自我决定理论课件
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。
心理教育中的自我效能和自我决定理论
目 录
• 自我效能理论 • 自我决定理论 • 自我效能与自我决定理论的比较 • 自我效能和自我决定理论在心理教育中的实证
研究 • 自我效能和自我决定理论在心理教育中的实践
应用 • 研究展望与未来发展趋势
01
CATALOGUE
自我效能理论
定义与概念
定义
自我效能是指一个人对自己完成 某项任务或达成某个目标的信念 和信心。
05
CATALOGUE
自我效能和自我决定理论在心理教育中的 实践应用
提升自我效能的策略与方法
确信自己的能力
通过努力和成功经验，建立积极的自我形象 和自信心。
寻找成功的榜样
观察和模仿他人的成功经验和行为，以此为 榜样，提升自我效能。
更有信心。
02
CATALOGUE
自我决定理论
定义与概念
• 自我决定理论（Self-Determination Theory，简称SDT） 是一种动机理论，强调人类行为的自我决定程度，即个体在 多大程度上能够自主地决定自己的行为。该理论由Deci和 Ryan在1985年提出，认为人类行为受到内在和外在动机的 驱动，其中内在动机是指个体对任务本身的兴趣和满足感， 而外在动机则是指个体为了获得任务之外的奖赏或避免惩罚 而产生的行为动力。
自我决定理论在心理教育中的应用
• 自我决定理论在心理教育中具有广泛的应用价值。该理论认为，当个体对任务 本身感兴趣并感到满足时，他们会更加积极地投入任务中，从而取得更好的成 绩。因此，心理教育应该注重培养个体的内在动机，激发他们对任务的兴趣和 热情。
• 此外，自我决定理论还强调个体的自主性，认为个体应该能够自主地决定自己 的行为。在心理教育中，教师应该尊重个体的自主性，鼓励他们自主思考和决 策，而不是过度控制他们的行为。
自我决定理论
自我决定理论
3.在困难面前,有些人选择了逃避,但有些人 在困难面前,有些人选择了逃避, 在困难面前 却能够勇敢面对,不畏艰难险阻, 却能够勇敢面对,不畏艰难险阻,因为在他们 心中有着对成功的需求和渴望, 心中有着对成功的需求和渴望,这时自我决定 就成了他们前进的动力. 就成了他们前进的动力.
制作人: 制作人:张美欣 陈楚琪 罗平
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自我决定理论
2.在计算课上,老师会教我们用哪种方法,技 在计算课上,老师会教我们用哪种方法, 在计算课上 巧来解决哪类题型, 巧来解决哪类题型,然而某些同学却用其他方 法来解决问题. 法来解决问题.因为自我决定不仅是个体的一 种能力,还是个体的一种需要. 种能力,还是个体的一种需要.他觉得自己的 方法比老师的简便,所以就用自己的方法. 方法比老师的简便,所以就用自己的方法.
自我决定理论
自我决定理论解释了动机的产生原因: 自我决定理论解释了动机的产生原因: 1.自我能动作用 1.自我能动作用 2.自我需求和渴望 2.自我需求和渴望
制作人: 制作人:张美欣 陈楚琪 罗平
自我决定理论
归纳出此理论的主要观点: 归纳出此理论的主要观点 这个理论强调自我在动机过程中的能动作用 自我在动机过程中的能动作用, 这个理论强调自我在动机过程中的能动作用, 认为自我决定是一种涉及经验选择的人类机能 认为自我决定是一种涉及经验选择的人类机能 经验选择 品质,由其组成内在的动机. 品质,由其组成内在的动机. 认为人拥有一种基本的内在的自我决定的倾向 内在的自我决定的 认为人拥有一种基本的内在的自我决定的倾向 这种倾向性引导人们从事感兴趣的, 性,这种倾向性引导人们从事感兴趣的,有益 于能力发展的行为, 于能力发展的行为,以便形成与定理论
运用此理论解释自己生活中的一两个具体事件 1.有很多爱好语言的人会去学不同的外语,这 有很多爱好语言的人会去学不同的外语, 有很多爱好语言的人会去学不同的外语 些不但有益于他的能力的提高, 些不但有益于他的能力的提高,也能使他与社 会环境相适应. 会环境相适应.因为人们拥有一种基本的内在 的自我决定的倾向性, 的自我决定的倾向性,这种倾向性引导他从事 感兴趣的,有益于其能力发展的行为, 感兴趣的,有益于其能力发展的行为,即学外 语.
