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Autonomy and Basic Psychological Needs and Well-Being Across Cultures:
Research fromSelf-Determination Theory
Richard M. Ryan
Professor of Psychology, Psychiatry and EducationDirector of Clinical Training
University of RochesterVisiting Professor in Health
University of Bath_________________________________________
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An Incomplete List of Recent CollaboratorsAvi Assor
Ben Gurion Univ., Israel
Kimberley BartholomewNottingham Trent University
Beiwen ChenGhent University, Belgum
Valery I. ChirkovUniversity of Saskatchewan
Joan DudaUniversity of Birminham.
Marylène GagnéConcordia University
Wendy S. GrolnickClark University
Veronika HutaUniversity of Ottawa
Hyungshim JangInha University, Korea
Tim KasserKnox College
Johnmarshall ReeveUniversity of Korea
C. Scott RigbyImmersyve Inc., Orlando
Guy RothBen Gurion Univ., Israel
Martin StandageUniversity of Bath, UK
Pedro TeixeiraTech. Univ. of Lisbon
Geoffrey C. WilliamsUniv. of Rochester Medical Ctr.
Maarten VansteenkisteUniversity of Ghent, Belgium
Netta WeinsteinUniversity of Essex, UK
John WangNIE-Singapore
Youngmee KimUniversity of Miami
Ayoung KimEwha Women’s Univ., Korea
Jennifer G. La GuardiaUniv. of Rochester Medical Ctr.
Nicole LegateUniversity of Rochester
Arlen MollerNorthwestern University
Kou MurayamaUniv. of Munich, Germany
Nikos NtoumanisUniv. of Birmingham, UK
Luc PelletierUniversity of Ottawa
Andrew PrzybylskiUniversity of Rochester
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SDT Basic Research AreasIntrinsic Motivation
Extrinsic Motivation and Its Internalization
Individual Differences in Motivation
Well Being and Basic Psychological Needs
Culture and Gender: Universal versus Culturally Specific Needs
Aspirations and Life Goals
Energy and Vitality
Mindfulness
Dual Process: Congruence of Conscious and Non-Conscious
Nature and the Impact of Natural Environments on Wellness
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SDT Applied ResearchPsychotherapy Motivation
Educational Practice and School Reform
Health Care: Motivation and Adherence
Exercise and Physical Activity Motivation
Sport Motivation and Performance
Organizational Behavior and Performance
Religious Internalization and Motivation
Environmental Footprints and Consumer Behaviors
Virtual Environments and Video Games
Stigma and Prejudice, Causes and Prevention
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Today’s Brief Talk
•Overview of Basic Needs Model•Definitions of Autonomy•Relations of Autonomy To Motivation and
Wellness in Varied Cultures •Life Goals in Relation to Needs•Evidence Concerning Intrinsic and Extrinsic
Life Goals•Eudaimonia as Facilitated by Autonomy
Supports
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Basic Psychological Needs Underlying Optimal Motivation and Well Being
Volitional Motivation,Well-Being
Autonomy
Competence
Relatedness
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Need: Something essential to a living entity’s growth, integrity and well being• when deprived of needs, entity shows evidence of stagnation, degradation or harm• when satisfied, evidence of thriving
Basic Psychological Needs: Essential for psychological growth, integrity and wellness• natural rather than acquired• universal rather than culturally specific• not necessarily consciously valued or pursued
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SDT Three Basic Needs
Autonomy Behavior in accord with abiding values and interests; actions are self-endorsed; opposite isheteronomy, not dependence
Competence Sense of effectance & competence in one’s context
Relatedness Feeling cared for, connected to, sense of belonging withothers
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Autonomy: A Rich Tradition in Philosophy
• Phenomenological view (e.g., Pfander, Ricoeur)
• Analytical view (e.g., Frankfurt; Dworkin)
• Feminist view (e.g. Friedman, Lerner)
• Confucian view (e.g., Chung, Lo)
Autonomy as behavior that is willingly enacted, and if reflected upon, would be self-endorsed.
