{"id":439,"date":"2019-11-30T12:45:38","date_gmt":"2019-11-30T20:45:38","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/?p=439"},"modified":"2019-11-30T12:45:38","modified_gmt":"2019-11-30T20:45:38","slug":"self-determination-theory","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/self-determination-theory\/","title":{"rendered":"Self-Determination Theory"},"content":{"rendered":"
\"kid-use-computer-laptop-in-the-classroom_1150-3834.jpg\"
pixabay.com<\/figcaption><\/figure>\n

Reflecting on my research topic: <\/span>What impact might the use of computers and handheld devices have on social emotional learning (SEL) in preschool age children? I<\/span> 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 \u201cmotivation, self-regulation, and well-being\u201d (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 \u201cfocus […] has been to specify the conditions that tend to support people’s natural activity versus elicit or exploit their vulnerability\u201d (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?<\/span><\/p>\n

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). \u201cAccording <\/span>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\u201d (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?<\/span><\/p>\n

External motivation also plays a role in self-regulation, \u201cextrinsically motivated behaviors that are least autonomous are referred to as externally regulated\u201d (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 \u201cintrojected regulation\u201d\u00a0 (Ryan & Deci, 2000, p. 72) and describes human behaviour when motivation is fueled with a person\u2019s ego to demonstrate abilities, and avoid failures, in order to generate feelings of self-worth. OIT addresses another element of extrinsic motivation, which is \u201cregulation through identification\u201d (Ryan & Deci, 2000, p. 72). It is described by Ryan and Deci (20000) as more \u201cautonomous or self-determined\u201d (p. 72), demonstrating personal ownership over one\u2019s 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? \u201cAccumulated 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\u201d (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?\u00a0<\/span><\/p>\n

References<\/span><\/p>\n

Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B.W. Sokol, F.M.E. Grouzet, & U. M\u00fcller (Eds.), <\/span>Self-regulation and autonomy: Social and developmental dimensions of human conduct<\/span><\/i>, (pp. 208-230). New York, NY: Cambridge University Press.<\/span><\/p>\n

Ryan, R. M., & Deci, E. L. (2000). <\/span>Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being<\/b><\/a>. <\/span>American Psychologist<\/span><\/i>, <\/span>55<\/span><\/i>(1), 68-78.\u00a0<\/span><\/p>\n

Shanker, S. (2013). <\/span>Calm, alert, and learning: Classroom strategies for self-regulation<\/span><\/i>. Toronto, ON: Pearson.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

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 […]<\/p>\n","protected":false},"author":95,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[12],"tags":[],"class_list":["post-439","post","type-post","status-publish","format-standard","hentry","category-lrnt622"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/users\/95"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/comments?post=439"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/439\/revisions"}],"predecessor-version":[{"id":440,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/posts\/439\/revisions\/440"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/media?parent=439"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/categories?post=439"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0053\/wp-json\/wp\/v2\/tags?post=439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}