自我决定理论ppt课件
(可直接使用)自我决定理论课件.ppt
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处女座最适合的十大职业：
1、农业或经济类研究或科研工作人员 2、秘书、参谋、咨询人员 3、金隔或银行工作人员 4、电脑和计算机专业 5、护士、药剂师、营养师工作 6、会计师、文书工作 7、物品鉴定师工作 8、新闻分析、评论人员、校对及排版工作 9、教育工作、主要是幼儿教育 10、童话或儿童文学方面的工作
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3.3 在组织行为学的应用
组织承诺 自主动机与组织承诺具有相关性。
组织公民行为 自主性的动机很有可能会促进组织公民行为。
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3.3 在组织行为学的应用：薪酬
应用 花旗银行的精神鼓励 “亲情工资〞
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3.4 自我决定理论的优缺点
优点/奉献
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2.3 德西效应〔Westerners effect〕
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结果 没有奖励的组——在休息时仍然继续答题。 奖励组——虽然在有报酬时十分努力解题，但在
不能获得报酬的休息时间明显失去对解题的兴趣。
德西效应 这个结果说明，进展一项愉快的活动，如果提
供外部的物质奖励，反而会减少这项活动对参与者 的吸引力。
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3.自我决定理论 在组织行为学
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3.1 外部奖励和内部奖励
3.2 自我一致性
3.3 在组织行为学的应用
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3.4 优缺点
3.1 外部奖励和内部奖励
外部奖励 物质性奖励，主要指薪酬、奖金、补贴等。
内部奖励 精神性奖励，主要是让工作富有乐趣等。
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3.1 提高创造性工作的动机
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3
自我决定理论
3.动机心理学的先驱
ቤተ መጻሕፍቲ ባይዱ自我决定理论的创始者Deci和Ryan最初的研究开始于个体的行为动机研究。他们探索了 外部奖励，获得报酬，金钱等对激发个体行为动机的影响。发现金钱等外部奖励会降低个 体的内在动机。
自我决定论的经典实验—邀请 A、B 两组学生在不同的房间玩立体积木拼图，每个房间都放置有娱 乐杂志。
自我决定理论
CATALOGUE
导图
哲学背景
心理学背景
分享
自我决定理论 （SDT）
应用
基
本
认
心
知
理
评
需
价
要
有 机 体 整 合
因目 果标 定内 向涵
哲学基础
现象学 存在主义 实证主义
1.现象学
胡塞尔的意向性学说： ①强调人的意识不仅能指向对象，而且还能构造对象。通过人的意识的意向活动， 赋予对象世界的存在意义。在主客体关系中，主体意识的意向性具有决定性的作用。 ②“生活世界”学 说，胡塞尔将生活世界看做是与科学世界相对应的，人所独有的世界。科学世界是外在的、客观的、非 经验的。而不研究内在世界就不可能在生活世界找到人的价值和意义的根基。 对自我决定理论的影响：注重自我的主体作用，对于外在的环境不是被动消极的接受，而是通过对客观 世界的判断，外在价值观的内化，不断整合；重视人的价值，意义方面的研究。
5.目标内涵理论
简言之，追求外在需求的满足不能真正提高幸福感，追求内在需求的满足 可以提高幸福感。
应用
教育领域，管理领域，运动与健身领域，心理治疗领域
定义： 自我决定是指在了解自己和环境的基础上，在自由意志选择下决定自己的生活。知道自己想要什么， 怎么做到。
自我决定的步骤 1.思考 2. 行动 3.调节 自我决定的核心假设 ：三种基本心理需求的满足是个体心理健康成长、内化和心理健康的必备条件。
自我决定理论剖析共65页PPT
谢谢！60、Βιβλιοθήκη 民的幸福是至高无个的法。— —西塞 罗
21、要知道对好事的称颂过于夸大，也会招来人们的反感轻蔑和嫉妒。——培根 22、业精于勤，荒于嬉；行成于思，毁于随。——韩愈
23、一切节省，归根到底都归结为时间的节省。——马克思 24、意志命运往往背道而驰，决心到最后会全部推倒。——莎士比亚
自我决定理论剖析
56、极端的法规，就是极端的不公。 ——西 塞罗 57、法律一旦成为人们的需要，人们 就不再 配享受 自由了 。—— 毕达哥 拉斯 58、法律规定的惩罚不是为了私人的 利益， 而是为 了公共 的利益 ；一部 分靠有 害的强 制，一 部分靠 榜样的 效力。 ——格 老秀斯 59、假如没有法律他们会更快乐的话 ，那么 法律作 为一件 无用之 物自己 就会消 灭。— —洛克
自我决定理论课件
结果 没有奖励的组——在休息时仍然继续答题。 奖励组——虽然在有报酬时十分努力解题，但在不能获得报 酬的休息时间明显失去对解题的兴趣。 德西效应 这个结果表明，进行一项愉快的活动，如果提供外部的物质 奖励，反而会减少这项活动对参与者的吸引力。
3.自我决定理论 在组织行为学
3.1 3.2 3.3 3.4 外部奖励和内部奖励 自我一致性 在组织行为学的应用 优缺点
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1、 电影、戏剧、声乐 2、播音员及模特 3、导演、策划、制片人、经纪人 4、儿童漫画、儿童乐园工作 5、舞台灯光师、灯光照明师 6、兽医 7、各种娱乐场所的管理、经营者 8、政治、经济、官场等方面的领导人 9、高级珠宝、首饰的商人 10、各种鲜花设计及杂志编辑工作
34
1、农业或经济类研究或科研工作人员 2、秘书、顾问、咨询人员 3、金隔或银行工作人员 4、电脑和计算机专业 5、护士、药剂师、营养师工作 6、会计师、文书工作 7、物品鉴定师工作 8、新闻分析、评论人员、校对及排版工作 9、教育工作、主要是幼儿教育 10、童话或儿童文学方面的工作
2.2 认知评价理论（cognitive evaluation theory）
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基本内容 当人们从事有偿工作时，工作就更像是不得不做的 事情，而不是想做的事情。 案例 由动物志愿者变为全职雇员
2.3 德西效应（Westerners effect）
15
实验 1971年，心理学家德西作了一项有趣的实验。他让一些来 参加测试的大学生在实验室里解答难以回答且有趣的智力 题。实验分三个阶段：
20
3.2 自我一致性（self-concordance）
戏说十二星座的适合工作
天秤座 双鱼座 适合的工作：人力类 适合的工作：艺术类 兼具理性和感性、平衡 艺术类的灵感比较多、有梦想 天蝎座 适合的工作：管理类 深沉、缜密 射手座 适合的工作：创作类 性格开朗，对生活充满激情 摩羯座 适合的工作：学术类 思想深沉，脚踏实地，献身精神 水瓶座 适合的工作：发明类 富有开拓精神
自我决定论1
Self-determination theoryFrom Wikipedia, the free encyclopediaThis article is about the psychology theory. For the self-determination in politics,Self-determination theory (SDT) is a macro theory of human motivation and personality, concerning people's inherent growth tendencies and their innate psychological needs. It is concerned with the motivation behind the choices that people make without any external influence and interference. SDT focuses on the degree to which an individual’s behavior is self-motivated and self-determined.[1]In the 1970s, research on SDT evolved from studies comparingthe intrinsic and extrinsic motives, and from growing understanding of the dominant role intrinsic motivation played in an individual’s behavior[2] but it was not until mid-1980s that SDT was formally introduced and accepted as a sound empirical theory. Research applying SDT to different areas in social psychology has increased considerably since the 2000s.Key studies that led to emergence of SDT included research on intrinsicmotivation.[3] Intrinsic motivation refers to initiating an activity for its own sake because it isinteresting and satisfying in itself, as opposed to doing an activity to obtain an external goal (extrinsic motivation). Different types of motivations have been described based on the degree they have been internalized. Internalization refers to the active attempt to transform an extrinsic motive into personally endorsed values and thus assimilate behavioural regulations that were originally external.[4]Edward L. Deci and Richard M. Ryan later expanded on the early work differentiating between intrinsic and extrinsic motivation and proposed three main intrinsic needs involved in self-determination.[5][6] According to Deci and Ryan, the three psychological needs motivate the self to initiate behavior and specify nutriments that are essential for psychological health and well-being of an individual. These needs are said to be universal, innate and psychological and include the need for competence, autonomy,and psychological relatedness.