Every day, people find something about themselves that they wish they could change, and in order to change or improve something, they must find the motivation to come up with and follow a plan to benefit their future. Motivation to achieve a goal or succeed at a task can rely heavily on the self-determination theory, which is comprised of three elements: autonomy, competence, and relatedness (Reeve, 2015). There are two types of motivation: intrinsic motivation, which is an internal motivation, and extrinsic motivation, which comes from environmental influences (Ryan & Deci, 2000). One study found that when goals are pursued for intrinsic reasons, the outcome is more adaptive (Senko & Tropiano, 2016), and another study found that fostering
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(2016) hypothesized that the levels of competence and relatedness support would be associated with higher levels of social relatedness and perceived moderation competence, which would be able to predict better moderation performance. The study was a quasi-experimental field study, and had an experimental and a control group. There were 160 participants in the study who were from universities in Germany, with the mean age of 24. Students were enrolled in a seminar for acquiring and improving moderation skills, and the survey was administered in that seminar. The experimental group had additional teaching behaviours added to the seminar, which was used to foster competence and social relatedness. Individual gain was measured by using a modified version of the Berlin Evaluation Instrument for Self-Evaluated Student Competencies, which measured answers using a Likert scale. Social relatedness was measured by using a modified questionnaire that was designed to assess social relatedness in a working context, which was used to evaluate their feelings of social relatedness with the professor. Performance was measured on a scale from 1-5, one being their grade was very good and 5 being they failed. The results of the study were that fostering autonomy, competence, and social relatedness lead to a stronger link between perceived competence and social relatedness as opposed to only fostering autonomy and competence. Some limitations of …show more content…
The first part of this plan entails increasing my autonomy, competence, and relatedness in regards to school. Ryan and Deci (2000) found that improving autonomy, competence, and relatedness can also help to increase engagement. Theoretically, if I’m more engaged in my education, then I will be more interested in the information, and more focused on getting the marks that I want because I want to spend the time achieving that goal. Also, Bürgermeister et al. (2016) found a strong link between increased autonomy, competence, and relatedness and perceived competence. The second part of my plan involves decreasing extrinsic motivation, and increasing intrinsic motivation. The study by Senko and Tropiano (2016) found that intrinsic motivation helps to improve adaptive outcomes, and will help to reduce my maladaptive outcomes from extrinsic motivation. So, I need to remind myself that I want to work in the field of psychology and get my masters in clinical psychology, and not put my focus on not wanting to let people down. Thirdly, in regards to competence, I plan to try to improve my failure tolerance. I will improve my failure tolerance by not avoiding the tasks that I’m scared of failing, and try to look at them as more of a challenge. I’ve made it this far through university, therefore I’m capable of succeeding. Improving my tolerance to failure will be one of the harder tasks to keep up with, but I know it’s
(2016) hypothesized that the levels of competence and relatedness support would be associated with higher levels of social relatedness and perceived moderation competence, which would be able to predict better moderation performance. The study was a quasi-experimental field study, and had an experimental and a control group. There were 160 participants in the study who were from universities in Germany, with the mean age of 24. Students were enrolled in a seminar for acquiring and improving moderation skills, and the survey was administered in that seminar. The experimental group had additional teaching behaviours added to the seminar, which was used to foster competence and social relatedness. Individual gain was measured by using a modified version of the Berlin Evaluation Instrument for Self-Evaluated Student Competencies, which measured answers using a Likert scale. Social relatedness was measured by using a modified questionnaire that was designed to assess social relatedness in a working context, which was used to evaluate their feelings of social relatedness with the professor. Performance was measured on a scale from 1-5, one being their grade was very good and 5 being they failed. The results of the study were that fostering autonomy, competence, and social relatedness lead to a stronger link between perceived competence and social relatedness as opposed to only fostering autonomy and competence. Some limitations of …show more content…
The first part of this plan entails increasing my autonomy, competence, and relatedness in regards to school. Ryan and Deci (2000) found that improving autonomy, competence, and relatedness can also help to increase engagement. Theoretically, if I’m more engaged in my education, then I will be more interested in the information, and more focused on getting the marks that I want because I want to spend the time achieving that goal. Also, Bürgermeister et al. (2016) found a strong link between increased autonomy, competence, and relatedness and perceived competence. The second part of my plan involves decreasing extrinsic motivation, and increasing intrinsic motivation. The study by Senko and Tropiano (2016) found that intrinsic motivation helps to improve adaptive outcomes, and will help to reduce my maladaptive outcomes from extrinsic motivation. So, I need to remind myself that I want to work in the field of psychology and get my masters in clinical psychology, and not put my focus on not wanting to let people down. Thirdly, in regards to competence, I plan to try to improve my failure tolerance. I will improve my failure tolerance by not avoiding the tasks that I’m scared of failing, and try to look at them as more of a challenge. I’ve made it this far through university, therefore I’m capable of succeeding. Improving my tolerance to failure will be one of the harder tasks to keep up with, but I know it’s