Entry 5: Setting the Stage for Self-Determination

Entry 5: Setting the Stage for Self-Determination

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A continuum of motivation in SDT. I've always struggled with the dichotomy between intrinsic and extrinsic motivation; therefore I find it very interesting to look at the continuum in motivation presented by the SDT-model. The continuum goes from amotivation to autonomous motivation. The model presents four subtypes. The two subtypes for extrinsic motivation or controlled motivation are external motivation - "take action to avoid punishment, to obey an external request, or to obtain a reward" - , introjected motivation - "action to manage feelings of pride and worth, and to evade shame and guilt", identified motivation - "actions valued by the person", and integrated motivation - "actions that are fully endorsed by other behaviors and values of the person" (p.34-35). The two latter types, "along with intrinsic motivation, are considered as autonomous motivation" (p.35).  Further positive and negative associations with these types of motivation also play a role in the outcomes of participants.

Surely self-determination as a means of motivation should not come as a surprise. If I'm to look introspectively, I've always been more motivated to discover new things and learn new skills when I have the choice to do so. This example might be a stretch, but I had Home Ec (Home Economics) in high school. And I really liked the unit on sewing. I was able to make a stuffed animal. I only ever cut out the pattern (and somehow completed the unit with flying colours), but fast forward to teaching and I figured out how to use a sewing machine to make Christmas stockings with my students. Same skill, different motivation (ok and add a few years and some maturity too).

In the article, Frieling et al. (2018) suggest that the environment "should satisfy the need for autonomy, relatedness, and competence by providing an autonomy supportive environment" (p.33). This is especially relevant for the classroom teacher, as (s)he is responsible for creating the space where learning is to take place. In other words, the possibility for self-determination needs to be supported by the physical, emotional and psychological setting where it is to take place. This means that the student needs to be able to make decisions about his/her learning and controlling the direction that it may take. Although I understand that within our current reality, there may be constraints, as specific criteria need to be evaluated to satisfy curricular requirements, I believe that this should be a foundational premise of the teacher's pedagogy.

Through thorough literature review on motivation and well-being as it pertains to the functioning of students with ID, Frielink et al. found that the research seems to support "the SDT-assumption that, also among people with ID, autonomous motivation is related to well-being," which is why they chose to test this supposition (p.35).  They concluded that the SDT-model applies to people with ID. with a mild to borderline level of functioning (p.45). More importantly, the psychological well-being of the participants was positively impacted by the model. They suggest that the SDT-model can be a "guide towards enhancing subjective well-being and thus quality of life of people with ID with a mild to borderline level of functioning through support focused on autonomy" (p.45).  The focus on the well-being of the individual rather than the performance of the tasks at hand is a focus that I promote within my classroom. After all, before training productive citizens for the workforce, we are helping people shape who they are becoming (as much as they shape who we become).

I feel like this theory is constructivist in foundation. It allows for choice and for students to be self-driven. The role of the teacher as a facilitator for learning is paramount and allowing for an environment to help the student flourish is of equal importance. Again, teacher and environment are proven to be important in the development of the student. Furthermore, the environment and structure of the activities can influence the satisfaction and well-being of the student. What important takeaways.

Thanks for your support and attention!


References

Frielink, N., Schuengel, C., & Embregts, P. J. C. M. (2018). Autonomy Support, Need Satisfaction, and Motivation for Support Among Adults With Intellectual Disability: Testing a Self-Determination Theory Model. American Journal on Intellectual and Developmental Disabilities, 123 (1), 33-49. https://doi.org/10.1352/1944-7558-123.1.33