[1]SDT is centered on the belief that human nature shows persistent positive features, that it repeatedly shows effort, agency and commitment in their lives that the theory calls "inherent growth tendencies." People also have innate psychological needs that are the basis for self-motivation and personality integration.SDT identifies three innate needs that, if satisfied, allow optimal function and growth:1. Humans are inherently proactive with their potential and mastering their innerforces (such as drives and emotions)2. Humans have inherent tendency toward growth development and integratedfunctioning3. Optimal development and actions are inherent in humans but they don’t happenautomaticallyTo actualise their inherent potential they need nurturing from the social environment.If this happens there are positive consequence (e.g. well being and growth) but if not, there are negative consequences. So SDT emphasises humans’ natural growth toward positive motivation, however this is thwarted if their basic needs are not fulfilled.Needs[edit]SDT supports three basic psychological needs that must be satisfied to foster well-being and health; these needs can be universally applied. However, some may be more salient than others at certain times and will be expressed differently based on time, culture or experience.CompetenceSeek to control the outcome and experience mastery[14]RelatednessIs the universal want to interact, be connected to, and experience caring for others[9]AutonomyIs the universal urge to be causal agents of one's own life and act in harmony with one's integrated self; however, Deci and Vansteenkiste[13] note this does not mean to be independent of othersMotivations[edit]SDT claims to give a different approach to motivation, considering whatmotivates a person at any given time as opposed to seeing motivation as aunitary concept. SDT makes distinctions between different types ofmotivation and the consequences of them.Intrinsic motivation[edit]Intrinsic motivation is the natural, inherent drive to seek out challenges andnew possibilities that SDT associates with cognitive and social development.Cognitive Evaluation Theory (CET)[15] is a sub-theory of SDT that specifiesfactors explaining intrinsic motivation and variability with it and looks at howsocial and environmental factors help or hinder intrinsic motivations. CETfocuses on the needs of competence and autonomy.Claiming social context events like feedback on work or rewards lead tofeelings of competence and so enhance intrinsic motivations. Deci[11] foundpositive feedback enhanced intrinsic motivations and negative feedbackdiminished it. Vallerand and Reid[16] went further and found that these effects were being mediated by perceived control.Autonomy however must accompany competence in order for people to see their behaviours as self determined by intrinsic motivation. For this to happen there must be immediate contextual support for both needs or inner resources based on prior development support for both needs.[17]CET and intrinsic motivation is also linked to relatedness through the hypothesis that intrinsic motivation will flourish if linked with a sense of security and relatedness. Grolnick and Ryan[18] found lower intrinsic motivation in children who believed their teachers to be uncaring or cold and so not fulfilling their relatedness needs.Extrinsic motivation[edit]Extrinsic motivation comes from external sources. Deci andRyan[15] developed Organismic Integration Theory (OIT), as a sub-theory of SDT, to explain the different ways in which extrinsically motivated behaviour is regulated.OIT details the different forms of extrinsic motivation and the contexts in which they come about. It is the context of such motivation that concerns the SDT theory as these contexts affect whether the motivations are internalised and so integrated into the sense of self.OIT describes four different types of extrinsic motivations that often vary in terms of their relative autonomy:1. Externally regulated behaviour: Is the least autonomous, it isperformed because of external demand or possible reward. Suchactions can be seen to have an externally perceived locus ofcontrol.[10]2. Introjected regulation of behaviour: describes taking onregulations to behaviour but not fully accepting said regulations asyour own. Deci and Ryan[19]claim such behaviour normallyrepresents regulation by contingent self-esteem, citing egoinvolvement as a classic form of introjections.[20] This is the kind ofbehaviour where people feel motivated to demonstrate ability tomaintain self-worth. While this is internally driven Deci and Ryan sayintrojected behaviour is on an externally perceived locus of controlbecause they aren’t perceived as part of self.3. Regulation through identification: Is a more autonomy driven formof extrinsic motivation. It involves consciously valuing a goal orregulation so that said action is accepted as personally important.4. Integrated Regulation: Is the most autonomous kind of extrinsicmotivation. Occurring when regulations are fully assimilated with selfso they are included in a person's self evaluations and beliefs onpersonal needs. Because of this, integrated motivations sharequalities with intrinsic motivation but are still classified as extrinsicbecause the goals that are trying to be achieved are for reasonsextrinsic to the self, rather than the inherent enjoyment or interest inthe task.Extrinsically motivated behaviours can be integrated into self. OIT proposes internalization is more likely to occur when there is a sense of relatedness.Ryan, Stiller and Lynch[21] found children wil l internalize school’s extrinsic regulations when they felt secure and cared for by parents and teachers.Internalisation of extrinsic motivation is also linked to competence. OIT suggests that feelings of competence in activities should facilitate internalisation of said actions.