Congruence with abiding values and interests
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What Autonomy is Not
• It is not independence or separateness
• It is not a function of Individualism vs. Collectivism
• It is not being “an original cause,” or initiation ex nihilio
• It does not require an absence of external inputs or demands
• It is not about dualism: autonomy is a form of functioning that requires a brain (so is being controlled)
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Assessing Relative Autonomy
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Why do Homework?: Simplex Pattern of Correlations in Three Diverse Elementary School Samples
.51***.07-.30***Intrinsic.46***-.13Identified
.35***IntrojectedSuburban (n=156)
Note. * p < .05, ** p < .01, *** p < .001
.47***.25***.02Intrinsic.56***.30***Identified
.54***IntrojectedRural (n=450)
.46***.17.04Intrinsic
.53***.10Identified
.34***IntrojectedUrban (n=112)
IdentifiedIntrojectedExternalSample
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Correlations Among Motivations in Japanese Elementary Students
From: Yamauchi & Tanaka (1998)
----.68***.35***.08Intrinsic
----.50***.26***Identified
----.62***Introjected
----External
IntrinsicIdentifiedIntrojectedExternalSubscales
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Correlations between Motives and Japanese Students’ Goals, Values, & Learning Strategies
Note. * p < .05, ** p < .01, *** p < .001; Yamauchi & Tanaka (1998)
.13*.16**.40***.38***Surface Process
.56***.54***.27***-.04Deep Process
Learning Strategies
.58***.49***.24***-.02Value of school
-.42***-.37***-.02.19***Work-Avoidance
.16**.33***.50***.28***Performance Orientation
.62***.58***.37***.15**Learning Orientation
Goal Orientation
IntrinsicIdentifiedIntrojectedExternalSubscales
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Chinese 5th Grader’s relative Autonomy and School Motivation/EnGagement
From Bao & Lam (2008), DP
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Exercise motivation and engagement in objectively assessed bouts of moderate
intensity exercise behavior
Standage, M., et al.. (2008). Journal of Sport and Exercise Psychology, 30, 337-352.
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Correlations of motivational constructs and Total Moderate-Intensity Exercise per ACSM/AHA guidelines
External Regulation -.18
IntrojectedRegulation
.22
Identified Regulation
.45***
Intrinsic Motivation .34*
Controlled Motivation
.05
Autonomous Motivation
.42**
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Prospective and Concurrent Effects of Relative Autonomy on Physical Activity Over Time in Portuguese Women
Taken from From Teixeira, Carraça, Markland, Silva, & Ryan
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Integrating Attitudes: Autonomy and prejudice (Legault et al. 2007)
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Dependent Variable Correlation with RelativeAutonomy
Explicit (Affective) Prejudice -.45***
IAT assessed Racism Score -.53***
Correlations Between Motivation to be Non-prejudiced and Explicit and Implicit Outcomes
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Selected Items Reflecting Cultural Orientations *
• Horizontal Individualism• To cultivate a personal identity, independent of others.• To depend on oneself rather than on others.• To behave in a direct and forthright manner when having discussions with people.
• Horizontal Collectivism• To maintain harmony within any group that one belongs to.• To consult close friends and get their ideas before making a decision.• To help a relative (within your means), if the relative has financial problems.
• Vertical Individualism• To strive to do one’s job better than others.• To express the idea that without competition, it is impossible to have a good society.• To work hard in situations involving competition with others.
• Vertical Collectivism• To sacrifice an activity that one enjoys very much if one's family did not approve of it.• To respect decisions made by one’s group/collective.• To teach children to place duty before pleasure.
* Items based upon Singelis et al. (1995); Triandis & Gelfand (1998).
