Keperluan Psikologi

Teori Penentuan Diri/ Teori Penentuan Diri/ Self-Determination Theory

Motivasi :Pendekatan Organismik

Dua(2) andaian

Person-Environment Dialectic In dialectic, the relationship between person and environment is reciprocal (two-way); the environment acts on the person and the person acts on the environment. Both the person and the environment constantly change.

Teori-Determinasi Diri

Autonomi(autonomy)

Kecekapan(competence)

Perhubungan(relatedness)

Tiga faktor

Tingkah laku adalah autonomi apabila 1.Ind ada keupayaan utk menentukan t/lakunya sendiri(autonomi) tanpa paksaan drp org lain2.Minat, kesukaan, kepercayaan menjadi panduan kpd apa jua aktiviti yg dilakukan dan keputusan ygdiambil)

3 Faktor Ke arah Pembentukan Autonomi/Determinasi Diri

PLOCPerceived locus of

causality

Pembuatan Pilihan yang

Fleksibal

KerelaanBukan

Paksaan

Tiga faktor

Persoalannya “Tidak semua pilihan menggalakkan autonomi”

Mengapa “ persekitaran vs, pengalaman personel”

Persekitaran menawarkan pilihan

Namun begitu s/manakah pengalaman personel yang ada pada seseorang itu dapat membuat ‘pilihan yang tepat’

Tingkahlaku dan Sentimen interpersonel yang bersifat memupuk, dan membangunkan sumber-sumber motivasi dalaman yang lain

Autonomi-menyokong

Autonomi -mengawal

Tingkahlaku dan sentimen interpersonel yang bersifat “menekan” orang lain (pematuhan dengan menetapkan cara berfikir, berperasaan dan bertingkahlaku )

Adalah keperluan psikologi organismik yg menyediakan sumber kepada motivasi utk mendapatkan cabaran yg optimal

Komponennya(perkembangan diri di dalam setiap bidang yg diceburi)

Ia juga merupakan keperluan utk berinteraksi dgn persekitaran

1. Kecekapan sebagai kesan motivasi

(semakin tinggi kecekapan yg dimiliki oleh ind semakin bermotivasi ind itu b/t/laku dgn persekitaran)

2. Kecekapan sbg keperluan (jika dianggap sbg keperluan maka

bermotivasilah ind itu)

Adl keperluan utk jalin hubungan perasaan rapat dan akrab dengan org lain

Apb ada hubungan manusia akan berfungsi dgn lebih baik dan tabah menghadapi tekanan drp persekitaran

Tanpa hubungan (kesedihan, tertekan, cemburu, dan kesunyian)

ORGANISMIK Determinasi diri Kecekapan Perhubungan Kecenderungan

menuju kesempurnaan

ACQUIRED Pencapaian Afiliasi Intimasi Kuasa

QUASI

Memperoleh, mencapai, mendapat Diperolihi drp pengalaman

kehidupan dan sejarah sosial masayarakat

Keperluan sosial Keperluan quasi

Pencapaian affiliasi Kemesraan

Kuasa

Keperluan QuasiKeperluan terhadap wang

Jaminan kerjaPerancangan kerjaya

Satu bentuk dorongan yg wujud di dalam diri untuk melakukan sesuatu yang baik (piawai)

Ach Motivation> orientasi emosi yg mendekati(+ve)

Keperluan untuk membina, mengekalkan, dan menyimpan perasaan positif terhadap seseorang ataupun org lain (emotional attac)

Karektor nya berbeza dgn type B personaliti atau pun ektraversi

Motif sosial yg bertujuan utk mengekalkan kemesraan, keakraban, hubungan interpersonel yg positif > hasil emosi +ve

Karektor libatkan diri dlm hub sosial, masa yg byk interaksi, hub long lasting dan stabil

Dorongan untuk mengawal dan mempengaruhi t/laku org lain

Berhubungn dengan agresif dan asertif

KEPUASAN MELALUI Kepimpinan Keagresifan

Pekerjaan yg berpengaruh Kedudukan yg berprestij

(maruah, martabat,pengaruh)

Psychological Need

Self-Determination Theory

Organismic Approach to Motivation

Two Assumptions

Person-Environment Dialectic In dialectic, the relationship between person and environment is reciprocal (two-way); the environment acts on the person and the person acts on the environment. Both the person and the environment constantly change.

Self-Determination Theory

Autonomy Competence Relatedness

ThreePsychological Needs

Behavior is autonomous (or self-determined) when our interests, preferences, and wants guide our decision-making process to engage or not to engage in a particular activity.

