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Self Determination and Motivation

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					Self Determination and Motivation

Self-determination and motivation go hand in hand. When you are
determined, often you feel motivated to make things happen, rather than
to wait for things to fall in your lap.

In psychological terms, self-determination is theories that presses
toward motivation and the processes involve the people that strive on
three basic needs. Those needs are relatedness, autonomy, and above all
else, competency. Others may think of self-determination, as intrinsic
inspiration that embellishes at what time the human needs is satisfied
and not compromised. The autonomy of self-determination is the process of
building independence, sufficiency, self-rule, and so on. People often
build determination on trust, confidence, reliance, faith, hope, beliefs,
and needs.

The world leads us into many struggles, which makes it harder for us to
fulfill the three basic human needs let alone build self-determination.
In order to accomplish this task, however while battling through the
chaos is to set one’s self up for success.

The intrinsic theory of self-determination and motivation started with
Edward Deci over 30-years earlier. Ed commences exploring the paradoxes
of self-determination. Since then over thousands of voiced and written
viewpoints has been considered. Behaviorists gave their viewpoints and
showed that intrinsic theories show that when people are rewarded for
good deeds it increases their natural motivation. When people are
rewarded, they often feel contentment and joy as well. Their interest in
activities often improve, yet because of these findings behaviorists
ventured to ask: do the rewards make people more apt to function when
they have extrinsic rewards waiting, or at least think that they have
rewards.

While the questions presented thoughtful suggestion for various aspects
of living, such as parenting, labor, and school, it still has variant
aspects to consider before any true resolves are apparent. Ed posed the
question – does a “child’s interest” in a given subject and the
expectation of rewarding the child with good cause her or him to develop
unintentional intrinsic or extrinsic interests? (Deci et al, 1999)

Edward bent on finding concrete answers ventured to continue the
controversy proactive by sending mixed signals that lead to the
counterintuitive forecasts. That is contrary to the expectations that are
not in accord to these rewards that interact one way or the other. Edward
accused intrinsic pleasures of stifling elements to learning. The common
theory of self-determination suggests that relatedness, autonomy, and
competence inspire motivation.

According to Edward, threats, rewards, all have rigid penalties that
accompany the other. Edward believed that rewards only compromised an
entity’s autonomy. According to Edward, the development of competence
through rewards or threats could cause a person to feel pushed into doing
something they ordinary did not want to do. He claims that rewards are
often determined about how the individual views the results. He believed
that is someone’s innate determination or motivation was compromised then
it could cause them to lack self-determination. On the other hand, if the
entity viewed the praise or reward as something other than a bribery or
threat, thus the entity would likely feel motivated to perform.

This brought some spectators to believe that if an entity is placed in a
social, encouraging atmosphere that it is likely that this entity would
build self-determination. Parents, teachers, and others are encouraged to
support and praise someone’s effort to encourage self-determination.
Edward believed that placing a greater emphasis on competence rather the
child’s ability to perform for rewards could build self-determination.

Based on the knowledge, we see that building self-determination is also
the process of build self-realization. When you combine the two, it
builds more productive skills, which ensures that you will succeed in
most all of your endeavors.

				
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posted:8/31/2012
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