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Within-Sample Regressions of Well-Being Composite onto Relative Autonomy for Cultural Practices
From Chirkov, Ryan,Kim & Kaplan, 2003, JPSP
.15*.15.42**.33.24**.20.25**.24Vertical Collectivism
.21**.23.38**.30.18**.17.28**.28Vertical Individualism
.21**.23.38**.30.18**.17.23**.26Horizontal Collectivism
.22**.24.37**.32.17**.16.28**.37Horizontal Individualism
bBbBbBbBRelative Autonomy of:
U.S. (N=195)
Turkey (N=94)
Russia (N=159)
S. Korea (N=111)
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Brazil Canada
Horizontal Individualism 22*** 23***
Horizontal Collectivism 16* 34***
Vertical Individualism 22* 37***
Vertical Collectivism 16* 38***
Within Sample Regressions (Betas) of Well Being Composite Onto Internalization of Cultural Practices,
Canadian and Brazilian Samples
From: Chirkov, Ryan & Wellness, 2005, JCCP
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Factors Associated with Greater Relative Autonomy of Extrinsically Motivated Regulations and Values
Internalization &
Integration
Autonomy Support
Competence Support
Relatedness
Minimal External PressureProvision of Maximal ChoiceInternal Frame Reference Shared
Warmth, InvolvementConveyance of Belongingness
Optimal ChallengeDev. Appropriate DemandsRelevant Feedback
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Teachers’ Autonomy Support
Intrinsic MotivationPreference for Challenge .41***Curiosity .56***Mastery attempts .37***Perceived CompetenceCognitive competence .29***Global competence (self-worth) .36***
Relations of Teachers’ Orientations (autonomy-supportive vs. controlling) to Students’ Intrinsic
Motivation and Perceived Competence
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.15
.37
.17
.25
.26
.37
.42
.53
.41
Achievement(R 2 = .13)
Engagement(R 2 = .53)
Negative Affect(R 2 = .45)
Intrinsic Motivation(R 2 = .64)
Self-Esteem(R 2 = .28)
Autonomy(R 2 = .23)
Competence(R 2 = .14)
Relatedness(R 2 = .24)
Autonomy Support
Controlling
-.48
.27
.48
.47
.-.57
-.19
Jang, Reeve, Ryan, & Kim, 2009, Journal of Educational Psychology
Teacher Autonomy Support and Control in a South Korean High School Sample
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Estimated Latent Constructs’ Means and Variances for U.S. (N=116) and Russian (N=120) High School Samples
*A-S = Autonomy Support
p<.001-4.21.79-.571.000.0Life Satisfaction
p<.101.93.85-.251.000.0Depression
p<.01-3.15.81-.421.000.0Self-Esteem
p<.001-6.59.48-1.271.000.0Self-Actualization
p<.001-4.18.71-.541.000.0Teacher A-S*
p<.01-2.97.90-.411.000.0Parent A-S*
ptVarianceMeanVarianceMeanLatent Constructs
Difference TestsRussiaU.S.
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Correlations Between Parent and Teacher Autonomy Support and Academic Self-Regulation
in U. S. and Russian Schools
(Chirkov & Ryan, 2001)
.48**.16.60**.14Intrinsic Motivation
.43**.47**.36**.38**Identified Regulation
.08.15.03.06Introjected Regulation
-.28*-.26*-.25*-.21*External Regulation
Teacher A-SParent A-STeacher A-SParent A-S
RussianU.S.
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Correlations Between Parent and Teacher Autonomy Support and Well-Being
in U. S. and Russian High School Students
.36**.50**.34**.49**Life-Satisfaction
.08-.48**-.14-.09Depressive Symptoms
.21*.54**.18.40**Self-Esteem
.20*.39**.33**.35**Self-Actualization
Teacher A-SParent A-STeacher A-SParent A-S
RussianU.S.
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Effects of perceived parental control and responsivenesson Jordanian adolscents’ need satisfaction and teacher rated outcomes
From: Ahmad et al., 2012
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N= 323 Bedouin students in grades 7-9 (N = 170) and 10-11(N = 153)
58% girls and 42% boys.
48% of the fathers and 93% of the mothers were unemployed.
