Reflecting on my research topic: What impact might the use of computers and handheld devices have on social emotional learning (SEL) in preschool age children? I would like to learn more about the framework of Self-Determination Theory (SDT). Ryan and Deci (2000) describe SDT as a framework that allows the researcher to examine the environment in which a human being develops and how this environment either supports or hinders the development of “motivation, self-regulation, and well-being” (p. 68). This intrinsic motivation includes the development of self-regulation, which has been proven to increase later school success (Duckworth & Carlson, 2013). Intrinsic motivation and self-regulation are directly linked to overall well-being (Ryan & Deci, 2000). Ryan and Deci state (2000) their “focus […] has been to specify the conditions that tend to support people’s natural activity versus elicit or exploit their vulnerability” (p. 76). Will this framework then be able to assist me in identifying the effects of a learning environment on young children that includes the use of technology?
Ryan and Deci (2000) state that STD is able to assist in differentiating between different elements that might motivate a person to learn and experience personal successes, leading to overall well-being. Examining how different elements might factor into the development of motivation, and either sustain or negate it, are of great interest for my chosen research direction. Even though children are born with intrinsic motivation to explore and learn from their environment, research has shown that to support and sustain this intrinsic motivation, ideal environmental conditions must exist (Ryan & Deci, 2000; Shanker, 2013). To assist with the identification of environmental factors, that either support or thwart intrinsic motivation, Ryan and Deci (2000) introduce a sub theory to SDT, Cognitive Evaluation Theory (CET). “According to CET, people must not only experience competence or efficacy, they must also experience their behavior as self-determined for intrinsic motivation to be in evidence” (Ryan & Deci, 2000, p. 70). Might technology use in the form of computers and handheld devices support a child to develop intrinsic motivation and transferrable self -regulation?
External motivation also plays a role in self-regulation, “extrinsically motivated behaviors that are least autonomous are referred to as externally regulated” (Ryan & Deci, 2000, p. 72). Affording an ability to examine external motivation is the second sub theory within SDT, Organismic Integration Theory (OIT). One form of extrinsic motivation is called “introjected regulation” (Ryan & Deci, 2000, p. 72) and describes human behaviour when motivation is fueled with a person’s ego to demonstrate abilities, and avoid failures, in order to generate feelings of self-worth. OIT addresses another element of extrinsic motivation, which is “regulation through identification” (Ryan & Deci, 2000, p. 72). It is described by Ryan and Deci (20000) as more “autonomous or self-determined” (p. 72), demonstrating personal ownership over one’s own behaviour. Will the use of SDT as a framework for my research and its sub-theories, CET and OIT, allow me to examine my research question and assist me to identify new knowledge about the effects of technology use with young children? “Accumulated research now suggests that the commitment and authenticity reflected in intrinsic motivation and integrated extrinsic motivation are most likely to be evident when individuals experience supports for competence, autonomy, and relatedness” (Ryan & Deci, 2000, p. 74). Might the use of this framework allow me to determine if children acquire competence, autonomy and relatedness through the use of technology and will it allow me to examine the difference between human relatedness and virtual relatedness?
References
Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct, (pp. 208-230). New York, NY: Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Shanker, S. (2013). Calm, alert, and learning: Classroom strategies for self-regulation. Toronto, ON: Pearson.
As a parent who has done some reading in this area and has seen a child using digital technology, I’m very interested in your findings through this research.
I like the idea of using SDT in that most studies look at how adults or other authority figures can regulate the usage and control it. To look at the child’s side and their self-regulation will be extremely interesting to see. I think that using this theory will help direct the way that knowledge can flow in a positive direction.
Hi Anita,
The questions you asked of this theoretical framework is very relevant.
Looking at your context for your research and reading the Ryan and Deci (2000) article, I can see a good fit.
