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    Reeve, Ryan, Deci, Jang 2009

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    Reeve, Ryan, Deci, Jang 2009

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    Rubén Páez Díaz
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    REEVE, RYAN, DECI, JANG 2009

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    Reeve, Ryan, Deci, Jang 2009

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    9 ‘Understanding and Promoting ‘Autonomous Self-Regulation: ‘A Self Determination Theory Perspective Johnmarsall Reeve, Richard Ryan, Edward 1L Dec and Hyungshim lang \seTRODUCTION “Teter selon as aes on many messing in pangs FReet eh toe) and edscason (Mca 2006), ma hres pneal gerne that elcoabion i 90 SRR pee opaize sod mamas tr capaci be ‘Ser thpagh tee competency beef) emetion (eg itr. (eos tes engosmeat with lvring atte) sd sci aa eas (egy bet» gut comfort pace to Seen th seraice of ining sme dei ature sate (Fn Suave be Groot 090 Zimmer, 200), Despite this commen (re hor ofaeeeplation ary cans nth specie Feta aome easing onthe wh of leptin, sme on thetkn and soe on the "howe Brey the why bat ad bow (hoofs eulaon ask the flowing qvestons ry eve or wa voc peg nin eho — techy attra hah ‘Witton Win pack db prone ack (0 atin ens eno penton ae teem fy EL es ng y Tew hime th cue pment Ingthiracon nhstexsca fs a eno Intra comet utp andcmerpces thea (eeu) Than ye ile "ctewecn yp mon ttn cess ‘et cone ff & Ran 9 fan ee 3) Fercumconeonshy pete then sere tecture snd send es ereaaton tei ‘een peop nt andes he oe ey ‘ide tetas th prec ef ede ‘hor GOT Dc gs On hems tepion Site eson my po che eh einen itereralpresre riety cot yes ome sel When such frees eglate «persons beavion thls beavir costed conoid ater han stones Asha di otc te atin tether ry heer ost esas an oficial ll ‘lbenoned gaan ae What hear elergultn a ord with he cnet ‘ocr the gs ee pre Ths rs ey wae hit Perle steopig stun rane Fr sug eae ‘Sete lamie pla inprong ar shana feo oarerrming on i, 6 ea as Reps oso pure nose us ores ps ef Fan 190, datmetin we aqua dees ee {heat ty sg ae pot pa ‘sited th en us fond ees pst icningad pense Cy, Velie Simonse elon Seon Ful th ho hori concr the pce sind ech sient poet esas ar gloat (Gelert Pn & ey S00 Cer eee tnt bee he ri ipl hen pes tha doa par ps ae eo rs ‘spt osalaion (open) snd eh ee atten we conceit sion sta eke Stic cen ep teminhnta od e sired ors hah ce arr on oo pla es (SR) hesitated thawed ec nesta Poms oom Sein 225 sion ode rounded nee soil enaig thar (2iamer- tt athe nes supe el ee, ESber. 190) ert The coet apt facia fe hy adhe at fot ator ended gation Todos ve pentane of SDT, purcpert seats laeon eRe, Des 192 2004 escent au sla te conc often ain — Whe anon a olen Toes ae eat Ingand ersten eee thea theyunderake ae pers inn pry porn th. rm eS ee “ee Soon a ‘nsdn yg ese oi acelin {Gara a Ute peed on setae these donot endorse nt conse liegt I vce ipeit ae “TEST pl ne tion SDT ges tat pa SRE fer inthe dge wh Oey et oll ‘Shop ets den wichin un pedicboh tea cfc sh ones rou ring snd se eng Ptr ap oes hse tts Soro teres th ron bw os gon SEUF-DETERMINATION THEORY satan Sep he ann at pee Sccate Serie etree accra Safe eiencnepeeneanrni —— seein tec ne, “Sentence ee BEd, Cathey ie inert ve 2 ee SSoNubecs tema atone a es cubes soe sare 2 or yan EL De rd ang CopiveBauavon They [ogo elation cheney as formated expan haw eps the soci eavironmest fet nasi ovston er ee 1285) Tobe irnaaly mathaedstocmpge nam stay bes fone ad the activity itl ineresting snd eae heave ‘is moist by is inert satitctooe fan & Dans Soy ontrs xr mtationnveles dang anactvtyinam ates to chew ome sure consequence for este atts revard or soil a poishment. Enns ewes tego eke Socal emizonment, with contingency py ome sh ak ‘ill stds amined he et of extn et eee ‘notation, nd more than 10 experiment showed tht they {geet enency or evade to undermine ini ena though poste edu (nich smeinesefradto ae ‘evan