Fuel Your Drive: Exploring the Self-Determination Theory of Motivation

When you clicked on the title of this article, maybe you expected a surge of inspiration, a call to action that would propel you into immediate productivity. Like the articles that are full of motivational anecdotes and enthusiasm that usually make you feel like you can take over the world – for about 10 minutes, at least. Then it's back to business as regular.  

However, this isn’t one of those articles. Frankly, I don’t possess the qualifications for that kind of inspirational ability. So, rather than pretending to give you a step-by-step on how you might be able to boost motivation, I’m going to discuss the diverse spectrum of motivation types. If you find yourself in a slump of ‘no motivation,’ it might not be a lack thereof, but rather a case of having the wrong kind.

Motivation, as you already know, is the fuel that drives our actions. It’s what propels us forward and sustains us as we work towards our goals. Whether it's studying for an exam, practicing a sport, or pursuing a passion. Motivation is what makes us want to achieve something and gives us the energy and determination to make it happen. Yet, motivation isn't just about wantingsomething—it's also about how we go about getting it.

Self-Determination Theory

This is where the Self-Determination Theory (SDT) of motivation comes in. This theory is a psychological framework that allows us to understand our motivations and the reasons behind our actions, especially when things get tough. Developed by Edward Deci and Richard Ryan, SDT proposes that individuals are driven by three innate psychological needs: autonomy, competence, and relatedness.

1. Autonomy refers to the need for self-direction and control over one's actions. When individuals feel autonomous, they are motivated by internal desires and values rather than external pressures or rewards. Autonomy allows individuals to make choices that align with their personal goals and values, fostering a sense of empowerment and satisfaction.

Ex. Imagine a student who decides to pursue a hobby in painting. They choose the medium, subject matter, and painting style based on their personal preferences and interests. They paint not because someone told them to or for external rewards, but because it brings them joy and fulfillment. By exercising autonomy in their artistic endeavors, the student feels a sense of control and ownership over their creative expression.

2. Competence involves the need to feel capable and effective in one's actions and pursuits. When individuals perceive themselves as competent, they are more likely to approach challenges with confidence and persistence, leading to greater motivation and success. Competence is developed through learning, practice, and mastery of skills and tasks.

Ex. Let's say the art student faces challenges in improving their painting skills. They dedicate time to practicing various techniques, experimenting with different brushes and colors, and seeking feedback from experienced artists. With each painting session, they notice progress and refinement in their work. As they gain competence in painting, the student's confidence grows, and they feel a sense of accomplishment and pride in their artistic abilities.

3. Relatedness refers to the need for social connection and belongingness. When individuals feel connected to others and have meaningful relationships, they experience greater motivation, well-being, and fulfillment. Relatedness involves fostering empathy, trust, and mutual support in interpersonal interactions.

Ex. Consider the student's involvement in a local painting club or art class. Through these social connections, they engage with other students/artists who share their passion for painting. They participate in group exhibitions, attend workshops, and exchange feedback and ideas with their peers. By fostering meaningful relationships within the art community, the student experiences a sense of belonging and camaraderie, enhancing their motivation and enjoyment of painting.

Intrinsic Motivation

According to SDT, satisfaction of these three basic psychological needs is essential for intrinsic motivation. Intrinsic motivation refers to the internal drive that determines our actions and promotes personal growth and fulfillment. When individuals experience autonomy, competence, and relatedness in their lives, they are more likely to experience intrinsic motivation, leading to greater well-being and fulfillment.

Developing intrinsic motivation involves aligning activities with personal interests, values, and passions. So, if you want to create intrinsic motivation, engage in things that truly interest you, set personal goals that align with your values, and find opportunities for self-expression and growth.

Strategies for Fostering Autonomy in your Life

➢ Embrace Choice:

Look out for opportunities to make decisions in various aspects of your life, whether it's choosing what to wear, what to eat, or how to spend your free time. The more control you have over your choices, the greater your sense of autonomy.

