Autonomy, competence, and relatedness in the classroom Applying self-determination theory to educational practice
Autonomy, competence, and relatedness in the classroom Applying self-determination theory to educational practice
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DOI：
10.1177/1477878509104318
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发表时间：
2009-07-01
影响因子：
1.2
通讯作者：
Ryan, Richard M.
中科院分区：
文献类型：
--
作者：
Niemiec, Christopher P.;Ryan, Richard M.
自我决定理论（SDT）认为，人性固有的倾向是对环境好奇，对学习和发展自己的知识感兴趣。然而，教育工作者往往会在学习氛围中引入外部控制，这可能会破坏教师和学生之间的关系，并扼杀高质量学习所涉及的自然、自愿过程。本文介绍了SDT的概况，并对其在教育实践中的应用进行了评述。基于SDT的大量经验证据表明，内在动机和自主类型的外在动机都有助于教育情境中的投入和最佳学习。此外，有证据表明，教师对学生自主性、能力和相关性的基本心理需求的支持有助于学生对学习、学业成绩和幸福感的自主自我调节。因此，SDT对课堂实践和教育改革政策都具有重要意义。
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one's environment and interested in learning and developing one's knowledge. All too often, however, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning. This article presents an overview of SDT and reviews its applications to educational practice. A large corpus of empirical evidence based on SDT suggests that both intrinsic motivation and autonomous types of extrinsic motivation are conducive to engagement and optimal learning in educational con texts. In addition, evidence suggests that teachers' support of students' basic psychological needs for autonomy, competence, and relatedness facilitates students' autonomous self-regulation for learning, academic performance, and wellbeing. Accordingly, SDT has strong implications for both classroom practice and educational reform policies.