המעבדה לחקר מוטיבציה ורגש

Unlike the majority of theories on motivation, self-determination theory (SDT) does not focus solely on the amount of motivation but also considers its quality. A student may make a big effort in class to get good grades, satisfy his/her parents, or avoid sanctions. Another student in the same class may make the same effort because of interest, enjoyment, and/or valuing the subject matter for his/her personal development. Thus, SDT differentiates between two types of motivation that reflect these different qualities: autonomous motivation and controlled motivation. The chapter considers the following questions: Do different student experiences reflect different qualities of behavioral engagement (e.g., persistence, flexibility, creativity)? Do the different experiences correlate differently with measures of well-being? And can a teacher/parent/employer do something to support one type of motivation and frustrate the other? The chapter begins by defining the different types of motivation; it explains their measurement and reviews their outcomes. It discusses the extensive research on their antecedents and describes specific SDT-based interventions in education and health care.