{"id":3858,"date":"2014-12-17T11:19:39","date_gmt":"2014-12-17T19:19:39","guid":{"rendered":"http:\/\/familymathnight.com\/blog\/?p=3858"},"modified":"2014-12-17T11:19:39","modified_gmt":"2014-12-17T19:19:39","slug":"self-determination-theory","status":"publish","type":"post","link":"https:\/\/www.familymathnight.com\/blog\/?p=3858","title":{"rendered":"Self-Determination Theory"},"content":{"rendered":"
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Over three decades ago, psychologist Edward L. Deci began studying human motivation.\u00a0 Since then, his research and collaborations with fellow psychologist Richard M. Ryan, combined with the research of countless others, has given us a framework within which we can come to understand human motivation.\u00a0 This framework, called\u00a0Self-Determination Theory<\/strong>, developed out of the study of extrinsic (external) and intrinsic (internal) rewards, the two forces that motivate us.<\/p>\n

So why, specifically, are we motivated to do something? \u00a0Self-Determination Theory attributes it to three psychological needs:\u00a0 autonomy, competence, and relatedness.<\/p>\n

* Autonomy refers to our need for free choice.<\/p>\n

* Competence is our desire to master things that are interesting to us.<\/p>\n

* Relatedness refers to our need to be connected to others.<\/p>\n

Educators can use the ideas presented in Self-Determination Theory to work towards an environment conducive to promoting motivation in students.\u00a0 When activities are relevant, meaningful, tailored to a student’s strengths, and allow for choice, self-motivation increases. \u00a0I’ve put together a table with some ideas for you to think about:<\/p>\n<\/div>\n

\n\n\n\n\n\n\n
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Self-Determination Theory<\/strong><\/p>\n<\/td>\n

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In the Math Classroom<\/strong><\/p>\n

Choose from the following suggestions depending on the particular task at hand:<\/td>\n<\/tr>\n

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Autonomy<\/p>\n<\/td>\n

 <\/p>\n
    \n
  • Ask students what motivates them and use their answers to guide instruction<\/li>\n
  • Give students the freedom to complete the task the way they want.\u00a0 Ex: Groups are given a variety of materials and need to figure out how to build a pyramid using them.<\/li>\n
  • Include flexibility in assignments to allow for some choice.\u00a0 Ex: All students need to design a target using the area formula but students can choose the size of the target.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n

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\nCompetence<\/p>\n<\/td>\n

 <\/p>\n
    \n
  • Choose tasks\/lessons that are geared towards students’ interests<\/li>\n
  • Tailor word problems to reflect students’ interests<\/li>\n
  • As often as possible, give immediate, meaningful feedback<\/li>\n
  • Connect the math they are doing with how it will benefit them in the “real” world<\/li>\n
  • Give students enough time to complete assignments<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
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\nRelatedness<\/p>\n<\/td>\n

 <\/p>\n