[22]Autonomy is particularly important when its regulations are trying to be integrated into a person’s sense of self. If an external context allows a person to integrate regulations they must feel competent, related and autonomous. They must also understand in terms of their other goals the regulation in order for a sense of autonomy to be facilitated.[23] This was supported by Deci, Eghrari, Patrick and Leone[24] who found in laboratory settings if a person was given a meaningful reason for uninteresting behaviour along with support for their sense of autonomy and relatedness they internalized and integrated their behaviour.White[14] and deCharms[10] proposed that the need for competence and autonomy is the basis of intrinsic motivation and behaviour. This is a link between people's basic needs and their motivations.Autonomy[edit]Deci[25] found that offering people extrinsic rewards for behaviour that is intrinsically motivated undermined the intrinsic motivation as they grow less interested in it. Initially intrinsically motivated behaviour becomes controlled by external rewards, which undermines their autonomy.Further research by Amabile, DeJong and Lepper[26] found other external factors like deadlines, which restrict and control, also decrease intrinsic motivation.Situations that give autonomy as opposed to taking it away also have a similar link to motivation. Studies looking at choice have found that increasing a participant’s options and choices increases their intrinsic motivation to said activities.[27]Competence[edit]Deci[25] found that giving people unexpected positive feedback on a task increases people’s intrinsic motivation to do it, meaning that this was because the positive feedback was fulfilling people's need for competence. In fact, giving positive feedback on a task served only to increase people's intrinsic motivation and decreased extrinsic motivation for the task.Vallerand and Reid[16] found negative feedback has the opposite effect (i.e., decreasing intrinsic motivation by taking away from people's need for competence).Relatedness[edit]During a study on the relationship between infants' attachment styles, their exhibition of mastery-oriented behaviour and their effect during play, Frodi, Bridges and Grolnick[28] failed to find significant effects: "Perhaps somewhat surprising was the finding that the quality of attachment assessed at 12 months failed to significantly predict either mastery motivation, competence, or affect 8 months later, when other investigators have demonstrated an association between similar constructs ..." Yet they note that larger sample sizes could be able to uncover such effects: "A comparison of thesecure/stable and the insecure/stable groups, however, did suggest that the secure/stable group was superior to the insecure/stable groups on all mastery-related measures. Obviously, replications of all theattachment-motivation relations are needed with different and larger samples."SDT argues that needs are innate but can be developed in a social context. Some people will develop stronger needs than others, creating individual differences. However individual differences within the theory focus on concepts resulting from the degree which needs have been satisfied or not satisfied.Within SDT there are two general individual difference concepts, Causality Orientations and Life Goals.Causality orientations[edit]Causality orientations are motivational orientations that refer to either the way people orient to an environment and regulate their behaviour because of this or the extent to which they are self determined in general across many settings. SDT created three orientations: autonomous, controlled and impersonal.1. Autonomous Orientations: result from satisfaction of the basicneeds2. Strong controlled orientations: Result from satisfaction ofcompetence and relatedness needs but not of autonomy and islinked to regulation through internal and external contingences,which lead to rigid functioning and diminished well being.3. Impersonal Orientations: Results from failing to fulfil all three needs.This is also related to poor functioning and ill being.According to the theory people have some amount of each of the orientations, which can be used to make predictions on a persons psychological health and behavioural outcomesLife goals[edit]Life goals are long term goals people use to guide their activities and they fall into two categories:[29]1. Intrinsic Aspirations: Contain life goals like affiliation generativityand personal development.2. Extrinsic Aspirations: Have life goals like wealth, fame andattractiveness.There have been several studies on this subject that chart intrinsic goals being associated with greater health, well being and performance.[30]Deci (1971): External rewards on intrinsicmotivation[edit]Deci[25] investigated the effects of external rewards on intrinsic motivation in two laboratory and one field experiment. Based on the results from earlier animal and human studies regarding intrinsic motivation the author exploredtwo possibilities. In the first two experiments he looked at the effect of extrinsic rewards in terms of a decrease in intrinsic motivation to perform a task. Earlier studies showed contradictory or inconclusive findings regarding decrease in performance on a task following an external reward. The third experiment was based on findings of developmental learning theorists and looked at whether a different type of reward enhances intrinsic motivation to participate in an activity.Experiment I[edit]This experiment tested the hypothesis that if an individual is intrinsically motivated to perform an activity, introduction of an extrinsic reward decreases the degree of intrinsic motivation to perform the task.Twenty-four undergraduate psychology students participated in the first laboratory experiment and were