tens vo enhane nine maa, al cae ron, ‘eas con potently enkance inne tain wee ee wedtocommunkate competence or impeonencat ce De ace ‘ec, 95.eran extensive review) Inger the heya ha exes corm nig specie evens fete pens 2 goal Mosbidr 1980) or boas carom nae toe ‘Dees Scart Shins, yan, 58), endo ela nea i motaton wis they provide pes cornpetonc intron nd suppor people autonomy In cots eral tos endo ‘nmin tse matin when they Coney espe ‘sre and contol ponies havo, rps tegration Theory aia itgration hornets tbe enone fines alaaton sod intepaton. Ineraltation rcs tthe poses ough which a individual taser vn exeoaliy pene sult orale nto iteraly ended onsen eos ‘the expires which nite egulton as heey ai corny asia with onc eae of sl Ryn 8 Dal os, 2000) n SDT the proce nteoaition sod nee, 2 pent "action and deepen rm within and hy ‘esto inner motivations sacha an pycheloie ness ‘motintlan nthe vale and elton tht drop oe ne es internalization experiences an the intgatin eon (De eI USER RR menen geen Unetig and Pret AsoneiSRoon ay 5 Rr, 1991) nso thr te ay things in which parents and teachers wat students o engage ad etn tha the sods ono fd nereing. Prats, a scoops therefore fen vc etisc mata ach exchequer mpi approval to wc thi en, Mee honey so fogs tat dents nt be carole it ation ber ater be |r th matin to interaaize personal vale ft acy se ens wou stl be extrinaaly med case the ban sre dave wt basse they ae inten and cooper se cause they ae istrumstal fr these ae aad sok ‘eked gal Hower when they ave bes aly ier a, negated) the behvion are experienc antes Sosy "hey a whol senda Oraisneinegration teary scr far type of erase notion, characterized by the dpe which ihe mstton as cis ot ben intros gedit these, ara regan meses tat he rgulason sl» feetion a rp sal contingencies, lnopeted mglaon sto eget ‘rp intersted contingencies hs hve bon spelt ‘ecilzng gets opresre and cote acon tpaly ang, omingst moth or thes of gah, Here the ulation rishin the aden butte staden hasnt eal sped ast her om but els conte yh Mnified npn seas en ‘aeots hve iit wath the vlc of an sty and hove scr perional espoehilty frit ego Fly gad "ulin isto the weticaton having been fly eect wth oabe aspects fone sl so the eguliton fener cect trill ise Pychologiea Needs Theory si phological nee theory fcc othe psy ens for astooony, cmpetene snd clans a heb nude suoromisslfegulaton Thi minibeory war doped ‘enfy stde ant. uiveral pelo nes ce fauooious regulon a aime te dogs tobe thir station facitats tearing dcop sot wl Seog Sato esearch has inkl bas ned ection non ‘otatien, sulonomous a rgulation, and poyigea el ing cases ad are thee m eo Ra, Dc a ng _dsoom functioning and enced conceptual eating (Chikov 4 Ryan 200; Res Sheldon. Gable, Rosco, Ry, 209, yoy Dest Grol 199) or instr ne study deigneé evo ‘8 {0 tt the cos coral geet of SDT fond tet Koran high cool students ie eet Western coomerpt, it igh sisted when classroom krning expences arte Prolog neds highly wnat whe xg ee rotted thst pytsiogeal beds and showed high ese, schitemen,intinsc maton, end etal wel ig whos \scherssopere hi atonomy ane pyholepeal eesti, on geal ang, Ree & yun 207) ‘This mikhory ls ecomps the wock a inti vers atrnegal (Rase & Ryan 1996) nie gos spced ‘thse hat rete directly sat the base ppc nea ‘autonomy, competence, and vastness and nla pols fit 2sronal growth, lationship, and cotrting to ooes comme ity Extrinsic alae df hove hat are nt ere ed Mang nd sly repent ome step to a naga Pyowa They inde mater! wer, beng poplar o fame, 8 projecting an altactve image, and they hve Ben eid ‘ith pore performance andes! well ing TTUDENT-CLASSROOM DIALECTIC ceding 1 the SDT framework, ll sens spares ofthe arog pis talgrondso able, pose inner tito! ‘Soure that can ptental alow them to engage cmstrctnely 1 proc in nig cvs. Ye the Ine snare a ‘eo es act ad ptt 2 fans he ei co “which es eer spot ot heat et endens ‘ad intralztion inti tain. The decal ot Dine betwen sent! natal propensst fnn and ingete tthe