Theory Of Self Determination Theory

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Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one’s environment and interest in learning and developing one’s knowledge (Niemiec & Ryan, 2009). However, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning (Wroten, 2014). The theory identifies that students are intrinsically motivated to learn and that educators should capitalize on this desire when designing instructions. Further, SDT suggests that teachers can capitalize on internal motivation by supporting student curiosity and their desire for autonomy. If educators can find ways to support autonomous motivation in the delivery of instruction, then optimal learning can be achieved (Niemiec & Ryan, 2009). Deci and Ryan (2000) postulate that an individual needs intrinsic motivation as well as three intrinsic psychological needs in order to initiate these behaviours and maintain good psychological well-being and self-determination (as cited by Niemiec & Ryan 2009). These universal needs are autonomy, competence, and relatedness. These components together form the self-determination model which emphasizes supporting student autonomy in order to achieve positive learning outcomes. Intrinsic motivation refers to behaviours done in the absence of external impetus that are inherently interesting and

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