assigned to experimental (n =12) and control group (n = 12). Each group participated in three sessions conducted on three different days. During the sessions the participants were engaged in working on a Soma cube puzzle which was assumed to be an activity that college students would be intrinsically motivated to do. The puzzle could be put together to form numerous different configurations. In each session, the participants were shown four different configurations drawn on a piece of paper and were asked to use the puzzle to reproduce the configurations while they were being timed.The first and third session of the experimental condition were identical to control, but in the second session the participants in the experimental condition were given a dollar for completing each puzzle within time. During the middle of each session, the experimenter left the room for eight minutes and the participants were told that they were free to do whatever they wanted during that time, while the experimenter observed during that period. The amount of time spent working on the puzzle during the free choice period was used to measure motivation.As Deci expected, when external reward was introduced during session two, the participants spent more time working on the puzzles during the free choice period in comparison to session 1 and when the external reward was removed in the third session, the time spent working on the puzzle dropped lower than the first session. All subjects reported finding the task interesting and enjoyable at the end of each session, providing evidence for the experimenter’s assumption that the task was intrinsically motivating for the college students. The study showed some support of the experimenter’s hypothesis and a trend towards decrease in intrinsic motivation was seen after money was provided to the participants as external reward.Experiment II[edit]The second experiment was a field experiment, similar to laboratory Experiment I, but was conducted in a natural setting.Eight student workers were observed at a college biweekly newspaper. Four of the students served as a control group and worked on Friday. The experimental group worked on Tuesdays.The control and experimental group students were not aware that they were being observed. The 10-week observation was divided into three time periods. The task in this study required the students to write headlines for the newspaper.During "Time 2", the students in the experimental group were given 50 cents for each headline they wrote. At the end of Time 2, they were told that in the future the newspaper cannot pay them 50 cent for each headline anymore as the newspaper ran out of the money allocated for that and they were not paid for the headlines during Time 3.The speed of task completion (headlines) was used as a measure of motivation in this experiment. Absences were used as a measure of attitudes.In order to assess the stability of the observed effect, the experimenter observed the students again (Time 4) for two weeks. There was a gap of five weeks between Time 3 and Time 4. Due to absences and change in assignment etc., motivation data was not available for all students. The results of this experiment were similar to Experiment I and monetary reward was found to decrease the intrinsic motivation of the students, supporting Deci's hypothesis.Experiment III[edit]Experiment III was also conducted in the laboratory and was identical to Experiment I in all respects except for the kind of external reward provided to the students in experimental condition during Session 2.In this experiment, verbal praise was used as an extrinsic reward.The experimenter hypothesized that a different type of reward, i.e. social approval in form of verbal reinforcement and positive feedback for performing the task that a person is intrinsically motivated to perform, will enhance the degree of external motivation even after the extrinsic reward is removed.The results of the experiment III confirmed the hypothesis and the students’ performance increased significantly during the third session in comparison to session one, showing that verbal praise and positive feedback enhancesperformance in tasks that a person is initially intrinsically motivated to perform. This provides evidence that verbal praise as external reward increases intrinsic motivation.The author explained differences between the two types of external rewards as having different effects on intrinsic motivation. When a person is intrinsically motivated to perform a task and money is introduced to work on the task, the individual cognitively re-evaluates the importance of the task and the intrinsic motivation to perform the task (because the individual finds it interesting) shifts to extrinsic motivation and the primary focus changes from enjoying the task to gaining financial reward. However, when verbal praise is provided in a similar situation increases intrinsic motivation as it is not evaluated to be controlled by external factors and the person sees the task as an enjoyable task that is performed autonomously. The increase in intrinsic motivation is explained by positive reinforcement and an increase in perceived locus of control to perform the task.Pritchard, Campbell and Campbell (1977): Evaluation of Deci's Hypothesis[edit]Pritchard, Campbell and Campbell[31] conducted a similar study to evaluate Deci’s hypothesis regarding the role of extrinsic rewards on decreasing intrinsic motivation.Participants were randomly assigned to two groups. A chess-problem task was used in this study. Data was collected in two sessions.Session I[edit]Participants were asked to complete a background questionnaire that included questions