The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
Motivation and Education: The Self-Determination Perspective
Abstract
Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. In this article we also describe social-contextual factors that nurture intrinsic motivation and promote internalization, leading to the desired educational outcomes.
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Citations
Cites
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Generalized expectancies for internal versus external control of reinforcement.
Rotter, J. B. (1966) · Psychological Monographs: General and Applied · doi:10.1037/h0092976 · Cited by 21,937
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
Effects of externally mediated rewards on intrinsic motivation.
Deci, E. L. (1971) · Journal of Personality and Social Psychology · doi:10.1037/h0030644 · Cited by 4,170
Self-citationPerceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311
Self-citationControl and information in the intrapersonal sphere: An extension of cognitive evaluation theory.
Ryan, R. M. (1982) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.43.3.450 · Cited by 2,721
Self-citationGrolnick, W. S., Ryan, R. M., & Deci, E. L. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.4.508 · Cited by 1,186
Self-citationAutonomy in children's learning: An experimental and individual difference investigation.
Grolnick, W. S., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.52.5.890 · Cited by 1,176
Self-citationKoestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984) · Journal of Personality · doi:10.1111/j.1467-6494.1984.tb00879.x · Cited by 669 · cited 2×
“, 1983), and limits (Koestner et al., 1984) were administered in one of two ways-with language and style that were controlling and pressuring (using words like should and must) or with language and style that were noncontrolling and implied choice.”
BackgroundSelf-citationVallerand, R. J., & Reid, G. (1984) · Journal of Sport Psychology · doi:10.1123/jsp.6.1.94 · Cited by 527 · cited 1×
“Vallerand and Reid (1984, 1988) found higher levels of intrinsic motivation after positive than after negative feedback, and path analyses showed that perceived competence mediated between the feedback and the changes in intrinsic motivation.”
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Cited by
Expectancy-value theory of achievement motivation
Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383
What good are positive emotions?
Fredrickson, B. L. (1998) · Review of General Psychology · doi:10.1037/1089-2680.2.3.300 · Cited by 6,066
Toward a hierarchical model of intrinsic and extrinsic motivation
Vallerand, R. J. (1997) · Advances in experimental social psychology · doi:10.1016/s0065-2601(08)60019-2 · Cited by 3,198
Self-citationBurnout and work engagement among teachers
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2005.11.001 · Cited by 3,067
Students' Need for Belonging in the School Community
Osterman, K. F. (2000) · Review of Educational Research · doi:10.3102/00346543070003323 · Cited by 2,498
Metadata
- Authors
- Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1991-06-01
- Volume
- 26
- Issue
- 3-4
- Pages
- 325-346
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W4231536150
- Cited by
- 2,731
- References
- 11
- FWCI
- 10.25
- Type
- journal article
- Language
- en
- Open access
- closed
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- Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist. https://doi.org/10.1080/00461520.1991.9653137
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