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
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 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
01
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。
02
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
03
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
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 )。
这种动机分类的证据
• 许多研究支持了这种动机的分类。在一系列的研 究( Grolnick & Ryan，1987，1989；Grolnick， Ryan，& Deci，1991 )中发现，小学生从事学校 相关的活动时，有外部的、接受的、认同的和内 部的原因( 分别对应着外部动机、接受动机、认同 动机和内在动机 )。 • 有研究表明这个动机的分类也具有跨文化的一致 性( Hayamizu，1997；张荣华，2007 )。同时这 种动机的分类和结构受到不同领域研究的支持， 如教育( Ryan & Connel，1989 ；张荣华， 2007 )、体育( Chatzisarantis，et al.，2003 )。
动机分类
• 个体由内在动机驱动的行为与由外在动机驱动的行为相比， 两种行为给个体带来的体验和成就是完全不一样的。完全 内在动机驱动的行为是自我决定的行为：“这些行为完全 是由个体凭自己意志决定的，是个体在没有外界要求、限 制和功利的压力的情况下，出于兴趣而产生的” ( Deci & Ryan. 1994 )。 • 内在驱动的行为与好奇心、探索、自发性和兴趣有关。外 部动机驱动的行为与行为之外的事件有关，如取得好成就， 避免消极结果等。许多的研究( Blais，et al.，1990； Goudas，Biddle，& Fox，1994；Villacorta，Koestner， & Lekes，2003 )在不同的领域检验并支持了SDT关于动机 的这种分类。
《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。
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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。
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自我决定理论在教育中的应 用
激发学生学习动力
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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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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
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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）
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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：
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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
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导入：漫画“老人的算计”
结局：为什么“老人的算计”成功了？ 自我决定理论的逆应用
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1.自我决定理论
1.1 提出者及背景 1.2 基本内容
1.1 自我决定理论（Self-determination theory）
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背景
20 世纪初以来，专家们分别 从不同角度提出了许多管理 激励理论。如马斯洛的需要 层次理论、赫茨伯格的双因 素理论等。而在个人主观性 上虽有涉及并未深化。在20 世纪80年代研究者充分关注 了人类认知信念对人类行为 的调节和支配作用。提出了 自我决定理论。
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1、公关、外交工作 2、律师 3、美容化装师 4、音乐、绘画 5、文学、哲学方面 6、时装设计 7、美容顾问 8、室内设计、个人形象设计 9、珠宝鉴定工作、首饰设计 10、营养师
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1、医生、医师工作 2、屠宰业、葬仪业 3、法医 4、心理学、神秘学、玄学、灵异学等职业 5、性心理专家和顾问 6、侦探、调查、监视工作等方面 7、警察、公安等方面的工作。 8、药剂师、化学、制药业、资源工作 9、政治、组织管理工作 10、艺术、宗教方面的工作
•
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3.4 自我决定理论的优缺点
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• •
缺点/局限性
忽视了人类动机行为的复杂性。 自我决定理论的某些概念的界定有待进一步澄清 这种理论适用范围有一定局限性。适用那些外在 奖酬对员工工作动机比较重要，而工作本身又有 一定内在激励作用的工作。而大部分的底层工作 都不太能提供内在性的激励，只有部分专业性与 管理性的工作才有这种作用。
第二阶段，将所 有大学生随机分 为实验组和控制 组，实验组的完 成一个难题可得 到1美元的报酬， 而控制组的学生 做完题目，没有 任何报酬； 第三阶段，他让 所有人原地休息。 在休息时间里， 所有人可以在原 地自由活动，他 们想做什么就做 什么。
第一阶段，所有 的实验者自己解 题，不给任何奖 励；
2.3 德西效应（Westerners effect）
提出者
美国纽约州罗切斯特大学心 理系教授Deci Edward L. 和 Ryan Richard M.