csroom lensing eon in wih toy i ‘he especialy potting. restr tno od pose fnctioning ret ni when the contest arta ad ‘ppt tha teeny, whereas alto fen hese ie oie stuceae dea o Boal by eave contol th hart ‘arm, excave detands that art ling of conte, ot ‘bse of warms and cathe ware reeds toe vo a nesting and PrmaingMeramon Spon 9 en te. The ye) tse hs poem att The ele he ga eee tbe et [ohne moves on des ae bse prog Sedo ogo ince adder way ttn te tae pi in he som an ‘Riisdnce The bec ep ete are epee ‘otc enlaces that one autonomy sports Seg oat se ee a et eevee Thetis chin and ernie ‘avon sites eh ine se oh ch eds ering ious sometines ua he unetecn eu ‘Autonary tude ferctning it mos postin within the suena {Et ence epee igh noon ee To Soe: yam 8 Conc 190; Ryan & Grn, 98) a when gue 1 Stl-chazoo dati armel eteine Sater 20 Ron ED ag ‘las cavionment supports te unary (Dee a eee, fang Carel arch, & Jeon. 200; Roses Eds & Samer of Vallrand, Forte, Gory 99), ‘tomo toe tons ante or ne and at oct (De 1h el Dan, 158), Wie aonamon internal pelted cas ofa (Ch onal sd experince a eve of coe oe hl ti Rare, Nig & Ham, 2603) Ai interac f cuit prey ion tht he causal source of one otiated sto is mee Sha he essing action i engrunt with td reputed by ones ss oppose isan exer oes cay and the poeeen that ones behave nist and segue Oy fee ut he sl Felng vlna o psyheopaly fn inole se of vigor to ops in an activity oppste eine resue, ‘etd or eg inated. Pca conto ont etn les i caping decision making exw coe do how Wo ‘ligand whether t do topporie ig anignmen rete ‘gation. Clsvom epeines of etonomy cu teen Se nero through stadt report fn itera lcs i ink pereved ele over hans Aono Suppor Although teachers cannot dimly give snes am expen of sutonomy they can provide imerpersonl conditions hat sport tude experince of autonomy. Aono suport she ner Donal behavior oe person proves to mare abe’ nner ‘motional routes and thr tue sleepin son, “Aionomy-siporine as of ier inde ning ee Imatotional resources providing ritonaey eying on lane, ‘onal and noncontoling langung and aceptag dens species in ways tha mature sper ad lactase tae osemeata tha dsrsom stay Reeve, Det Reeve lang, tay 200), Inada totes geet pid, Tae 91 ints 10 specie instructional havior that hae Ben sae eaten sp Pore ws oftachingsnd motting sas daring este (ei Spee Ryan, Koester, & Kaman, 182, Reove & te, ome | | m La Be Ba ng 2006), Act intracton sch a iening sn ecourgig dnt eran sen nner motel wanes Aes Innes sch a ping onl roma aden ang td eration proce hc cto sch rng “court fig hn ores ono ital onontraingnguge. ce incon sche. Srenae tol commtetsion of penpedieraking Anca sept Inte of scoeig se ceptng aden pr spetne The ton halve prs to pc ‘Sen cr thc ed coli es ‘stony. sppcn) way of shin an tng es tere jog 108) Wend som bcs my tae Sct ofinstaton npn sap ween roe inaeacton snd mainlines CLASSROOM RESEARCH ON SELFDETERMUINATION THEORY usneou studi have examine both stots sel eplation ‘andi goa putas the dasa examining both hit Scedens and ter cosequenes. For example Dee al (181), und that when teaches were igh in avtonoany sport aie 0 ‘hen ecw vesting toward controling tadent bain, ther students teams more nena motivated fr kernig ‘more competent whic ning ad eeoped higher lees of seem, Prt dies sbowed hat when both parents teaches ‘roe moreno soporte thir chisenostentatened 0 Ineroalizeextines notation ad become moe ellie i le ‘oqiliting thr esrning and pertormaace[e, Cick & aD, 1995; Wilms & Dec 196) As wel studs flating showed tha stders whose sono Had bee sported demonstrated beer conspl ering nye he ning ore Bema 2 Dec 1964 Grane Ryan, 1987). In shor. atone sp orn dasoos coe end to promote stdent utonoeoos eregulaton by hing des th vm ely et ie toe beara scot optimal chalenges, purse tei ine {stand ls, choose he wn ey feign think ove ely ond moe ively pts her ha give wp, peo Seteryand more reve io mone tre coping sates asecg nt Pci aoanensSibephon 22 aot experience moe psn tig about hase and