Professional Documents
Culture Documents
The Oxford Handbook of Self Determination Theory Oxford Library of Psychology Series 1St Edition Richard M Ryan Full Chapter PDF
The Oxford Handbook of Self Determination Theory Oxford Library of Psychology Series 1St Edition Richard M Ryan Full Chapter PDF
https://ebookmass.com/product/the-oxford-handbook-of-the-
psychology-of-competition-oxford-library-of-psychology-stephen-m-
garcia/
https://ebookmass.com/product/the-oxford-handbook-of-compassion-
science-oxford-library-of-psychology-1st-edition-ebook-pdf/
https://ebookmass.com/product/etextbook-978-0199731763-the-
oxford-handbook-of-sport-and-performance-psychology-oxford-
library-of-psychology/
https://ebookmass.com/product/the-oxford-handbook-of-dialectical-
behaviour-therapy-oxford-library-of-psychology-ebook-pdf-version/
eTextbook 978-0199769100 The Oxford Handbook of Poverty
and Child Development (Oxford Library of Psychology)
https://ebookmass.com/product/etextbook-978-0199769100-the-
oxford-handbook-of-poverty-and-child-development-oxford-library-
of-psychology/
https://ebookmass.com/product/oxford-textbook-of-psychopathology-
oxford-library-of-psychology-4th-edition-robert-f-krueger-editor/
https://ebookmass.com/product/the-oxford-handbook-of-moral-
psychology-manuel-vargas/
https://ebookmass.com/product/the-oxford-handbook-of-human-
mating-1st-edition-david-m-buss/
https://ebookmass.com/product/the-oxford-handbook-of-film-theory-
kyle-stevens/
The Oxford Handbook of
Self-Determination Theory
OX F O R D L I B R A RY O F P S YC H O LO G Y
DOI: 10.1093/oxfordhb/9780197600047.001.0001
9 8 7 6 5 4 3 2 1
Printed by Marquis, Canada
CONTENTS
Introduction
1. Self-Determination Theory: Metatheory, Methods, and Meaning 3
Richard M. Ryan and Maarten Vansteenkiste
Development
23. A Lifespan Perspective on the Importance of the Basic Psychological Needs for
Psychosocial Development 457
Bart Soenens and Maarten Vansteenkiste
vi C o n ten ts
24. How Parental Autonomy Support, Structure, and Involvement Help Children
Flourish: Considering Interactions, Context, and Diversity 491
Wendy S. Grolnick and Rachel E. Lerner
25. Autonomy-Supportive Behaviors: Common Features and Variability across
Socialization Domains 509
Geneviève A. Mageau and Mireille Joussemet
26. Supporting Children’s Autonomy Early On: A Review of Studies Examining
Parental Autonomy Support toward Infants, Toddlers, and Preschoolers 529
Mireille Joussemet and Geneviève A. Mageau
27. Conditional Regard in Development and Relationships 548
Yaniv Kanat-Maymon, Avi Assor, and Guy Roth
28. Developmental Issues in Emerging Adulthood 571
Catherine F. Ratelle and Frédéric Guay
viii C o n ten ts
The Self in Society
50. Self-Determination Theory in Cross-Cultural Research 1023
Martin F. Lynch
51. Self-Determination Theory and International Development 1051
Nobuo R. Sayanagi and Marieke C. van Egmond
52. Social Issues: A Self-Determination Theory Perspective 1070
Randall Curren
53. A Group-Conscious Approach to Basic Psychological Needs Theory 1088
Frank J. Kachanoff
54. A Self-Determination Theory Perspective on Stigma and Prejudice 1106
William S. Ryan and Annabelle Moore
55. The “What” and the “Why” of Pro-Environmental Deeds: How Values
and Self-Determined Motivation Interact to Predict Environmentally
Protective Behavior 1130
Lisa Legault
56. The Social Conditions for Human Flourishing: Economic and Political Influences
on Basic Psychological Needs 1149
Richard M. Ryan and Cody R. DeHaan
Epilogue
57. Acting as One: Self-Determination Theory’s Scientific and Existential Import 1173
Richard M. Ryan and Edward L. Deci
Index 1177
Conte nts ix
F O R E W O R D : S E L F - D E T E R M I N AT I O N
THEORY’S FORWARD MOTION
Shannon L. Cerasoli
100,000
PUBLISHor PERISH
Total Citations
PUBLICATIONS
1.5 Million+
80,000
60,000
40,000
20,000
0
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
2021
1980 TO 1999
YEAR
Since that first conference, scholars adopting an SDT lens have also proliferated,
with hundreds now actively researching and applying the theory. They are generating new
ideas and elaborating the theory’s contents to make it ever more useful. SDT’s principles
backed by rigorous scholarship and action-oriented approaches have meaningfully con-
tributed across the fields of basic and applied behavioral science, a fact well-evidenced in
this Handbook.