on the amount of time the participant played chess during the week, the number of years that the participant has been playing chess for, amount of enjoyment the participant gets from playing the game, etc.The participants in both groups were then told that the experimenter needed to enter the information in the computer and for the next 10 minutes the participant were free to do whatever they liked.The experimenter left the room for 10 minutes. The room had similarchess-problem tasks on the table, some magazines as well as coffee was made available for the participants if they chose to have it.The time spent on the chess-problem task was observed through a one way mirror by the experimenter during the 10 minutes break and was used as a measure of intrinsic motivation. After the experimenter returned, theexperimental group was told that there was a monetary reward for the participant who could work on the most chess problems in the given time and that the reward is for this session only and would not be offered during the next session. The control group was not offered a monetary reward.Session II[edit]The second session was the same for the two groups:After a filler task, the experimenter left the room for 10 minutes and the time participants spent on the chess-problem task was observed. The experimental group was reminded that there was no reward for the task this time.After both sessions the participants were required to respond to questionnaires evaluating the task, i.e. to what degree did they find the task interesting. Both groups reported that they found the task interesting.The results of the study showed that the experimental group showed a significant decrease in time spent on the chess-problem task during the10-minute free time from session 1 to session 2 in comparison to the group that was not paid, thus confirming the hypothesis presented by Deci that contingent monetary reward for an activity decreases the intrinsic motivation to perform that activity. Other studies were conducted around this time focusing on other types of rewards as well as other external factors that play a role in decreasing intrinsic motivation.[32][33]Chua and Koestner (2008)[edit]Solitude[edit]Chua and Koestner[34] explored the consequences of activities done in solitude.They argued that relation of solitary activities to feelings of loneliness and life satisfaction depends on whether individuals feel autonomous rather than controlled about spending time alone.Participants (N = 108) reported the percentage of waking time they spent in solitude per day and completed measures of attachment styles, motivation for solitary activities, loneliness, and well-being. The results suggest that relative autonomy is important regardless of one's decision to act or not to act. The results also emphasize the importance of autonomous social behavior.Principles of SDT have been applied in many domains of life, e.g., job demands;[35] parenting;[36] teaching;[37] and health.[38] Besides the domains mentioned above, self-determination theory research has been widely applied to the field of sports.[39]Exercise[edit]Murcia, Roman, Galindo, Alonso and Gonzalez-Cutre[40] looked at the influence of peers on enjoyment in exercise. Specifically, the researchers looked at the effect of motivational climate generated by peers on exercisers by analyzing data collected through questionnaires and rating scales. The assessment included evaluation of motivational climate, basic psychological needs satisfaction, levels of self-determination and self-regulation (amotivation, external, introjected, identified and intrinsic regulation) and also the assessment of the level of satisfaction and enjoyment in exercising.Data analysis revealed that a climate in which the peers are supportive and there is an emphasis on cooperation, effort and personal improvement, influences variables like basic psychological needs, motivation and enjoyment. The task climate positively predicted the three basic psychological needs (competence, autonomy and relatedness) and so positively predicted self-determined motivation. Task climate and the resulting self-determination were also found to positively influence level of enjoyment the exercisers experienced during the activity.Awareness[edit]Awareness has always been associated with autonomous functioning; however it was only recently that the SDT researchers incorporated the idea of mindfulness and its relationship with autonomous functioning and emotional wellbeing in their research.Brown and Ryan[41] conducted a series of five experiments to study mindfulness: They defined mindfulness as open, undivided attention to what is happening within as well as around oneself.From their experiments, the authors concluded that when individuals act mindfully, their actions are consistent with their values and interest. Also, there is a possibility that being autonomous and performing an action because it is enjoyable to oneself increases mindful attention to one’s actions.Vitality and self-regulation[edit]Another area of interest for SDT researchers is the relationshipbetween subjective vitality and self-regulation. Ryan and Deci[42] define vitality as energy available to the self, either directly or indirectly, from basic psychological needs. This energy allows individuals to act autonomously.Many theorists have posited that self-regulation depletes energy but SDT researchers have proposed and demonstrated that only controlled regulation depletes energy, autonomous regulation can actually be vitalizing.