Self-Determination Theory? More like Environmental-Determination Theory | W4 Q1 | Discussion

Self-determination theory identifies three innate psychological needs (competence, autonomy, and social belonging) that are central to the development of self-motivation (Ryan & Deci, 2000). Self-determination offers a macro-level overview of the interactions between individuals and their environments as relates to the development of motivation (extrinsic or intrinsic). Although most people possess the capacity to motivate themselves, the activation of that capacity and its subsequent sustainment, both for immediate and long-term developmental type tasks, requires a very delicate balance of environmental regulatory factors. Youth must have autonomy in order to learn and practice strategies of self-regulation and self-motivation, but they must also be exposed to consistent, developmentally appropriate, autonomy-supporting tasks in order to develop that intrinsic talent (total freedom will overwhelm them, but total control diminishes self-regulation.)

These three points are important to consider because the ability to motivate others is very powerful, yet the conditions under which someone is motivated can vary greatly from person to person. Self-determination theory provides a coherent framework for the distinct strands of motivation-related research, such as social-belonging (Juvonen, 2006). However, self-determination model has its limitations when it comes to informing practice. How can teachers be expected to create this type of environment, creating a perfect balance between autonomy and control such that each individual student’s needs are met? Ryan & Deci argue that there are external conditions which influence the extent to which intrinsic motivation can flourish, based on the availability of these three needs. SDT seem to focus on identifying external conditions that facilitate motivation but does little to address how to foster motivation when the ideal external conditions are not met.