For us at CSDT, the most fulfilling part of the theory has been the journey: the shared
stories, the connections to others around the world, and the building of the sturdy frame-
work that this book is helping to document. This work emerges from small research groups
around the world in places like Rochester, Montreal, Ghent, Sydney, Be’er Sheeva, Lima,
Paris, Singapore, and many other locations where new ideas are being spawned using the
SDT framework. Particularly important for the theory’s growth have been the SDT inter-
national conferences (held every three years prior to the COVID pandemic), which have
always felt like family reunions as well as being incubators of innovation. It’s all of those
stories and the generativity of this community that has defined SDT. As we organized this
Handbook, communicating with this varied group of authors, we reexperienced the thread
that connects the SDT community, which is a focus on human flourishing and its facili-
tators. No matter how big or far-reaching, our community also comes together (perhaps
more virtually these days) and connects through the shared language of SDT.
xvi L i s t of C on tr ibutor s
Frank Martela Johnmarshall Reeve
School of Science, Aalto University Institute for Positive Psychology
Lennia Matos and Education, Australian Catholic
Department of Psychology, Pontifical University
Catholic University of Peru C. Scott Rigby
Arlen C. Moller Immersyve, Inc.
Department of Psychology, Illinois Meredith Rocchi
Institute of Technology Department of Communication,
Annabelle Moore University of Ottawa
Department of Psychology, Guy Roth
University of Toronto Department of Education, Ben
Thuy-vy Nguyen Gurion University of the Negev
Department of Psychology, Durham Richard M. Ryan
University Institute for Positive Psychology
Kimberly A. Noels and Education, Australian Catholic
Department of Psychology, University, College of Education,
University of Alberta Ewha Womans University
Alexander Nordgren Selar William S. Ryan
Department of Psychology, Department of Psychology,
Stockholm University University of Toronto
Nikos Ntoumanis Nobuo R. Sayanagi
Department of Sports Science and Faculty of Human Sciences and
Clinical Biomechanics, Danish Centre Cultural Studies, Yamanashi Eiwa
for Motivation and Behaviour Change, College
University of Southern Denmark Kennon M. Sheldon
Anja H. Olafsen University of Missouri; Higher
School of Business, University of School of Economics, Russian
South-Eastern Norway National University
Virginie Paquette Gavin R. Slemp
Laboratoire de Recherche sur le Centre for Wellbeing Science,
Comportement Social, Département Melbourne Graduate School
de Psychologie, Université du of Education, University of
Québec à Montréal Melbourne
Luc G. Pelletier Bart Soenens
School of Psychology, University Department of Developmental,
of Ottawa Personality, and Social Psychology,
Dorian Peters Ghent University
University of Cambridge Martyn Standage
Frederick L. Philippe Centre for Motivation and Health
Department of Psychology, Behaviour Change, Department for
University of Quebec at Montreal Health, University of Bath
Catherine F. Ratelle Magnus Sverke
Department of Foundations Department of Psychology,
and Practices in Education, Stockholm University
Université Laval
xviii L i s t of C on tr ibutor s
Introduction
S elf-Determination Theory:
C H A P T E R
Abstract
Self-determination theory (SDT) represents a comprehensive framework for the study of
human motivation, personality development, and wellness as evidenced by the breadth
and variety of chapters in this Handbook. This introductory chapter provides a review
of the basic assumptions, philosophy of science, methods, and mission of SDT. It also
includes a brief history of SDT, linking various developments within the theory to the
contributions found in this volume. Finally, discussion focuses on the place of SDT within
the landscape of past and contemporary theoretical psychology, as well as its relations
with modern historical and cultural developments, in part explaining the continued
growth of interest in SDT’s basic research and real-world applications.