[43]A recent study by Hyungshim Jang[44] in which the capacity of two different theoretical models of motivation were used to explain why an externally provided rationale for doing a particular assignment often helps in a student's motivation, engagement, and learning during relatively uninteresting learning activities.Undergraduate students (N = 136; 108 women, 28 men) worked on a relatively uninteresting short lesson after either receiving or not receiving a rationale. Students who received the rationale showed greater interest, work ethic, and determination.Structural equation modeling was used to test three alternative explanatory models to understand why the rationale produced such benefits:1. An identified regulation model based on self-determination theory2. An interest regulation model based on interest-enhancing strategiesresearch3. An additive model that integrated both models.The data fit all three models; but only the model based on self-determination theory helped students to engage and learn. Findings show the role that externally provided rationales can play in helping students generate the motivation they need to engage in and learn from uninteresting, but personally important, material.[44]The importance of these findings to those in the field of education is that when teachers try to find ways to promote student's motivation during relatively uninteresting learning activities, they can successfully do so by promoting the value of the task. One way teachers can help students value what they may deem "uninteresting" is by providing a rationale that identifies the lesson's otherwise hidden value, helps students understand why thelesson is genuinely worth their effort, and communicates why the lesson can be expected to be useful to them.[44]An example of SDT and education are Sudbury Model schools where people decide for themselves how to spend their days. In these schools, students of all ages determine what they will do, as well as when, how, and where they will do it. This freedom is at the heart of the school; it belongs to the students as their right, not to be violated. The fundamental premises of the school are simple: that all people are curious by nature; that the most efficient,long-lasting, and profound learning takes place when started and pursued by the learner; that all people are creative if they are allowed to develop their unique talents; that age-mixing among students promotes growth in all members of the group; and that freedom is essential to the development of personal responsibility. In practice this means that students initiate all their own activities and create their own environments. The physical plant, the staff, and the equipment are there for the students to use as the need arises. The school provides a setting in which students are independent, are trusted, and are treated as responsible people; and a community in which students are exposed to the complexities of life in the framework of a participatory democracy. Sudbury schools do not perform and do not offer evaluations, assessments, or recommendations, asserting that they do not rate people, and that school is not a judge; comparing students to each other, or to some standard that has been set is for them a violation of the student's right to privacy and to self-determination. Students decide for themselves how to measure their progress as self-starting learners as a process ofself-evaluation: real lifelong learning and the proper educational evaluation for the 21st century, they adduce.[45]According to self-determination theory,[46] individuals who attribute their actions to external circumstances rather than internal mechanisms are far more likely to succumb to peer pressure. In contrast, individuals who consider themselves autonomous tend to be initiators of actions rather than followers. Research examining the relationship between self-determination theory and alcohol use among college students has indicated that individuals with the former criteria for decision making are associated with greater alcohol consumption and drinking as a function of social pressure. For instance, in a study conducted by Knee and Neighbors,[47] external factors in the individuals who claim to not be motivated by internal factors were found to be associated with drinking for extrinsic reasons, and with stronger perceptions of peer pressure, which in turn was related to heavier alcohol use. Given the。
知觉和个人决策概述(PPT 60张)
个
人 特 点
人格的社会合意性 婚姻状况 职业状况 做父母的能力 社会和职业上的幸福 总的幸福 结婚的可能性
注: 表中的数值越高越好
31
刻板印象
刻板印象的概念 社会上对于某一类事物所产生的一种比较固 定的看法。在刻板印象的影响下，人们常根 据某人所在团体的知觉为基础对其进行判断。 刻板印象的作用 刻板 印象减轻了信息加工负担，但在很多情况下 刻板印象是一种社会偏见。
37
三度归因理论的模型
观察 解释 高 区别性 低 高 个体行为 一致性 低 归因 外部 内部
外部
内部
低
一惯性 高
外部
内部
38
图3-1 归因理论模型
常见的归因偏差
观察者与行为者的归因的不一致性
涉及个人利益与否导致归因不一致 忽视普遍性的偏见。
情感因素的影响。
39
社会知觉理论在组织管理中的应用
2、社会知觉的分类
（1）对个人的知觉
（2）人际知觉
（3）自我知觉
20
3、印象的形成
（1）第一印象 叫做第一印象。第一印象主要是获得对方的
表情、姿态、身材、仪表、年龄、服装等方
两个素不相识的人第一次见面时所形成的印象，
面的印象，它往往是以后交往的根据。
21
（2）第一印象的信息来源
第一印象包括亲眼见到方所获得的印象，也包括看 到或听到对方的其他方面的材料时所获得的印象。
49
决策树
决策点 方案枝 自然状态 状态枝 成功 0.5 生产普通型 1 失败 0.5 成功 0.8 生产豪华型 2 损益值 200元
— Байду номын сангаас00元
320元 — 600元
自我决定理论
Part 2
理论内容
德西的实验研究
➢在该研究中，开始对所以被试都不奖励。接着把他们分成两组，其中一组学 生，每解答完一道智力难题就给予一定的奖励；另一组学生不给任何奖励。 然后在两组学生的休息或自己活动时间里，实验者观察到尽管奖励组学生在 有奖励时解题十分努力。但在自由活动时间时却只有少数人在继续自觉地解 答。无奖励组的学生却有更多的人热衷于尚未解出的智力难题。
认知评价理论
主要探讨内在动机的影响因素特别是社会环境因素对内在动机的影响。根据认知评 价理论，凡是满足人们能力和自主性需要的社会事件如报酬、积极反馈、免于受到贬 低性评价等都能提高个体行为的内在动机。
Deci 和Ryan 提出，社会事件对内在动机的影响是通过个体对事件的两个基本认知 评价过程实现的：
自我决定理论既强调内部动机，又关注外在动机是如何影响内部动 机，学习动机激发的重点在于外部动机的内化 。
Part 1
理论基础
以有机辩证元理论（Organismic- Dialectical Metatheory）为其元理论
该理论认为，人是一种积极的生物，生来就具有心理发展和自我决 定的潜能。自我决定是个体在充分认识个人需要和环境信息的基础上 ，对行为做出的自由选择。这种自我决定的潜能可引导人们从事感兴 趣的、有益于能力发展的行为，并构成了人类行为的内在动机。
教师如何激发应用自我决定理论
三、 合理设计、安排教学活动，满足学生的胜任力需要。
譬如：在课堂上呈现问题让学生进行探究。 反例：如果教学程序安排不合理使得探究时间不充分，学习 内容的新颖性与目标预设性超出或不及学生能力的最近发展区 等等，这都会导致学生学习过程中胜任感的丧失，挫伤学生学 习的自主性。