I agree with Jeff and am very interested in your findings as my good friends who have children use technology at such a young age (less than 2 years old)! Having a child use handheld devices to learn about life skills (addition of numbers, using the alphabet), is this enough intrinsic motivation or do they still need support from a parent or teacher? How long should a child spend on devices to learn a skill? Is it due to intrinsic motivation or something else i.e. boredom? Just a couple of thoughts that came to mind. Cheers!
Hi Joyce, thank you for your thoughts and the questions you are raising. I will note them down and consider them as I am engaging in my research.
Wow Anita! So interesting! I think you’ve selected a great theoretical framework to base your research on. When you quoted Ryan and Deci (2000) “focus […] has been to specify the conditions that tend to support people’s natural activity versus elicit or exploit their vulnerability ” (p. 76) I could definitely see a clear distinction, however in terms of the self-regulation of children with handheld devices, what vulnerabilities could be threatened?
I’m incredibly curious as to what your hypothesis is from your experience. It would be amazing to see if by introducing handheld devices at an early age, it might be possible that children will develop healthy boundaries with the technology they use; although this did get me thinking…
I started to become very curious about the context and content of technology. On one hand the technology itself might be fine, but the content/context of the technology might be problematic (Haynes, 2019). Apps and games on many handheld devices are designed to be as addictive as possible, and some are designed to trigger the same dopamine release that occurs when gambling (Meyer, Over, & Zendle, 2019). This would feel to be extrinsic motivation, but triggering an intrinsic response.
Haynes, T. (2019, February 27). Dopamine, smartphones & you: A battle for your time. Retrieved from http://sitn.hms.harvard.edu/flash/2018/dopamine-smartphones-battle-time/.
Meyer, R., Over, H., & Zendle, D. (2019, June 19). Adolescents and loot boxes: links with problem gambling and motivations for purchase. Retrieved from https://royalsocietypublishing.org/doi/10.1098/rsos.190049.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Hi Alastair, thank you for that thoughtful feedback. To answer your question about self-regulation and handheld devices, I am concerned about competencies such as self-awareness and social relationships. These competencies have been identified as traits that need to be well developed to achieve lifelong success in school and life (Zins, Bloodworth, Weissberg & Walberg, 1997). Self-regulation plays an important role in the development of these traits (CASEL, 2019). As a matter of fact, co-regulation, the precursor to the development of self-regulation in later life, is the very young child’s ability to regulate their emotions to the emotions of a caretaker or parent (Rosanbalm & Murray, 2017). A parent models the emotions of self-regulation, for example, calmness within a chaotic situation that may be charged with high emotions, and the child naturally co-regulates to that modelled emotion. Co-regulation requires social interaction and only if the child has a consistent relationship is the child able to develop social emotional skills that will serve them well throughout their life (Rosanbalm & Murray, 2017). Handheld devices often remove us from social situations and isolate the user into a relationship between the technology software they are using and themselves, or virtual social friendships. I see great vulnerabilities for a young child who is just learning to navigate social interactions.
References
CASEL (2019). Collaborative for Academic, Social, Emotional Learning [website]. Retrieved from https://casel.org/
Rosanbalm, K.D., & Murray, D.W. (2017). Caregiver Co-regulation Across Development: A Practice Brief. OPRE Brief #2017-80. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services. Retrieved from https://fpg.unc.edu/sites/fpg.unc.edu/files/resources/reports-and-policy-briefs/Co-RegulationFromBirthThroughYoungAdulthood.pdf
Zins, J. E., Bloodworth, M. R., Weissberg, R. P., & M. R., Walberg, H. J. (1997). The scientific base linking social and emotional learning to school success, Journal of Educational and Psychological Consultations 17(508), 191–210. Retrieved from http://www.mifras.org/know/wp-content/uploads/2014/06/The-Scientific-Base-Linking-Social-and-emotional-learning-to-school-success.pdf
Hi Anita,
I think this SDT is a solid framework to guide your research. My nephew is only 5years old and he learns most of his stuff from his iPad, I am amazed at how consumed he is when it comes to the educational aspect. I look forward to reading more about what your research reveals. All the best in your research.
Phyz