1. Practical Application of SDT
EDUC 641: Learning Theories Presentation
Spring 2017
Overview of Self-Determination Theory (“SDT”)
By Jeff Sant
Why SDT?
Evolution of SDT
Practical Application of SDT
Overview of SDT
May 3, 2017

2. Learning Objectives (“LO”)
Learners will be able to:
Understand the evolution of learning theories that led to SDT
Identify the three innate needs required for self-motivation
Identify and understand impact of the different types of motivations
Understand a process towards applying SDT in the classroom
May 3, 2017
Slide 1

3. Let’s Start with a Story….
Why SDT?
I will give you $10 only if you share some of it with another person
Uh…okay…that’s a no-brainer
Evolution of SDT
Should be simple….anything I give to someone is more than what they have now.
Overview of SDT
Practical Applications
May 3, 2017
Slide 2

4. Let’s Start with a Story….
Why SDT?
5 Scenarios of Sharing the Money
Scenario #1:
$5 for me and $5 for you $5
Evolution of SDT
Scenario #2
$6 for me and $4 for you $4
Overview of SDT $5
$10 $6
Practical Applications $7
Scenario #3
$7 for me and $3 for you $3 $8 $9 $2
Scenario #4
$8 for me and $2 for you
What do you think they said? $1
Scenario #5
$9 for me and $1 for you
May 3, 2017
Slide 3

5. Let’s Start with a Story….
Why SDT?
Scenario #1:
$5 for me and $5 for you
3 Said YES and 2 Said NO $5
Evolution of SDT
Scenario #2
$6 for me and $4 for you $4
Overview of SDT $5
$10 $6
Practical Applications $7
Scenario #3
$7 for me and $3 for you $3 $8 $9 $2
Scenario #4
$8 for me and $2 for you
Why did the 2 say NO? $1
Scenario #5
$9 for me and $1 for you
May 3, 2017
Slide 4

6. Practical Applications
So Why Did I Choose SDT?
Why SDT?
My Personal Views:
Motivated People Outperform Smart People
What Drives Motivation?
The Most Effective Employer / Teacher is the One that Can Motivate
Evolution of SDT
Overview of SDT
Practical Applications
May 3, 2017
Slide 5

7. Theories Leading to SDT
Why SDT?
Behaviorism
Observable Behaviors, not thoughts in someone’s head; all about reward contingencies
Evolution of SDT
Look “inside the head” for causes of behavior; people are “information processing machines”
Cognitivism
Overview of SDT
Cognitive Development
People have stages of development influenced by culture and environment
Practical Applications
Social Learning
People are influenced by others, and their own self-efficacy
LO Satisfied:
#1 – Understanding Evolution of Theories
Humanism / Motivational Theories
People are NOT machines, but are dynamic organisms who explore
May 3, 2017
Slide 6

8. Theories Leading to SDT
Why SDT?
Humanism / Motivational Theories
Humanistic Psychology
Harry Harlow
Hierarchy of Needs
Evolution of SDT
Abraham Maslow
MIT Management Study
Overview of SDT
Douglas McGregor
Practical Applications
SDT
Edward Deci and Richard Ryan
Complementary Motivational Theories
LO Satisfied:
#1 – Understanding Evolution of Theories
Flow
Self-Theories
Componential Theory of Creativity
Mikhal Csikszentmihalyi Univ of Chicago
Carol Dweck
Stanford
Theresa Amabile
Harvard
May 3, 2017
Slide 7

9. Practical Applications
The Theorists
How did they meet?
Deci = Soma puzzle (1969) at Carnegie Mellon
Deci book in 1975 called “Intrinsic Motivation”
University of Rochester: Ryan moved there in 1977, read Deci’s book
Complimentary Strengths
Ryan = philosophy and psychoanalytic psychology
Deci = math and experimental psychology
Why SDT?
Evolution of SDT
Overview of SDT
Practical Applications
Edward Deci and Richard Ryan
Soma Puzzle
May 3, 2017
Slide 8

