Abstract

Self-determination theory (Deci & Ryan, 1985, 1991), when applied to the realm of education, is concerned primarily with promoting in students an interest in learning, a valuing of education, and a confidence in their own capacities and attributes. These outcomes are manifestations of being intrinsically motivated and internalizing values and regulatory processes. Research suggests that these processes result in high-quality learning and conceptual understanding, as well as enhanced personal growth and adjustment. In this article we also describe social-contextual factors that nurture intrinsic motivation and promote internalization, leading to the desired educational outcomes.

Keywords

Deci-PsychologyNature versus nurtureRealmPerspective (graphical)Self-determination theoryGoal theorySocial psychologyQuality (philosophy)Personal developmentSelf-confidenceIntrinsic motivationEpistemologySociology

Related Publications

Publication Info

Year
1991
Type
article
Volume
26
Issue
3-4
Pages
325-346
Citations
1949
Access
Closed

External Links

View on DOI.org

Social Impact

Altmetric
PlumX Metrics

Social media, news, blog, policy document mentions

Citation Metrics

1949
OpenAlex

Cite This

Edward L. Deci, Robert J. Vallerand, Luc G. Pelletier et al. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist , 26 (3-4) , 325-346. https://doi.org/10.1080/00461520.1991.9653137

Identifiers

DOI
10.1080/00461520.1991.9653137