ie Trig oe, 200 nsw hat des han betes an el be ee vane nose berth ential eo Tee Belt ening smacked wah tl gas For see iene dcp G20 pore eu se enn arod feet xt terior ac de nicer extinc on Sdetsin tases an Sel hr aring dt commana old ere sbnt pce anti ao Dae mo sa cn The en teed ed a a rssed wim depen ete P= a yee Fre ns he fa ida! nono spert. as oppse tern pe dens ao Some ete pst sing seca onion ar arg var when 5 Sea oad in la ees ee ONY Spare Sapporting ovine Movaton nscue ofsen msonmoul pln nin mi oo ang ine tran nh = en een i asing canbe ines eore 2 ecto pas a ae ae ee ele es De yn 18) al sae eee on nts ma ene Book Gop i does not mean avoiding external naar Bsn events Mach ae earch on cogative ea: aa ned wc ermal eetmh oP mn rman ain Seth Ds 73) See ton ree oso alg (Spin 178), ann ated yan alan Re ved ona pe oe ee 0h ee mnt mt naan ech be ee wagers sect gi aa onset ine tran. or a ey pie evi cr ed enh oe em 8 Ra EL Os aH "he ition ofspptng students sono exten ‘ad much ae postive cnsouence or inti meiaion “npeenenhin they did whe exces provided eae en ‘tithe iment ofcontoling sen tea Kose ene aly oe Ryan; yen Mi ec "Hence. soportngintisc matraion mean nated ots des pyogenes nd offering eer events in ay the ‘pet! toy ong inc tin {Ta meses ding ways tenth erang operon ak then ore iteresting and ea ose ee Inns matin fuels engagement and Inning, butt doe tore When stages re erning ot of ners nd eying Ieening ets they expres ean ean rin © the bre ter then a pwn wo soil fr (Origins “rg ‘te their en fnetonal boars pawns metaphor aes ome ame ofceaexgrene pel pone usher ‘round: Shar, 1978) Ininkaly mote aden Sea Stott mene ose ov maser and dre ples pts lenges. They ao lena ten 3 se ato Seth he ltrs an senda ae. Aco, ca ‘oom opportuni ong intially rate ei Tepbubl he tps ot nat ore that se en dered by hrs "erningt ara” Sppoting eration, Wend egutton and negated Repuaoon “Two adn fons of autonorows elution re ents regulation and ntegrted egulatin. For example tude who. “tte would be eaptared y te sintement “want tea eh ok Bena cntine meaning and vlebe ss sant ‘tinged olan, tied and gated rslaton: ‘pyrninaenroaiton nthe pre of atonal ton), ut they dif in het bet te Based onthe portance the activ forthe sade nteraied wales aon, wheres Insinsc mation asd om tadent interest ad enjoyment ‘ofthat sl (yen & Deck 2D). The sty a atonomess type of ex motaton i, Metied regan inegatec ‘plato shows hate tent eel fs Sermined extn ‘etn Pomeig Mesos Sealain 25, ovation for earning activity feats the uty of io er ‘Seat eucomes inch he nme wy tris mot ‘Son doce Jang 300 Rsv fng Hardie & Orr, 2000 yan & {Canal 199; yan & De 20) Taecaleion osu tens come vb a Bbavioe or regulon. en wih ty ad cept as thet owns integration ‘Slush sides integrate cach nd inteoalized el th io thi lage sore fl (Dei hr Patch & Lene 1384 Grane Ryn, 185; Reeve a, 200%; Willams & Des, 1386) To support students neroaizton aa nteyation prox ens ochre ca provi) sna tpi why te ‘seme wy of thinking or bearing might be personaly wu {Seine sndnt (0) norman rate th prsrng ng {Ghacknowledgentof student nate lings abut unde {ngunimeresing or oral odes and (0 igh eltedness tudents tno wh confidence tater eacher rulers hou Shae loaing ot fo hl personal elle Cole throgh {hese spec ofthe svi confex—raoesles aonpessring = ise nknowedsiog ope fling andres teaches ‘ippr san capac to tensor sci vaed avis, Sefer pula, and valet thet sense ofS hat these internals con et sbsequenias inner mes ‘ional eres be Che epted ales in Figure 9) Th adation to promoting ntermalation ad tegration, eh ces ean sige iterenenancing sae” to supp den? egrnent uring aie interesting leon (en, 207 San ‘Shes Wir Harper Morpo, 192) lnrestenbancing sates inode adding sa yt each, dling repetiveask n i- ten woys and woriogin he company offends When enced, theses up stents lege ean) tines, “renee perevranc sod etn! wel ing a, 2007) ONE CLASSROOM ILLUSTRATION Ms. Maras teaches Eli Ia pub high sol on the aor de of Mieaes, Wizon- ‘ec