➢ Set Boundaries:

Establish clear boundaries and assert your needs and preferences in your interactions with others. Communicate your boundaries respectfully but firmly andprioritize your own well-being and autonomy.

➢ Pursue Passions:

Dedicate time towards activities that ignite your passion and creativity. Whether it's pursuing a hobby, learning a new skill, or engaging in creative endeavors, prioritize activities that bring you joy and fulfillment, independent of external rewards or recognition.

Empowering Yourself to Pursue Goals Independently

➢ Set Realistic Goals:

Break down your long-term goals into smaller, manageable tasks, and set achievable milestones along the way. SMART goals (specific, measurable, achievable, realistic, and timely) are a great guide to creating goals that you can see the progress of as you work towards the goals. And celebrate your progress, no matter how small, to boost your confidence and motivation.

➢ Get an External Opinion:

Actively seek feedback from mentors, peers, or experts in your field to gain valuable insights and perspectives on your performance. Use constructive criticism as an opportunity for growth and improvement, rather than as a reflection of your worth or abilities.

 

➢ Rise to the Challenge:

Embrace challenges as opportunities for growth and learning, rather than as obstacles to be avoided. Step out of your comfort zone, take calculated risks, and approach challenges with a growth mindset, viewing setbacks as valuable learning experiences.

Tips for Developing Meaningful Connections

➢ Foster Empathy:

Practice active listening, empathy, and compassion in your interactions with others. Try to understand their perspectives, feelings, and experiences. Validate their emotions without judgment or criticism, just as you would like your own emotions to be validated by others.

➢ Build Supportive Relationships:

Surround yourself with people who uplift and encourage you in your endeavours. Strengthen friendships and social networks that provide emotional support, encouragement, and camaraderie.

➢ Give Back:

Contribute to your community or social causes that align with your values and passions. Volunteer your time, skills, or resources to make a positive impact and connect with others who share your interests and values.

Applying the Principles of SDT to Enhance your Motivation

When applying the SDT model to enhance motivation, there are two approaches to consider.

The first approach involves examining your life holistically and making adjustments to better fulfill the three needs. For instance, you might switch to a job that aligns more closely with your values, dedicate more time to activities you genuinely enjoy, or surround yourself with individuals who share similar values and interests.

By prioritizing integration and intrinsic motivation in various aspects of your life, you can experience greater overall well-being and psychological health. If there are aspects of your life that hinder these needs, it may be beneficial to brainstorm ways to address or change them.

The second approach involves integrating the three needs into activities that are important to you but are primarily driven by external rewards. By infusing autonomy, competence, and relatedness into these activities, you can enhance your sense of integration and satisfaction with the task at hand.

For myself, this approach is helpful in ensuring I engage in some form of exercise 3-4 times per week. Whether that’s weights, boxing, running or even pilates. Exercising has been a regular part of my routine for many years now, and it fits in with my other values and habits. Still, it’s not intrinsic. Despite how integrated and congruent it is with the rest of me, if it didn’tmake me stronger and healthier, I doubt I’d do it.

When you are looking to motivate yourself to do something, it inherently involves a process driven by your own determination. So, it’s logical to use a self-determined approach, rather than spending hours recanting affirmations or reading uplifting stories. Motivational quotes can be a good source of inspiration, but if they lack the basic needs of relatedness, competence, and autonomy, their impact may be limited.

Sources Used

1. Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology / Psychologie canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801

2. Patrick, H., & Williams, G. C. (2012). Self-determination theory: its application to health behavior and complementarity with motivational interviewing. The international journal of behavioral nutrition and physical activity, 9, 18. https://doi.org/10.1186/1479-5868-9-18

3. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68

4. Flannery M. (2017). Self-Determination Theory: Intrinsic Motivation and Behavioral Change. Oncology nursing forum, 44(2), 155–156. https://doi.org/10.1188/17.ONF.155-156