MothersFathersFormal Education
50.2%17.3%Didn’t attend school
25.4%18.3%Elementary school
13%30.7%Partial high school
6.2%13.3%High school
5.2%%20.4Higher Education
Bedouin Study
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Autonomous Motivation
Amotivated T-reported Engagement
Change in Grades
Exploratory Motivation
Gender .24 * * -.04 .12* .00 .11*
Age -.14 * * - .06 -. 03 -.05 .00
Subject - .14 * * .11* .06 -.13 * * -.20 * *
Autonomy Support .43 * * . 00 .22 * * .08 . 29 * *
Autonomy Suppression .00 .38 * * -. 08 -.17 * - .14*
The Effects of Teachers’ Approach on Bedouin Students’ Academic Functioning
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Autonomy Support and Relative Autonomy in a Latino High School Sample
Jiang, Y. H., Yau, J., Bonner, P., & Chiang, L. (2011)
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What drives implicit/explicit discrepancies?
• Externally controlling contexts may lead to motive suppression, and thus increase implicit explicit discrepancies
• Autonomy support may conduce to more implicit explicit congruence
• Example of Sexual Orientations
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Autonomy Support Related to Implicit/Explicit Congruence and
Homophobia
MotherAutonomy
Support
FatherAutonomy
Support
Implicit/Explicit
Sex OrientDiscrepancy
Homophobia
‐.23*
‐.31**
.32**
Weinstein, W. Ryan, Legate, Przybylski & R. Ryan, in press, JPSP,(Study 1)
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Effects of implicit and explicit sexual orientation in predicting self-reported homophobia (study 1)
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Parental Autonomy Support and Homophobia as Predictors of Implicit/Explicit Discrepancies and
Aggression toward Gay and Lesbian Targets
MotherAutonomy
Support
FatherAutonomy
Support
Implicit/Explicit
Sex OrientDiscrepancy
Aggression Toward Gay
Target
‐.40*
‐.31**
.20*
FatherHomophobia
MotherHomophobia
‐.40**.43** .21*
.23* .37**
Weinstein et al., in press, JPSP, (Study 2)
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Basic Psychological Needs Underlying Motivation and Well Being
Happiness
Eudaimonic Well-Being
Autonomy
Competence
Relatedness
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Within-Country Correlations of Basic Need Satisfaction with Subjective Well-being
Country(n)
US(n = 195)
Russia(n = 159)
Korea(n = 111)
Turkey(n = 94)
Basic NeedSatisfaction
.72** .60** .62** .71**
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Chinese Sojourner and Applicant Combined Sample: Need satisfaction and well being (n = 121)
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Chinese Sojourner and Applicant Combined Sample: Need satisfaction and well being (n = 121)
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Need Support, Well-Being and Cultural Fit In Canadian and Brazilian Student Samples
Canada (n = 142)
Basic Psych.Need Support
Well-BeingComposite
Cultural Fitvs.Estranged
Well Being .46***
Cultural Fit .34*** .21***
Brazil (n = 115)
Basic Psych. Need Support
Well-BeingComposite
Cultural FitVs.Estranged
Well Being .47***
Cultural Fit .32*** .24***
From: Chirkov, Ryan & Wellness, 2005, JCCP
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24 BPNS : English Translation
Autonomy satisfaction1. I feel a sense of choice and freedom in the things I
undertake2. I feel that my decisions reflect what I really want3. I feel my choices express who I really am4. I feel I have been doing what really interests me
Relatedness Satisfaction1. I feel that the people I care about, also care about
me2. I feel connected with people who care for me, and
whom I care for3. I feel close and connected with other people who
are important to me.4. I experience a warm feeling with the people I
spend time with
Competence Satisfaction1. I feel confident that i can do things well2. I feel capable at what I do3. I feel competent to achieve my goals4. I feel I can successfully complete difficult tasks
Autonomy frustration1. Most of the things I do feel like “I have to”2. I feel forced to do many things I wouldn’t choose
to do3. I feel pressured to do too many things4. My daily activities feel like a chain of obligations
Relatedness Frustration1. I feel excluded from the group I want to belong to2. I feel people who are important to me are cold and
distant towards me3. I have the impression that people I spend time with
dislike me4. I feel the relationships I have are just superficial
Competence frustration1. I have serious doubts about whether I can do
things well2. I feel disappointed with many areas of of my
performance3. I feel insecure about my abilities4. I feel like a failure because of the mistakes I make