1.2 自我决定理论（Self-determination theory）
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基本内容
人们喜欢感觉到他们能控制自己的行为。 人们做任何事情时，当自己以前享受的任务 变得更像是一种义务，而不是自主选择的活动 时，都会破坏动机。
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1、企业或公司的顶尖领导人 2、领导人（社区） 3、公安、警察工作 4、外科医生 5、设计工作（服装、形象、造型、美容、广告） 6、绘画 7、演艺界（演员、歌手、电影导演） 8、运动员（赛车、对抗性项目） 9、法律、司法界 10、公关、编辑、大众传播、作家等工作
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1、金融、银行方面的工作； 2、会计师、商业工作； 3、农业、园林工作； 4、音乐、绘画、声乐、舞蹈、演艺； 5、室内设计、饰品设计； 6、宝石、珠宝的鉴定工作； 7、插花专家、花店经营； 8、厨师、面包师、品酒师、营养师； 9、电脑数字、画面处理、校正工作； 10、税务人员。
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3.2 自我一致性（self-concordance）
定义
探讨的是人们追求目标的理由与自己的兴趣及核心价 值观的一致性程度。
•
主要观点
如果人们追求目标理由是自己的内在兴趣，实现 目标的可能性更大，并且会很高兴。 • 如果人们因为外部动机而追求目标，成功的可能 性较小，幸福感不高。
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3.3 在组织行为学的应用
工作满意度 自主动机较能带来更高的工作满意度和幸福感。
当人们在追求自定的目标的动机较为自主时，目标的 实现和工作满意度之间的关系较强； 而当人们追求目标的动机较为受控时，目标的实现与 工作满意度之间没有明显关系。
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3.3 在组织行为学的应用
工作绩效 自主动机与更为有效的绩效之间确实有关联。
第六章 员工激励的基础
激励理论 之
自我决定理论
文化与传媒学院 汉语言14
阿建君 蒋星星 沈璐萍 沈润冰
本次课学习内容
自我决定理论 认知评价理论 自我一致性
概况
自我决定理论在组织中的应用
自我决定理论的优缺点
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导入：漫画“老人的算计”
一群孩子在一位老人家门前嬉闹，叫声连天。几天过 去，老人难以忍受…
对于员工感兴趣的任务，内在动机能够带来更好的绩 效； 但是对于那些员工自己并不感兴趣，但是任务本身非 常重要并且有严格规定的任务时，外在动机却能够产 生更好的绩效。
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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。
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
外部奖励能不能提高内在动机？
外部奖励能够提高内在动机。 如果人们认为自己控制了自己的行为，截止日 期和特定的工作标准也能增强内在动机。 如果人们认为奖励和截止日期是强制性的，它 们就会削弱动机。
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1、作家 2、记者 3、外国语 4、编剧 5、推销员 6、广告影视宣传 7、电脑工作 8、舞蹈、音乐领域 9、医生 10、艺术设计
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1、教育工作（小学教师、幼稚园老师） 2、护士工作、服务业 3、营养师 4、外语 5、导游 6、绘画 7、演艺界 8、时装设计师 9、妇女、儿童杂志编辑 10、法律
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3.3 在组织行为学的应用：薪酬
应用 • 花旗银行的精神激励 • “亲情工资”
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3.4 自我决定理论的优缺点
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• •
优点/贡献
关注个体的内在心理需要、动力、情感，重视个体 行为的认知调节过程。 并从满足人们基本心理需要的角度对促进外在动机 内化的条件进行了探讨。 对需要激发他人动机的社会工作者如教师、管理者、 教练等人更具有实际意义。 代表着当下动机研究理论研究的趋向，丰富了动机 理论。
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1、天文学家 2、发明家 3、科幻小说家、推理小说家 4、大众传播业（记者、编剧、企划、制作） 5、占星学家、灵学家、心理学家 6、设计工作（前卫设计—室内、服装、空间） 7、心理咨询工作（心理热线、心理顾问） 8、摄影工作 9、作曲及演奏 10、慈善与和平工作
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1、绘画 2、音乐（作曲，音乐制作） 3、艺术设计 4、时装设计师，美容化装师 5、演艺界（演员，歌手，配音，舞蹈） 6、影视制作工作 7、文学，影视剧本创作 8、占卜、预测、神秘学 9、医务工作 10、慈善业、服务业、社会福利工作
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3.2 自我一致性（self-concordance）
戏说十二星座的适合工作
白羊座 适合的工作：创业类 极具勇气，喜好冒险 金牛座 适合的工作：编制类 求稳 双子座 适合的工作：口才类 善变难测，不可思议 巨蟹座 适合的工作：教育类 感性强烈，亲切温和 狮子座 适合的工作：政治类 坚强、可靠、骄傲、宽大 处女座 适合的工作：技术类 有条理，细心
例子
对环境有一点控制权的囚犯 被硬性要求背诵英文名著的学生
2.认知评价理论
2.1 内在动机与外在动机 2.2 基本内容 2.3 心理学：德西效应
2.1于兴趣 和活动本身的快 乐而行动。 • 例如：任务带来 的兴趣和享受…
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。 • 例如：有形奖 励、口头表扬、 截止日期…