ex-
trinsic motivation to intrinsic motivation (fully autonomous motivation).
One of the many advantages and practical implications of SDT is that
it explains how amotivation can be changed into extrinsic motivation (in
the process of internalisation) first using external regulation (the task is
done in order to obtain rewards or avoid negative consequences), then in-
trojected regulation (the task is done in order to improve self-esteem and
avoid shame, guilt and anxiety) to identified regulation (the task is done
because students feel it is important and related to their own goals – they
consciously apply a value to it) and finally to integrated regulation (the task
is done because it represents an integral part of the student’s values and
needs). The level of self-determination, perceived autonomy, increases as
we move along the continuum. The level of perceived autonomy is impor-
tant because the more autonomous one’s motivation is, the more effort they
put into a task (e.g. schooling) and the more persistent and productive that
effort is in terms of learning performance and achievement (Reeve, 2015).
The type of motivation depends on the fulfilment of three basic psy-
chological needs: the need for autonomy, the need for competence and the
need for relatedness (the more these needs are met, the more motivation is
intrinsic). Need for autonomy refers to being the perceived origin or source
of one’s own behaviour (Deci & Ryan, 2002). Need for competence refers
to feeling effective in one’s ongoing interactions with the social environ-
ment and experiencing opportunities to exercise and express one’s capac-
ities (Deci & Ryan, 2002). Need for relatedness refers to feeling connected
to others, to caring for and being cared for by others, to having a sense of
belonging both with other individuals and with one’s community (Ryan,
1995). People are naturally intrinsically motivated to learn and, when the
96
tions individuals hold concerning the origins of their behaviour (wheth-
er they are within or beyond their control). On one end of the continu-
um is amotivation (a total lack of intentionality and motivation). Here we
can picture a typical ESL student (Reeve, 2015). On the continuum amo-
tivation is followed by four types of extrinsic motivation that can be dis-
tinguished depending on the degree of autonomy: external regulation (not
at all autonomous), introjected regulation (somewhat autonomous), iden-
tified regulation (mostly autonomous) and integrated regulation (fully au-
tonomous). On the other end of the continuum there is intrinsic motivation
as the highest level of self-determination (Ryan & Deci, 2000). The level of
self-determination increases when we move from amotivation through ex-
trinsic motivation to intrinsic motivation (fully autonomous motivation).
One of the many advantages and practical implications of SDT is that
it explains how amotivation can be changed into extrinsic motivation (in
the process of internalisation) first using external regulation (the task is
done in order to obtain rewards or avoid negative consequences), then in-
trojected regulation (the task is done in order to improve self-esteem and
avoid shame, guilt and anxiety) to identified regulation (the task is done
because students feel it is important and related to their own goals – they
consciously apply a value to it) and finally to integrated regulation (the task
is done because it represents an integral part of the student’s values and
needs). The level of self-determination, perceived autonomy, increases as
we move along the continuum. The level of perceived autonomy is impor-
tant because the more autonomous one’s motivation is, the more effort they
put into a task (e.g. schooling) and the more persistent and productive that
effort is in terms of learning performance and achievement (Reeve, 2015).
The type of motivation depends on the fulfilment of three basic psy-
chological needs: the need for autonomy, the need for competence and the
need for relatedness (the more these needs are met, the more motivation is
intrinsic). Need for autonomy refers to being the perceived origin or source
of one’s own behaviour (Deci & Ryan, 2002). Need for competence refers
to feeling effective in one’s ongoing interactions with the social environ-
ment and experiencing opportunities to exercise and express one’s capac-
ities (Deci & Ryan, 2002). Need for relatedness refers to feeling connected
to others, to caring for and being cared for by others, to having a sense of
belonging both with other individuals and with one’s community (Ryan,
1995). People are naturally intrinsically motivated to learn and, when the
96