Chen et al., 2011
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A R C
A1+.I feel a sense of choice and freedom in the things I undertake .71A2+. I feel that my decisions reflect what I really want .76A3+. I feel my choices express who I really am .76A4+. I feel I have been doing what really interests me .65A1-. Most of the things I do feel like “I have to” -.45A2-. I feel forced to do many things I wouldn’t choose to do -.48A3-. I feel pressured to do too many things -.44A4-. My daily activities feel like a chain of obligations -.43R1+. I feel that the people I care about also care about me .64R2+. I feel a sense of connection with people who care for me, and for whom I care .67R3+. I feel close and connected with other people who are important to me .68R4+. I experience a warm feeling with the people I spend time with .64R1-. I feel excluded from the group I want to belong to -.56R2-. I have the impression that people I spend time with dislike me -.56R3-. I feel the relationships I have are just superficial -.54R4-. I experience a warm feeling with the people I spend time with -.65C1+. I feel confident that I can do things well .73C2+. I feel capable at what I do .79C3+. I feel competent to achieve my goals .76C4+. I feel I can successfully complete difficult tasks .72C1-. I have serious doubts about whether I can do things well -.55C2-. I feel disappointed with many of my performance -.47C3-. I feel insecure about my abilities -.66C4-. I feel like a failure because of the mistakes I make -.55
Confirmatory Analysis for Total Sample Fit-indices: SBS-X2 = 370.09 (181), CFI = 0.98, RMSEA=0.032, SRMR = 0.03
Notes. Method effects are estimated by specifying correlated uniqueness among indicators based on the same assessment method of negative wording (Kenny, 1979; Marsh, 1989; Tomas, Hontangas, & Oliver, 2000).
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Reliability (alphas) of the Scale across 4 Countries
Three Needs US CHINA PERU BELGIUM
Autonomy .82 .77 .80 .85
Relatedness .87 .79 .73 .83
Competence .89 .79 .80 .88
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Model Χ2 df CFI RMSEA SRMR
∆Χ2 (df)
A. Free intercepts free factor loading
1238.19
880 .95 .04 .06 86.63(63)
B. Free interceptsFix factor loadings
1324.82
943 .95 .04 .07 P=.03
Measurement Equivalence among 4 Countries
Fit Indices of a Multiple-group Confirmatory Factor Analyses on the 4-country Sample
In model A, both intercepts and factor loadings are set free across 4 groups. In model B, all the factor loadings are constraint to be equal across 4 groups.Chi-square difference test indicate fairly metric invariance of measurement.
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Main effect with well-being outcomes across 4 countries- general life satisfaction (SWLS), depression (CESD), vitality, PWB
Predictive Validity
-0.4
-0.2
0
0.2
0.4
SD-1 Mean SD+1
Autonomy
relatedness
competence
.42**
.28**
.34**
Fit-indices: SBS-X2 = 1014.14(290), CFI = 0.93, RMSEA=0.052, SRMR = 0.083
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Model Χ2 df CFI
RMSEA
SRMR
∆Χ2 (df)
Free structuralpaths
2051.98 1225 .92 .05 .07 14.06(9)
Constraint structural paths
2066.04 1234 .92 .05 .07 P=0.12
Equivalence of the association between 3 needs and well-being across 4 countries
Note: The method effect of positive and negative items were controlled with correlated uniqueness model (Kenny, 1979; Marsh, 1989, Tomas, Hontangas, & Oliver, 2000)
+
A
+ + + + + + + +
R
+ + +
C
- - - - -- - - - - - -
Well-being
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Autonomy Relatedness CompetenceUS .42** .40** .20*China .44** .27** .31**Peru .24** .29** .31**Belgium .37** .36** .33**
Association of psychological needs satisfaction and composite wellbeing in 4 countries
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Differences in rated need importance do not moderate well‐being effects
Hierarchical Regression ∆R2 F change
Step 1. Gender, age, country, health and financial satisfaction
.01 1.72
Step 2. 3 needs satisfaction, needs importance .26 76.74**
Step 3. 3 interactions between need satisfaction and importance
.003 .97
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Zero-order correlations of factors predicting positive and negative affect across the globe
PredictorVariable
Positive Affect Negative Affect
Log Household Income
.17 -.09
Relative Income .11 -.11GDP (NationalWealth)
.10 -.03
Basic Needs Unmet
-.16 .19
Psychological Needs
.45 -.28
Luxury Possessions
.11 -.05
From Diener, Ng, et al., 2010, JPSP
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-5-4-3-2-1012345