Volition(Feeling Free)

InternalPerceived Locus of

Causality

Perceived Choice over One’s

Actions

Three Subjective Qualities Within The Experience Of Autonomy

Perceived Autonomy

an individual’s understanding of the causal source of his or her motivated actions

an unpressured willingness to engage in an activity

sense of choice we experience when we are in environments that provide us with decision-making flexibility that affords us with many opportunities to choose

“either-or” choice offerings Choice among options offered by others

• True choice over people’s actions• Meaningful choice that reflects people’s values & interests

Not all choices promote autonomy.

Enhance a sense of need-satisfying autonomy

Enhance intrinsic motivation, effort, creativity, preference for challenge, and performance

Interpersonal sentiment and behavior to identify, nurture, and develop another’s inner motivational resources

Autonomy Support

Control

Interpersonal sentiment and behavior to pressure another toward compliance with a prescribed way of thinking, feeling, or behaving

Takes the other person’s perspective Values personal growth opportunities

ENABLEING CONDITION

Autonomy Support

Control

Pressures the other person toward a prescribed outcome Targets a prescribed outcome

INSTRUCTIONAL BEHAVIORS

Autonomy Support

Control

• Nurtures Inner Motivational Resources• Relies on Informational Language• Promoting Valuing• Acknowledges and Accepts Negative Affect

• Relies on outer sources of motivation• Relies on pressuring language• Neglects explanatory rationales• Asserts power to silence negative affect and to resolve conflict

Four Essential Ways of Supporting Autonomy

Autonomy-Supportive MotivatorsEncourage initiative on others by identifying their interests, preferences, and competences.

Find ways to allow others to behave in ways that express those interests, preferences, and competences.•

Controlling Motivators Forgo inner motivational resources.

Rely on extrinsic motivators (e.g., incentives, directives, consequences, and deadlines).

1. Nurtures Inner Motivational Resources

Autonomy-Supportive MotivatorsTreat listlessness, poor performance, and inappropriate behavior as motivational problems to be solved

Address the motivational problem with flexible and informational language

- Diagnose the cause of the motivational problems - Communicate feedback to identify points of improvement and progress

Controlling Motivators Use a pressuring, rigid, and “no nonsense” communication style

Four Essential Ways of Supporting Autonomy

Autonomy-Supportive Motivators Communicate the value, worth, meaning, utility, or importance of engaging in uninteresting tasks

- Using a “because” phrase to explain why the uninteresting activity is worth the other’s time and effort

Controlling Motivators Do not take the time to explain the use of importance in engaging in these sorts of activities

-Saying “Just get it done” or “Do it because I told you to do it”

Four Essential Ways of Supporting Autonomy

Autonomy-Supportive Motivators Listen carefully to the expressions of negative affect and resistance and accept them as valid reactions

Work collaboratively with the other person to solve the underlying a cause of the negative affect and resistance

Controlling Motivators

Ignore the other’s expressions of negative affect and resistance

Try to change the negative affect into something more acceptable

Four Essential Ways of Supporting Autonomy

What Autonomy-Supportive and Controlling People Say and Do to Motivate Others

Table 6.2

Autonomy, Competence, Relatedness Intrinsic Motivation Mastery Motivation & Perceived Control Curiosity Internalized Values

Motivation

Engagement

Engagement Positive Emotion Less Negative Emotion Class Attendance Persistence School Retention vs. Dropping Out Self-Worth Creativity Preference for Optimal Challenge

Development

Conceptual Understanding Deep Processing Active Information Processing Self-Regulation Strategies

Learning

Performance

Grades Task Performance Standardized Test Scores

Psychological Well-Being Vitality School/ Life Satisfaction

PsychologicalWell-Being

Figure 6.4 Motivational Model of High-School Dropouts, p. 154

Study 1

Table 6.3 Children’s Motivational Benefits from Autonomy-Supportive (Rather Than Controlling) Rules

Study 2

Key Environmental Conditions

Figure 6.5 Flow Model

Flow

Task itself Comparisons of one’s current performance with one’s own past performance Comparisons of one’s current performance with the performance of others Evaluations of others

Positive Feedback

Pleasure of Optimal Challenge and Positive Feedback

Harter’s anagram study (1974, 1978b)

Children experience the greatest pleasure following success

in the context of moderate challenge

Four Sources

Table 6.4 Environmental Factors that Involve and Satisfy the Psychological Needs

The Engagement Model Based on Psychological Need Satisfaction

Psychological Nutriments

for Good Days

DailyAutonomy

DailyRelatedness

Daily Competence

Psychological Nutriments necessary for Good Days, Positive Well-Being, and Vitality