Key Words: Key terms: self-determination theory, organismic theory, basic psychological
needs, theory crisis, autonomy, homonomy
Over the history of psychology there have been periodic attempts to provide overarch-
ing theories of human behavior. Within the behaviorist tradition the associationist views
of Watson, the drive theory of Hull, the operant approach of Skinner, and the social-
cognitive framework of Bandura are prominent examples. Within the humanistic per-
spective, both Rogers and Maslow presented comprehensive views. And for over a century
the psychodynamic thinking of Freud and his followers has supplied both a method of
analysis and a worldview for many. Each of these perspectives has shed light on important
phenomena, opened up unique lines of inquiry, used distinctive research methods, and
spawned applied practices. Each has also, by making their assumptions and predictions
explicit, helped to illuminate what is within their theoretical horizons, as well as what they
cannot, or will not in principle, explain.
Self-determination theory (SDT) represents a general framework for understanding
why we do what we do, and what leads to flourishing versus degradation in a human life.
As a broad, evidence-based, theory of motivation and personality development, it aims
to supply an integrative yet open framework for a truly human behavioral science, using
a set of concepts and assumptions that make sense philosophically, phenomenologically,
empirically, mechanistically, and historically. It is also intended to be a practical theory,
with direct and meaningful implications for familial, educational, organizational, health-
care, and clinical contexts.
The Oxford Handbook of Self-Determination Theory is comprised of chapters present-
ing both basic and applied research on SDT, authored by current experts in the field.
Our purpose in this introduction will therefore not be to comprehensively review SDT
research, as the chapters that follow will accomplish that task. Instead, our primary aim
will be to articulate the theory’s basic assumptions, its unique framing of questions central
to human motivation and wellness, and the methods and criteria it uses to establish its
knowledge base. We then briefly describe its development and, in doing so, connect the
varied chapters in this Handbook to that history of inquiry and practical applications.
Suggesting that SDT cuts across traditional subfields of psychology, we distinguish SDT
from related or overlapping movements or approaches in the field such as humanistic
psychology, positive psychology, and “third wave” cognitive behaviorisms, all of which
share some important sensibilities. Finally, we discuss the social significance of building
a broad theory focused on meeting human needs, both as levers for personal change and
as criteria for evaluating the effectiveness of social contexts and institutions in promoting
human flourishing.
References
Aelterman, N., Vansteenkiste, M., Soenens, B., & Haerens, L. (2016). A dimensional and person-centered per-
spective on controlled reasons for non-participation in physical education. Psychology of Sport and Exercise,
23, 142–154.
Angyal, A. (1965). Neurosis and treatment: A holistic theory. Wiley.
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge University Press.
Berkman E. T., & Wilson, S. M. (2021). So useful as a good theory? The practicality crisis in (social) psycho-
logical theory. Perspectives on Psychological Science, 16(4), 864–874.
Brenning, K., Soenens, B., Van Petegem, S., & Vansteenkiste, M. (2015). Perceived maternal autonomy sup-
port and early adolescent emotion regulation: A longitudinal study. Social Development, 24, 561–578.
Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psycho-
logical well-being. Journal of Personality and Social Psychology, 84(4), 822–848. https://doi.org/10.1037/
0022-3514.84.4.822
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Duriez, B., Lens, W., Matos, L., Mouratidis,
A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., Van der Kaap-Deeder, J., & Verstuyf, J.
(2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures.
Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1
Cicchetti, D. (2010). Developmental psychopathology. In M. E. Lamb, A. M. Freund, & R. M. Lerner (Eds.),
The handbook of life-span development, Vol. 2: Social and emotional development (pp. 511–589). John Wiley
& Sons. https://doi.org/10.1002/9780470880166.hlsd002014
Cohen- Almagor, R. (2021). The future of the internet. Academia Letters, article 1962. https://doi.org/
10.20935/AL1962
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A motivational analysis of
self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Minnesota symposium on child psychology (Vol.
22, pp. 43–77). Erlbaum.
de Charms, R. (1968). Personal causation: The internal affective determinants of behavior. Academic Press.
Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and
Social Psychology, 18(1), 105–115. https://doi.org/10.1037/h0030644
Deci, E. L. (1972). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social
Psychology, 22(1), 113–120. https://doi.org/10.1037/h0032355