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Person A
Person B
Sample Mean
Within-person effects: Daily fluctuations
Days
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Positive and Negative Affect on theDays of the Week
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Need Satisfaction on Days of the Week
Autonomy
Competence
Relatedness
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Adult Working Sample
Ryan, Bernstein & Brown, 2010, JSCP
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Relations of Weekend Effect to Need Satisfaction
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Not all values and goals are created equal
Need Satisfaction
Need Satisfaction
WellnessWellnessLife GoalsLife Goals
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Eudaimonia: Living Well or Flourishing
Aristotle made the empirical claim that what is most satisfying is the “virtuous exercise
of human potentialities” or doing that which is intrinsically valuable
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On the good life and happiness:
“to judge from their lives, most people, i.e., the most vulgar, seem to suppose it to be pleasure; that
is why they favor the life of consumption” (Aristotle, NE)
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Happy: Those who “have cultivated their character and mind,… and kept the acquisition of external goods within
moderate limits.”
Unhappy: Those who: “have managed to acquire more external goods than they can possibly use, and are lacking
goods of the soul”
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Some Cultural Messages Suggest Otherwise:
• One can purchase happiness
• Important to work and consume
• People are successful to the extent they have money, possessions, and the right image
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8 in 10 “gen nexters” in the US say “getting rich” is the most important, or second most important goal in life for their peers.
“getting famous” is also among their top goals.
More would like to be a celebrity assistant than a Harvard Prof. or a federal judge.
Pew Research Center, Jan. 2007
It is a message that gets across: For example
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Our First Foray (1993): Revealing Some Dark Sides to the American Dream
We asked people about their aspirations:
“How important is financial success?”
“How important are relationships, growth, community?”
Those who placed a high value on money were more unhappy
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Aspiration Index(Sample Items)
Financial Success I will be a very wealthy person. I will have many expensive
possessions. I will be financially successful.
Social Recognition (Fame)My name will be known by many
people. I will be admired by many people. I will be famous.
Physically Attractive Appearance I will successfully hide the signs of
aging. I will have people comment often about
how attractive I look. I will keep up with fashions in hair and
clothing.
Meaningful RelationshipsI will have good friends that I can count on.I will share my life with someone I love.I will have committed, intimate relationships.
Community ContributionsI will work for the betterment of society.I will assist people who need it.I will work to make the world a better place.
Personal Growth I will continue to grow and learn new
things. At the end of my life, I will look back on
my life as meaningful and complete. I will choose what I do, instead of being
pushed along by life.
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Two Important Types of Life Goals
Extrinsic Life Goals
• Financial Success, $$$$
• Social Recognition (Popularity; Fame)
• Physically Attractive
Intrinsic Life Goals
• Meaningful Relationships
• Community Contributions
• Personal Growth, Learning
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Relations of Intrinsic and Extrinsic Goal Importance to Well-Being (Urban Adult Sample)
Scores control for overall goal importance, entered at step 1yielding standardized regression coefficient
.46**
.29*
-.60***
-.52***
Extrinsic
Relative Goal Importance
-.35**Physical Symptoms
-.35**Depression
.46***Vitality
.40***Self-Actualization
Intrinsic
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Relations of the Importance of Intrinsic and Extrinsic Goals to Well-Being (College Students)
Intrinsic Extrinsic
Self-actualization .59** -.67**
Vitality .31** -.34**
Depression -.27* .30*
Narcissism -.31** .35**
Physical Symptoms -.35* .43*
Relative Goal Importance
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Correlations of Relative Intrinsic versus Extrinsic Goal Importance with Well-Being in Russia and the U.S.