10. Three Innate Needs of SDT
Self-Determination Theory
Why SDT?
People innately need:
Evolution of SDT
Autonomy
Competence
Relatedness
Overview of SDT
Leads to:
Leads to:
Practical Applications
Motivation and Engagement
LO Satisfied:
#2 – Identification of the Three Innate Needs
Manifests in:
Enhanced Performance
Persistence
Creativity
Heightened Self-Esteem
May 3, 2017
Slide 9

11. Motivation Types Motivation Extrinsic Intrinsic Passive Compliance
Why SDT?
Has 2 Types
Extrinsic
Intrinsic
Evolution of SDT
Overview of SDT
People will Respond by:
Is a type of:
Practical Applications
Passive Compliance
Active Personal Commitment
Through “Integration,” Can Lead to:
LO Satisfied:
#3 – Understanding Motivation Types
Is a type of:
Amotivation (Unwilling)
Controlled Motivation
Autonomous Motivation
May 3, 2017
Slide 10

12. Process of Motivation
Why SDT?
Three Key Definitions Relating to Process of Motivation
Regulation
Evolution of SDT
= A value, societal norm, view, demand from the Outside
Internalization
= Taking Something from the Outside “in”
Overview of SDT
Integration
= Making the Outside Thing part of your “Self”
Practical Applications
Influences
LO Satisfied:
#2 – Identification of the Three Innate Needs
Varies based on different types of Extrinsic Motivators
Amotivation
Does Not Influence
Intrinsic Motivation
Extrinsic Motivation
May 3, 2017
Slide 11

13. Continuum Towards Autonomous Motivation
Why SDT?
Types of Extrinsic Motivators
Evolution of SDT
Differ based on their Regulatory Styles
Overview of SDT
External Regulation
Introjected Regulation
Identified Regulation
Integrated Regulation
Practical Applications
Compliance
Rewards
Punishment
Mom’s Guilt Trip
Anxiety Avoidance
Ego Enhancements
Personal
Consciously Valued
Important
Synthesis with Self
Congruence
Awareness
LO Satisfied:
#2 – Identification of the Three Innate Needs
Begins to look like:
Goal: How to move people from left to right?
Intrinsic Motivation
May 3, 2017
Slide 12

14. Practical Applications
Five Steps To Promote Autonomy in the Classroom
Why SDT?
Setting Autonomy-Supported Limits
Setting Goals and Evaluating Performance
Evolution of SDT
Decide “WHAT” to do and “HOW” to do it
Administering Rewards and Recognition
Recognizing the Obstacles
Overview of SDT
From Deci’s book Why We Do What We Do (1996)
Practical Applications
What = Scope
How = Process
Examples: UDL, Choosing Topics / Media, Class Set-ups / Social Arrangements
Clarity
Consistency
Consequences
Partnership
Self-Assessments
Formative Assessments
Algorithmic vs. Heuristic Jobs
Dealing with Boring Tasks
Training
Budget
Non-Examples
LO Satisfied:
#3 – Understanding Process for Promoting Autonomy in the Classroom
May 3, 2017
Slide 13

15. Resources for Promoting Autonomy in the Classroom
Why SDT?
Recommended books and sites
Evolution of SDT
Overview of SDT
Practical Applications
May 3, 2017
Slide 14

16. References Used in Paper
Amabile, T. (2012). Componential theory of creativity Harvard Business School Boston, MA.
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Csikszentmihalyi, M. (1996). Flow and the psychology of discovery and invention. New York: Harper Collins.
Deci, E. (2012, August). Promoting Motivation, Health, and Excellence: Ed Deci at TEDxFlourCity. [Video file]. Retrieved from
Deci, E. L., & Flaste, R. (1996). Why we do what we do: Understanding self-motivation Penguins Books.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development Psychology Press.
Evans, M., & Boucher, A. R. (2015). Optimizing the power of choice: Supporting student autonomy to foster motivation and engagement in learning. Mind, Brain, and Education, 9(2),
Gredler, M. E. (2005). Learning and instruction: Theory into practice Pearson/Merrill Prentice Hall Upper Saddle River, NJ.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us Penguin.
Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7(2),
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3-4),
Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158.
Vygotsky, L. S. (1978). Mind in society The Development of Higher Psychological Processes.MA: Harvard
May 3, 2017
Slide 15