The scooter 99% minrsy stele ad teal isa Shmnmry ofan sberers ecard f how ti autonany-siporine {euces aghther abt period das one wit’ ay. “rr the upon pels ond wae pet hat Ms Marcus snd er tant sre a igh qual estonhip Ste exaind that ody cp mo etre then (a 3 gusonand nove ston a eadingstgnment (basen on how o wre ‘pot perngraphy sod (0 ndivsaal writing tine. She sed on ‘shh acy ender wanted to pend he oot timed which ‘ihty thay voted the began. The reading was obvinsy ‘meeting stant they hoe beg ih be group dns Se Stent sel atts pd fered comment but metly thoy hight the are edad to he pron expec te Ma Marcus plemented the dicsion by reving the Sor’ purpose in wing he ice and by noting aac ures ofthe wring se: Afee 10 minty Se ashe if stds rome ome the rtf he writing son, ad they sd Uhpdet ring the tanstion 3 cue of pcblens sre sth dealing of ope oo moc. Me Maras acknowledged that ad's ae nee hing oak 1 oe ate ou, baa aed tht healing woul eed to wasnt dir fee tie lope because se i not wan he time spe aking ube tine fr nil wetingt ik Daring te eson tele ‘Repent choi of pasgrp strengths and went Abie med wening a probe for nc stadt asa (e Siva you tying to sn oor parse). Tes 15 es wer devoted neal ie See te i that they wanted work ogee (ot ey and he altho they {ould Once stdets nade the ansion othe writ rt cus ade, at you to ae fn wring your Papen the most fan youve ee ad wring an cei ou car prone Your sl “ryt became ter wri ody than you wre yesterday” Sey ial tants stapled in theif ol reals he wing. ‘pend by thelr complains, epande of Fret, sd dso ‘et (peat). She prose oe pat f seugling ‘Eira aid“ noticed tat ora hang toe with he jc tere sything ean do thlp” This question aden {ngconveration red hp th pai onsieay By deiion, autonomy supportive instrction is sense to snd dpendeot on stodenté voce end pees ny epreseathe Iain nd tbo! with aetna i. SIL Mi Marci cesprovider tte whatastonon supporters tity ord daring strcton they seo ent ara, {ndstenghen dent’ anes motional saucer and promt ‘Tate between ener sn heir song enronment The io ey etre to note hw Me Marat emt the all ae neti Ponctg AtonononSlSealoe 297 of stonomy-sipptve bai ited ia Table. and how she Fipedsnaent cope wih or tet sleepy sk ets selena ta soomy soporte ec an feclcn'sintatngclasoom engugrment. Te weal pal ‘Stony stants lop a stonomous ltton To 2 ach a ey thi sumthing {want to da” To appt the con Sires ah sutonoros eatin, theta ses bull Sostrctos eee arg sade ane esoaes by taping Inthe, prfereen ese cas and ene oft, ‘allege ns Marat ene oe rove an inereting eing {erstreatsto dass an she beg heen Leb ene ing ston to ne fa a by challenging ter to impo She i welennad ad can thee may sogpston. ‘econ aceltry tik atonomy supportive teachers can hp sues wh ie vec her motional poten ‘hn ing wit students abot poems sachsen or pow performance, a tony mpporve teacher woud yo” [engeeetha i soncontaingfotional and exe her thon presring winrar Me Maca seen," ‘noted tha oa ving tose withthe pret is here a) thin can ot hel Meta hs nes) and vows that she tens poor peftvance ea ool oe soled eather ha 2 tanetorchicm "Rh slErpalatory ek eachers can Np ston wh sporting tse gees daring uses (bt importa) ‘ives An suonony: supportive tence woul fer eatnas toenplin the activ ve or personal mewning InN Macs ‘Su the expened the reasoning behind why se asked dee to ‘Shin om thr of ak convertion awl as hte dyes {ns importan and weal ‘Afr elt aki ngtiting the inva cons ‘hate daring insteston between wha ence want tudes todd wha sadets wat tient dese of ousering ‘ole enative sf and aging tht suc natu” ume Cepae an etonomy supportive teacher woud seep ode? ‘Sette flings and estan a ptetaly vad eations to nposed castoom sucars, In Me Maca case, peatie fet Suc ony inthe er mites of ds an Se aco ze or an Oca ng eth epi (sion but ts poste accent es THEORLES ON THe “HOW (OF SELF REGULATED LEARNING sere per ssn ste unkind inicio dtc ae

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