一、教师在课堂上应：鼓励学生选择自己课后作业的内容以及完成作业的时间；鼓励 学生自己设置学习目标；让学生自己订正学习上的错误，给学生独立 支配的时间等，让学生有机会来练习对自己学习的调节与控制。 反例：如果教师对学生管得太多、统得太死，不仅压制了学生自主需 要，而且会限制其自主学习能力的发展。
自我决定理论概述
自我决定理论概述自我决定理论（self-determination theory，简称SDT）是一种较新的学习动机理论，与自主学习观点密切联系。
它从人类的内在需要出发，很好地解决了动机产生的能量问题，同时也兼顾了动机行为的方向和目标。
从这个意义而言，它是先前强调需要和驱力的动机理论与目前强调学习者归因和信念的动机理论的集大成者，具有独特的教育意义和深远的研究前景。
自我决定理论由美国心理学家德西（Deci）和瑞恩（Ryan）提出。
该理论指出，理解学生学习动机的关键是个体的三种基本心理需要：胜任需要、归属需要和自主需要。
学习动机的能量和性质，取决于心理需要的满足程度。
胜任是指在个人与社会环境的交互作用中，感到自己是有效的，有机会去锻炼和表现自己的才能（Deci，1975；White，1959）。
归属是指感觉到关心他人并被他人关心，有一种从属于其他个体和团体的安全感，与别人建立起安全和愉快的人际关系（Ryan，1995；Leary & Baumeister，1995）。
自主是指个体能感知到做出的行为是出于自己的意愿的，是由自我来决定的(Deci & Ryan，1986；Ryan & Connell，1989)，即个体的行为应该是自愿的且能够自我调控的。
自我决定理论尤其重视自主的需要，认为学生的自主需要越能得到满足，则他的学习动机就越趋于内化。
所谓内化（internalization），是将外部偶尔相关事件的调控主动地转换为内部调控的过程（Schafer，1968）。
人们对有些活动并不感兴趣，但由于这些活动对社会生存具有重要意义，因此人们会对它们主动地、内在地加以整合和内化。
与其他内化理论不同的是，SDT把内化过程看做一个连续体，而不是二分变量。
根据调控内化程度的不同，可以将外在动机分为四个类型：外部调控、内射调控、认同调控和整合调控，如图12-3所示。
外部调控是指由奖励或惩罚等外部原因而引发学习行为。
自我成长--知觉和个人决策(PPT 42页)
对人知觉对管理者的启示
正确认识和评价员工 克服第一印象
避免先入为主
多方听取意见 学会欣赏员工 把握员工“预期”, 提高激励效果
对人知觉：打造个人品牌
美国杜克大学（Duke university)社会心理学教授 麦克· 利里说：“长期以来父母一直劝他们的子女别管 别人怎么想。他们没有意识到这是多么目光短浅。我 们需要别人对我们有好的看法。” 美国《时代》周刊杂志报道威廉 · 阿鲁达在2000 年成立了打造个人品牌咨询公司，帮助普通人推销他 们自己。这些顾问帮助寻找工作和征婚的人们打造形 象。利用你在网上提供的个人特征，通过包装方略调 查表，来确定哪些重要的特征最能有效地推销你的品 牌。 打造个人品牌既是生活指导，又是经营咨询，它 把麦迪逊大街的语言、哲学和战略用于树立你的品牌。
当人们在解释自己行为时，把行为结 果归因于内控源，他就会通过自己的 能力和努力去影响行为的结果，如归 因于外控源，那他会感到自己对结果 无法把握，受外在力量摆布。
研究发现，感觉自己的行为受内控源控制 的员工对自己的工作比外控源感觉的员工感受 到更大的满意感，更喜欢参与的管理风格，被 提拔的机会Байду номын сангаас更多，管理者更关心下级，更注 重管理活动策略，绩效更好。 组织的正式成员有更强烈的内控源归因倾 向，组织的非正式成员有更强烈的外控源归因 倾向。
对比效应
面试时，如果你面前的应聘者表现出色， 会影响到对你的评价。
知觉的失真
定型效应
人们谈到教授，总是文质彬彬、白发苍苍。 你可能会注意到与自己穿着打扮类似的人
选择效应
期望效 应 如果你被告知某人很有前途，那么你可能会以积极 的方式对待他。 “亡斧疑邻” 首因效 通常人们对第一印象较好的人容易产生好感。 应
自我决定理论
不同动机对行为表现的影响
• 对于内在动机的产物，Collins & Amabile ( 1999 ) 认为内在动机能促使个体产生更高水平的创造性 劳动。具有学习目标定向的学生在面对困难的时 候更具有坚持性，能够在新颖的任务上表现更好， 能够运用更深层和更有效的学习策略，并且喜欢 中等难度的任务( Elliot & McGregor，2001； Dweck，1999；Nicholls，1984 )。DeBacker & Nelson ( 2000 )发现高成就的学生比低成就的学 生更喜欢有学习目标。内在动机对学习结果和学 习策略的使用有积极的作用。
自我决定理论（SelfDetermination Theory, SDT）
武汉大学 张荣华
动 机
• 研究者常常寻找促使人们产生各种行为的原因：从简单的 生理上的活动如饮食到复杂的活动如完成一个世界级水平 的运动项目。这些行为的原因就是动机。“动机”一词来 源与拉丁文“movere”，有“去行动”的意思( Lefton & Brannon；2003 )。 • 动机是行为的动力方面，是一种内部心理过程，不同于外 部刺激的作用( 这里的刺激指的是不需要通过心理过程就 能够产生行动的，如受声音刺激产生听觉，而外部的刺激 能够必须通过人的内部心理过程来产生行为则不在此之列。 如奖励等引起的行为是通过人的内部心理过程产生的 )， 它与人格联系密切。动机是实现一定目的的行为原因，从 事任何的活动都有一定的原因，这个原因就是人的行为动 机。
接受动机
认同动机
整合动机
内在动机
外部
有点外部
有点内部
内部
内部
顺从，外 部奖励和 惩罚
内部奖励和 惩罚，如内 疚、焦虑
自我决定理论
外在动机
• 外在动机指的是个体由于行为本身伴随着一个另 外的结果而实施行动。人们可能出于被动的顺从、 履行个人承诺或者为了达到上级的要求而行动。 • 外在动机的四种类型是：外部动机( external motivation )、接受动机( introjected motivation )、 认同动机( identified motivation )和整合动机 ( integrated motivation )( Ryan & Deci，2000 )。
个体的表现依赖于唤醒的水平 改变外在的奖赏可以改变个体 的行为 强调人格中的认知方面 对成就的需要是人类习得的
大体上是机械论
行为由生理唤醒水平所决定 外在奖赏是个体行为的主要 决定因素 个体的行为可以通过观察他 人的行为及其结果而产生 行为是习得的，并且建立在 对结果期望的基础上
Deci( 1975 )
外部动机
• 外部动机指人们执行某种行为是为了获得奖赏、 回避惩罚或者出于顺从。许多操作性行为主义者 的实验大多数都是关注这种类型的动机。在我们 的真实生活中，有许多外在动机驱动人们行为的 例子。如布置一项任务，如果在要求时间内没完 成，就会受到处罚。或者父母亲要求子女在写完 作业后才能出去玩。外部动机是最少自我决定的 外在动机形式。个体的行为由外部控制( 奖励，惩 罚 )。一个学生参加运动是为了获得表扬或者是为 了避免与老师对抗。
不同动机对行为表现的影响
• 对于内在动机的产物，Collins & Amabile ( 1999 ) 认为内在动机能促使个体产生更高水平的创造性 劳动。具有学习目标定向的学生在面对困难的时 候更具有坚持性，能够在新颖的任务上表现更好， 能够运用更深层和更有效的学习策略，并且喜欢 中等难度的任务( Elliot & McGregor，2001； Dweck，1999；Nicholls，1984 )。DeBacker & Nelson ( 2000 )发现高成就的学生比低成就的学 生更喜欢有学习目标。内在动机对学习结果和学 习策略的使用有积极的作用。
自我决定理论
前的学习活动与个人长远目标相整合，使其产生学习责任感，促进学
习价值的内化。
B
16
教师如何激发应用自我决定理论
三、 合理设计、安排教学活动，满足学生的胜任力需要。
譬如：在课堂上呈现问题让学生进行探究。 反例：如果教学程序安排不合理使得探究时间不充分，学习 内容的新颖性与目标预设性超出或不及学生能力的最近发展 区等等，这都会导致学生学习过程中胜任感的丧失，挫伤学 生学习的自主性。
2.莫雷．教育心理学[M]．广州:广东高等教育出版社，2005 ．
3. 刘丽虹，张积家．动机的自我决定理论及其应用[J]．华南师范大学学报(社会科 学版)，2010（4）．
4. 王婷婷，庞维国．自我决定理论对学生学习自主学习能力培养的启示[J]．全球教 育展望，2009（11）．
5 .暴占光，张向葵．自我决定认知动机理论研究概述[J]．东北师大学报(哲学社会科
争议。
3. 对动机的个体差异的研究需要加强。早期的研究者认为，那些具有受控制倾向的个体，
更适合于在控制的环境下工作，管理方式与个体的倾向相匹配最好。但是，也有的研究发
现，无论个体是何种先天倾向，支持自主都会促进人的基本心理需要的满足，都会导致成
绩的提高和幸福感的增进。
B
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参考文献
1.陈琦，刘儒德．当代教育心理学[M]．北京:北京师范大学出版社，1997 ．
。
整合调节是指当个体产生与其价值观和需要相一致的行为时就会产生，此时个体不仅认为
行为有用，而且也将其整合于自我感之中，这是最具有自主性的外在动机形式。
B
11
B
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因果定向理论
因果定向理论认为个体具有对有利于自我决定的环境进行定向的发展倾向。Deci 和 Ryan（1985）认为个体身上存在着三种水平的因果定向，即自主定向、控制定向和非 个人定向，每一种定向都是相对独立的存在着。
自我决定理论 ppt课件
教师如何激发应用自我决定理论
二、帮助学生认识学习的价值，促进外部学习动机的内化与 整合。
譬如：当学生完成一些他们不喜欢的学习任务时，容许他们坦诚自己 的感受；让学生理解学习活动的有用性，如该学习任务对现实生活的 意义，对将来工作或其他方面获得成功的意义等，使之体会到学习的 工具性价值；鼓励学生树立长期的个人发展目标，并指导学生将当前 的学习活动与个人长远目标相整合，使其产生学习责任感，促进学习 价值的内化。
• “太阳当空照，花儿对我笑，小鸟说早早早……”
自我决定理论（Self-Determination Theory 简称SDT）是20世纪80年 代由美国心理学家德西(Deci Edward L)和瑞安 (Ryan Richad M)等人提出 的一种认知动机理论。该理论关注人类行为在多大程度上是自愿的或自 我决定的，强调自我在动机过程中的能动作用，重视个体的主动性与社 会情境之间的辩证关系。
基本心理需要理论 认知评价理论 有机整合理论 因果定向理论
基本心理需要理论
自我决定论认为，个体存在着一种发展的需要，这种需要不是后天习得的，而是先类三种基本心理需要：自主需要、能力需要和归属需要。
1.自主需要指的是能够控制自己的行为，由此产生自主感或自我决定的需要。 2.能力需要指的是在与环境的相互作用中，征服环境、拥有胜任感的需要。 3.归属需要指的是隶属于某一群体的需要。如果社会环境支持并促进这三种需要 的满足，那么人类的动机和天性就会得到积极的发展，人类自身也能健康地成长。
外部调节，指人们为了获得或者避免由他人所支配的奖赏或惩罚而做出的行为，此时个体 的自主程度最小。
内摄调节类似外部调节，指人们的行为仍旧收到奖赏或惩罚的驱动，但个体的行为是为了 展示自己的能力，或者为了避免失败，是相对受到控制的动机类型。
《自我决定理论》课件
02 自我决定理论的核心概念
内在动机
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内在动机是指个体出于对活动本身的兴趣和热爱，而不仅仅是 为了获得外部奖励或避免惩罚而从事某项活动的动机。
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内在动机能够激发个体的积极性和创造力，使个体更加投入和
专注于任务，从而提高工作和学习效率。
内在动机可以通过培养个体的兴趣、价值观和目标感等方式来
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特点
SDT关注个体在满足内在需求时所经 历的动机过程，强调自主性、胜任感 和关联感等基本心理需求对个体行为 和发展的驱动作用。
自我决定理论的重要性
激发内在动机
自我决定理论有助于理解个体行 为的内在动机，帮助个体发现和 追求真正感兴趣的目标，提高工 作和学习效率。
促进心理健康
满足个体的基本心理需求有助于 提高心理健康水平，减少焦虑、 抑郁等心理问题。
营造良好的组织文化
建立积极、支持性的组织文化，鼓励员工之间的交流与合作，提供 适当的挑战和反馈，促进员工的个人成长和职业发展。
健康领域
1 2 3
促进健康行为
通过了解个人的内在需求和目标，制定个性化的 健康计划和行为改变策略，提高健康意识和行动 力。
改善心理状况
通过自我决定理论的应用，帮助个体克服心理障 碍和情绪问题，培养积极的心态和应对压力的能 力。