U. S.A. .25** .42**Self-esteem.56** .42**Self-Actualization.16** .34** Lack of depression.25** .16**Life satisfaction
.03 .42**Life satisfaction
.03 .16**Lack of depression.34** .42** Self-Actualization
.16** .34** Self-esteemRussia
Female Male
Note. ** p < .01. Life goal ratings are calculated so that higher numbers reflect a more intrinsic vs. extrinsic emphasis.
.
Ryan, Chirkov, Little, Sheldon, Timoshina ,& Deci, (1999), PSPB
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Other groups show the same pattern:
German, Korean, Israeli, Belgian, British, Nigerian, Brazilian…..even Canadian samples
Teenagers, Parents, Adult Workers, Retired Workers
Business, Education, Sport, Law and Medical Students
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15 Country Study….Self-transcendence
Physical self
Extrinsic Intrinsic
Spirituality
Community
Affiliation
Self-acceptance
Physical healthSafety
Hedonism
Financialsuccess
Image
Popularity
Conformity
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Iceland 2007Economic crash, beyond the scope of worldwide
recession
Expected and foundA greater focus on
materialism (64%); but some became less
materialistic Those who became more materialistic became more unhappy; reverse also true
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Changes in Mental Health, 1937-2008
Psychopathic Deviation (Pd)
Depression
“The pattern of change best fits a model of
cultural change toward extrinsic rather than
intrinsic goals that may have negatively
impacted youth mental health.”
Twenge et al., 2010, CPR
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Their conclusion…..
“Over time, American culture has increasingly shifted toward an environment in which more and more young people experience poor mental health and psychopathology, possibly due to an increased focus on money, appearance, and status rather than on community and close relationships.”
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But Doesn’t Attaining Extrinsic Goals Produce Happiness?
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Subjective Well-Being of Four Groups Differing in Attainment of Intrinsic and Extrinsic Goals
From Kasser & Ryan, 2001
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Be careful what you wish forTwo Year Longitudinal Study of early career adults
Assessed Intrinsic and Extrinsic Life Goals at Baseline, and Well-being
Two years later we found:
--People tended to achieve their goals
--progress at intrinsic goals led to greater wellnessand lower distress or ill being
--no positive relation between extrinsic goal attainments and wellness and more signs of distress and ill being
Niemiec, Ryan & Deci, 2009
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Relations between goals, attainment and changes in well being over a one year period
IntrinsicAspirations
ExtrinsicAspirations
Time2
Attainment
Time2
PsychologicalHealth
IntrinsicAspirations
ExtrinsicAspirations
Well‐Being
Ill‐Being
.51** .77**
.67** .38**
.00
‐.66**
Time1
Importance
Niemiec, Ryan, & Deci (2009)
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"The belief that high income is associated with good mood is widespread but mostly illusory,”
Those with higher incomes are “barely happier than others…, tend to be more tense, and do not
spend more time in particularly enjoyable activities."
Even Kahneman now agrees:
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Well‐being Depressive Symptoms Ego‐Integrity
Goal attainment
Intrinsic goal attainment .45*** ‐.31*** .44***
Extrinsic goal attainment .07 .07 ‐.16*
Despair Death Acceptance Death Anxiety
Goal attainment
Intrinsic goal attainment ‐.30*** .22* ‐.21*
Extrinsic goal attainment .20* ‐.20* .07
Note: *p<.05; **p<.01; ***P<.001. N=213 Controls for demographics
Predicting Psychological Wellbing and Death Attitudes from Attainment of Intrinsic and Extrinsic Goals in Older Adults
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Some summary pointsBasic Psychological Needs Appear to be Important to Wellness Across cultures
Support for Autonomy is Associated with More Basic Need Satisfactions
Not all Goals and Values are Equally Facilitating of Need Satisfaction
SDT Supplies a Basis for Comparisons and Critiques of Cultural Forms
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Thank You and Good Morning!
www.selfdeterminationtheory.org
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Basic Psychological Needs Underlying Optimal Motivation and Well Being
Optimal Motivation, Well-Being
Autonomy
Competence
Relatedness
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Why is this important?