给予个体及时、具体的反馈和肯 定，使其了解自己的进步和成就 ，从而提高内在动机。
如何提高自主性
尊重个体意愿
尊重个体的选择和决定，避免强迫和过度控制，提高其自主性。
提供选择机会
给予个体一定的选择权和决策权，使其感到自己的行动是出于自 己的意愿，而非外部压力。
培养自我管理能力
帮助个体培养自我管理能力，使其能够自主规划、安排自己的活 动和时间。
自我决定理论自我决定理论ppt
自我决定理论自我决定理论ppt一：[自我决定理论]自我决定理论自我决定理论自我决定理论认为人是积极的有机体，具有先天的心理成长和发展的潜能。
自我决定就是一种关于经验选择的潜能，是在充分认识个人需要和环境信息的基础上，个体对行动所做出的自由的选择。
自我决定的潜能可以引导人们从事感兴趣的、有益于能力发展的行为，这种对自我决定的追求就构成了人类行为的内部动机。
经过几十年的研究，自我决定论已逐渐形成了一套较完善的关于人类动机和人格的理论体系，并广泛应用于管理、教育、咨询等各实践领域。
本文主要介绍自我决定论对动机类型的探讨及其在外语教学和科研中的应用。
中文名自我决定外文名Self-DecideTheory应用学科心理学微信文章新闻动态简介自我决定理论是由美国心理学家Deci Edward L. 和Ryan Richard M. 等人在20世纪80年代提出的一种关于人类自我决定行为的动机过程理论。
该理论认为人是积极的有机体，具有先天的心理成长和发展的潜能。
自我决定就是一种关于经验选择的潜能，是在充分认识个人需要和环境信息的基础上，个体对行动所做出的自由的选择。
自我决定的潜能可以引导人们从事感兴趣的、有益于能力发展的行为，这种对自我决定的追求就构成了人类行为的内部动机。
经过几十年的研究，自我决定论已逐渐形成了一套较完善的关于人类动机和人格的理论体系，并广泛应用于管理、教育、咨询等各实践领域。
本文主要介绍自我决定论对动机类型的探讨及其在外语教学和科研中的应用。
自我决定认知动机理论是比较完整的理论框架，它涵盖了较多的动机类型，动态地观察各种动机类型，可以有效地评估学习者的学习动机，为动机研究提供了新的方向。
国内的外语研究者们到目前为止还没有利用这一理论研究中国学习者的外语学习动机。
研究者可以利用这一理论对中国的外语学习者进行多方面的研究。
作为一种新的动机理论,自我决定理论强调人类行为的自我决定程度,将动机按自我决定程度的高低视作一个连续体.其基础是有机辩证元理论,认为社会环境可以通过支持自主、胜任、关系三种基本心理需要的满足来增强人类的内部动机、促进外部动机的内化、保证人类健康成长.自我决定理论虽然具有一定的局限性,但它体现了动机研究的趋向,为众多的动机理论的整合提供了基础.对动机的分类自我决定理论把动机分为内部动机（Intrinsic motivation）、外部动机(Extrinsic motivation)和无动机(Amotivation)三种类型。
《自我决定理论》课件
结论
自我决定理论的价值在于它提醒我们，我们可以自己决定我们的行动和生活方向。在生活和工作中，我们应该尽可 能地满足自己和他人的自主性、成功和归属感，从而获得更积极、更有意义的生活和工作经验。
2023最新整理收集 do s o me thing
深度剖析《自我决定理论》
探索自我决定理论的基本原理，了解如何在生活、工作和教育等领域中使用 它。
什么是自我决定理论
自我决定理论的定义
自我决定理论是一种心理学理论，探究人类行为中三种基本的心理需求。
自我决定理论的历史背景
自我决定理论的起源可以追溯到20世纪50年代，但直到80年代后期才获得了更广泛的关注。
外在动机
出于外在奖励或惩罚而参与活动， 如获得奖学金、承认或避免惩罚。
分离型动机
出于外在压力或强迫而参与活动， 会降低行为的质量和积极性。
自我决定理论在教育中的运用
1
个性差异和自我决定
尊重每个学生的独特性和多样性，给予他们足够的自主空间和选择。
2
培养学生的自我决定能力
通过让学生自主掌控学习的过程，提升其自我决定和自我管理能力。
3
教师如何促进学生的自我决定
创造开放、支持性和鼓励性的学习氛围，让学生有机会探索、创新和表达自己的想法。
自我决定理论在职场中的运用
1 保持内在动机
给员工创造专业发展的机会 ，让他们有机会尝试和实践 新的想法、探索性工作。
2 创造积极的组织文化
不断推陈出新，营造一个富 有挑战性、自由、和谐的工 作环境，让员工自主决定工 作方式和目标。
3 让员工拥有更强的自
我决定能力
赋予员工更多的职责和自主 权，让他们参与决策过程和 实现目标的制定。
自我决定理论在教育中的实践PPT
案例三
总结词
自我决定理论在培养创造力方面具有积极作用，通过 支持学生的自主性和创造性，促进其创新能力和思维 的发展。
详细描述
在培养创造力方面，教师可以运用自我决定理论，给 予学生足够的自由和空间，支持其自主性和创造性。 例如，可以采用开放式问题解决、项目式学习、创客 教育等教学方法，让学生在学习过程中充分发挥想象 力和创造力，从而培养其创新思维和解决问题的能力 。同时，教师还可以通过积极的反馈和评价，激发学 生的自信心和学习动力，促进其全面发展。
02
自我决定理论在教育中的应 用
激发学生学习动力
01
内部动机2
外部动机
通过奖励、竞争和反馈等手段，引导学生为获得外部奖励而努力学习
。
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综合性动机
结合内部和外部动机，为学生提供个性化的学习目标和挑战，以激发
他们的学习动力。
提升学生学习成绩
自我决定
自我决定是指个体根据自己的内在需求和意愿，自由选择和决定自己的行为。这种自我决 定的行为比外部压力或奖励更能带来积极的效果。
自我效能感
自我效能感是指个体对自己能力的认知和信心。它影响个体的行为选择和努力程度，高自 我效能感的人更愿意接受挑战和面对困难，低自我效能感的人则更容易放弃。
自我决定理论的发展与应用
发展
自我决定理论最初由美国心理学家Deci和Ryan在1980年代提出，经过多年 的研究和实验验证，现已成为心理学领域的重要理论之一。
应用
自我决定理论在多个领域都有广泛的应用，如教育、管理、心理咨询等。在 教育领域，自我决定理论可以帮助教师更好地理解学生的学习动机和行为， 从而设计出更符合学生内在需求的教学策略和方法。
挑战二：如何帮助学生建立自我决定的能力
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二、自我决定理论的理论基础及构成
（一）基本心理需要理论 自我决定论认为，个体存在着一种发展的需 要，这种需要不是后天习得的，而是先天的， 本质上是心理性的，即人类的基本心理需要。 研究者通过实证研究，鉴别出人类三种基本 心理需要：自主需要(autonomy)、能力需要 (competence)和归属需要(relatedness)。
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（尽量记住，删）基本心理需要理论是自我 决定论的核心理论，是自我决定论其他重要 研究的基础。三种基本心理需要的满足对促 进个体外在动机的内化，形成内在目标定向 和以及提升个体的幸福感有重要作用。
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二、自我决定理论的理论基础及构成
内部动机：由活动本 身产生的快乐和满足引起的，
不需要外在条件的参与。
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二、自我决定理论的理论基础及构成
自我决定理论(Self-Determination Theory，简称 SDT)是20世纪80年代由美国心理学家Deci Edward L.和Ryan Richad M.等人提出的一种认知动机理论。 该理论关注人类行为在多大程度上是自愿的或自我 决定的，强调自我在动机过程中的能动作用，重视 个体的主动性与社会情境之间的辨证关系。 经过几十年的研究，自我决定理论已逐渐形成了一 套较为完善的关于人类动机和人格的理论体系，并 在宗教、学校教育、管理、家庭教养、体育训练， 政治等各个实践领域得到广泛的应用。
自我决定理论----动机理论的新进 展
主讲人：李芬
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一、概述：动机理论的进展
西方心理学对动机的研究已经历了上百年的历史， 并形成了一个比较成熟的研究领域。 动机研究大体上经历了三个重要时期，即： （1）本能理论时期：关注人类行为的本能力量 （2）驱力理论时期：强调体内平衡、需要满足对 行为的动机作用 （3）认知理论时期（七八十年代）：认知心理学 的发展使动机心理学研究达到了一个新的阶段，充 分关注了人类认知因素对人类行为的调节和支配作 用
外在动机：由活动外部因素 引起的，个体在外界的要求与 外力的作用下产生的行为动机
（二）认知评价理论
认知评价理论是在关于报酬对 个体内部动机的影响研究的基 础上发展起来的，主要探讨内 部动机的影响因素特别是社会 环境因素对内部动机的影响。
根据认知评价理论，凡是满足
人们能力和自主性需要的社会
事件如报酬、积极反馈、免于
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因此，根据认知评价理论，研究者将奖励、报酬等外在事件区分为三种 性质： （1）控制性的事件
控制性质的奖励即指要求个体在达到某一特定结果才给予的奖励，如 金钱、奖品、荣誉称号等预期的具体奖励属于控制性的奖励。这类性质 的奖励会降低个体行为的自我决定程度和成就感，从而削弱个体的内在 动机； （2）信息性的事件
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二、自我决定理论的理论基础及构成
（在有机辩证元理论的基础上，自我决定理论研究不断发展，形成了四个分支理论） 自我决定论包含着四个分支理论，即： （一）基本心理需要理论 （Basic Psychological Needs Theory）
阐述人的基本心理需求 （二）认知评价理论（ Cognitive Evaluation Theory）
信息性质的奖励指给予个体积极的反馈，即让个体体验到能胜任所从 事的活动。或者使个体知道如何更好的胜任该活动。这类性质的奖励能 增强内在动机。 （3）去动机事件
去动机事件意味着无效的事件，经历着去动机的个体产生无胜任能力 的感觉，削弱了内在动机。例如：负面的反馈。
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研究者围绕控制性质的奖励对内在动机的影响进行 了大量实验研究，结果表明，威胁性的惩罚、设置 期限、强制性目标、竞争等各因素都会削弱个体的 内在动机；而增强个体对活动的情感认可度及自我 决定的机会可以增强个体行为的内在动机。
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二、自我决定理论的理论基础及构成
（1）自主需要：即自我决定的需要，个体在从事 各种活动中，能根据自己的意愿进行选择。（也就 是说并不是比人强加给自己的） （2）能力需要：指个体控制环境的需要，即人们 在从事各种活动中，需要体验到一种胜任感。（也 就是说。。） （3）归属需要（关系需要）：即个体需要来自周 围环境或他人的关爱、理解、支持，体验到归属感。 自我决定理论认为，如果社会环境支持并促进这三 种需要的满足，那么个体的动机和天性就会得到积 极的发展，最终实现个体的潜能。
受到贬低性评价等都能提高个
体行为的内部动机。（这里引
出了我们接下来要谈的两个方
面 能力和自主性）
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二、自我决定理论的理论基础及构成
Deci和Ryan提出，社会事件对内在动机的影响是通 过个体对事件的两个基本认知评价过程实现的： 第一，个体的能力知觉。 当社会事件激发了人们的成就感时，行为的内在动 机就增强，反之，则会降低行为的内在动机。 第二，个体的自主感。 人们在体验到成就感的同时，必须同时体验到行为 是自我决定的，在这种情况下才能真正地对内在动 机有促进作用。
(Organismic— Dialectical Metatheory)为其元理论。该理论认为， 人是一种积极的生物，生来就具有心理发展和自我 决定的潜能。这种自我决定的潜能可引导人们从事 感兴趣的、有益于能力发展的行为，并构成了人类 行为的内在动机。个体自我成长的天性能否顺利发 展受制于外部环境，个体对行动的选择出自充分认 识个人需要和环境信息的基础上，即个体的自我成 长和外部环境是一对辩证关系。外部环境可能促进 也可能阻碍个体的自我实现。
研究社会环境对内在动机的影响 （三）有机整合理论（Organismic Integration Theory）
研究外在动机的内化 （四）归因定向理论（Causality Orientation Theroy）
研究人对自主性行为及支持自主性行为的环境的适应性方面的个体差异
这四个子理论分别从有机体内在心理需要、外部社会环境、个体发展以及 个体差异四个方面描述人的发展，强调个体自我选择、自我决定在人的发 展中的决定性作用，这四个子理论共同构成了自我决定理论的基本内容。