In confusing autonomy and independence scholars like Markus and Kitayama (2003) claim: Eastern students might “flourish when they are forced to meet pressuring internal or external expectations” (p. 4).
They claim autonomy is restricted in value to western, higher class males (thus not to Eastern, female or working class individuals)
Oishi (2000) claims: ‘autonomy has no value outside a few individualistic western nations’
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Belgian High School Sample, N = 707 mean = 16.5 years
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Chinese high school students, Urban and Rural Combined, N= 591
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Rural Chinese Children’s School Motivation Related to Autonomous and Controlled Motivation
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Independent Decision Making
Emotional IndependenceFunctional Independence
Detachment
Oppositional Defiance
ReactanceEngulfment Anxiety
Sociotropy
Emotional Connectedness
Emotional Reliance
Volitional Independence
Volitional Dependence
Volition
Pressure
Control Autonomy
Distance
PROXIMITY
Autonomy is Not Detachment or Independence
Van Petegem, S., Vansteenkiste, M., & Beyers, W. (2011). The Jingle-Jangle Fallacy and adolescent autonomy: In search of its underlying structure. Manuscript rejected at Developmental Psychology.
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Autonomy-Supportive Environments
• Understand the other’s perspective
• Encourage self-initiation & reflection
• Offer meaningful choices
• Provide a rationale for requested behavior
• Minimize use of controlling language/rewards
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Competence-Supportive Environments
• Design activities so that mastery is dominant experience
• Structure provides scaffolding for active development
• Feedback is informational rather than controlling
• Praise focuses on effort and specific accomplishments;
not ability or comparisons
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Relatedness-Supportive Environments
• Convey respect for the individual
• Individual feels valued and significant
• Care and concern when facing challenges
• Warmth
• “My teacher (boss, coach)
likes me”
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Why Do Extrinsic Goals Tend To Produce These Negative Outcomes?
• Greater stress
• Social Comparisons and the “desire gap”
• Burden of debt
• Burdens of possessions
• Crowding out satisfying activities
• Relationship and family costs
• Time deprivation
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remember…there are other life goals
Extrinsic Life Goals
• Financial Success
• Social Recognition (Fame)
• Image, Attractiveness
• Power
• Intrinsic Life Goals
• Personal Growth
• Meaningful Relationships
• Community Contributions
• Health
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Personal Growth
• Meaningful vocations and avocations
• Challenges, novelty, learning
• Pursuing interests and values
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Relationships• Universally rated as the most important value
• Most important aspect of life satisfaction
• Often neglected aspect of school, work climates
• Relationships are enhanced by supporting others autonomy, and competence
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Community/Generativity
Giving is Rewarding
e.g., Volunteering
Daily acts of helping
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Effects of autonomous helping, not helping, and controlled helping on helpers’ and recipients’ affect, vitality, and self-
esteem
Pos. Affect Vitality Self-Esteem
From Weinstein and Ryan, 2010, JPSP
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SEM Relating Autonomy Support/Control to Satisfaction versus Thwarting and Outcomes in Athletes
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Secretory Immunoglobulin A (S-IgA) as Predicted by Need Thwarting Prior to Training Session
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Relatedness and the Impact of Mother Making Choice, Chinese 5th Graders
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Relatedness and the Impact of Teacher Making Choice, Chinese 5th Graders
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Chinese Learners in Belgium
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Manager’s Autonomy
Supportiveness
Autonomy Orientation (Individual Differences)
Work-Related Autonomy
Competence Relatedness
Work Performance Evaluation
Well-Being and Mental Health
Motivation of Wall Street brokers: Even here it is not all about $
(N=495; Baard, Deci & Ryan, 2004)
.57 .24
.14 .57
