On Psychological Needs and Human Flourishing

Transcription

1 On Psychological Needs and Human Flourishing Research Using Self-Determination Theory Richard M. Ryan Professor of Psychology and Education Director of Clinical Training University of Rochester

2 An Incomplete List of Recent Collaborators Avi Assor Ben Gurion Univ., Israel Kimberley Bartholomew Nottingham Trent Univ., UK Kirk Warren Brown Virginia Commonwealth Beiwen Chen University of Ghent, BE Valery I. Chirkov University of Saskatchewan, CA Marylène Gagné Concordia University, CA Wendy S. Grolnick Clark University Veronika Huta University of Ottawa, CA Hyungshim Jang Inha University, S. Korea Tim Kasser Knox College Haya Kaplan Ben Gurion Univ., Israel Ayoung Kim Ewha Women s Univ., S.Korea Jennifer G. La Guardia Univ. of Rochester Medical Ctr. Nicole Legate University of Rochester Martin Lynch University of Rochester Kou Murayama Univ. of Munich, Germany Nikos Ntoumanis Univ. of Birmingham, UK Luc Pelletier University of Ottawa, CA Andrew Przybylski University of Essex, UK Johnmarshall Reeve University of Korea, S.Korea C. Scott Rigby Immersyve Inc., Orlando Guy Roth Ben Gurion Univ., Israel Bart Soenens University of Ghent, BE Martyn Standage University of Bath, UK Pedro Teixeira Tech. Univ. of Lisbon, Port. Geoffrey C. Williams Univ. of Rochester Medical Ctr. Maarten Vansteenkiste University of Ghent, BE Netta Weinstein University of Essex, UK John Wang NIE, NTU,Singapore

3 SDT Basic Research Areas Intrinsic 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 Congruence of Conscious and Non-Conscious Motives and Values The Impact of Natural Environments on Wellness

4 SDT Applied Research Psychotherapy Educational Practice and School Reform Organizational Behavior and Human Performance Health Care: Motivation and Adherence Exercise and Physical Activity Motivation Sport Motivation and Performance Religious Internalization and Motivation Environmental Footprints and Consumer Behaviors Virtual Environments and Video Games Violence: Causes and Prevention

5 What do people really need to flourish?

6 It s in our nature to flourish To flourish is to develop, to become both more differentiated and integrated, and to become more fully functioning But it is by no means automatic It requires nutriments

7 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

8 Basic Psychological Needs Underlying Volitional Motivation and Well Being Autonomy Competence Volitional Motivation, Well-Being Relatedness

9 SDT Three Basic Needs Autonomy Behavior is in accord with abiding values and interests; actions are self-endorsed; congruence between implicit and explicit motives Competence Sense of effectance & competence in one s context Relatedness Feeling cared for, connected to, sense of belonging with others

10 Intrinsic & Extrinsic Motivation REGULATORY S TYLES: Amotivation Extrinsic motivation Intrinsic motivation External regulation Introjection Identification Integration Perceived noncontingency Low perceived competence Non-relevance Non-intentionality Salience of extrinsic rewards or punishments Compliance/ Reactance ASSOCIATED PROCESSES: Ego Involvement Focus on approval from self and others Conscious valuing of activity Selfendorsement of goals Hierarchical synthesis of goals Congruence Interest & Enjoyment Inherent satisfaction Impersonal External PERCEIVED LOCUS OF CAUS ALITY: Somewhat External Somewhat Internal Internal Internal From: Ryan & Deci (2000)

11 What autonomy is not It is not independence It is not about individualism It does not require an absence of external norms, inputs, or demands, but rather an endorsement of them

12 Correlations of motivational constructs and Total Moderate- Intensity Exercise per ACSM/AHA guidelines External Regulation Introjected Regulation Identified Regulation Intrinsic Motivation Controlled Motivation Autonomous Motivation ***.34*.05.42**

13 Correlations between Motives and Japanese Students Goals, Values, & Learning Strategies Subscales External Introjected Identified Intrinsic Goal Orientation Learning Orientation.15**.37***.58***.62*** Performance Orientation.28***.50***.33***.16** Work-Avoidance.19*** *** -.42*** Value of school ***.49***.58*** Learning Strategies Deep Process ***.54***.56*** Surface Process.38***.40***.16**.13* Note. * p <.05, ** p <.01, *** p <.001; Yamauchi & Tanaka (1998)

14 Religious Orientation with Mental Health Outcomes in a Protestant Church Sample CRIS Identification Introjection Anxiety Depression Somatization Social Dysfunction GHQ Total -.39* -.33* -.21* -.27* -.37*.55**.60** *.54** Global Self-Esteem Identity Integration Self-Actualization.28**.43**.33** -.50** -.39* -.49** * p <.05; ** p <.01 Ryan, Rigby and King, 1993, JPSP

15 Integrating Attitudes: Autonomy and prejudice (Legault et al. 2007)

16 Correlations Between Motivation to be Nonprejudiced and Explicit and Implicit Outcomes Dependent Variable Correlation with Relative Autonomy Explicit (Affective) Prejudice -.45*** IAT assessed Racism Score -.53***

17 Outcomes Associated With High Autonomous Motivation Greater effort and persistence More flexibility and creativity More interest/enjoyment Better mental health and well-being Better congruence between implicit and explict processes These functional effects are apparent: Across the Life Span Across SES Across Cultures

18 Factors Associated with Greater Relative Autonomy of Behavioral Regulations and Values Autonomy Support Minimal External Pressure Provision of Maximal Choice Internal Frame Reference Shared Competence Support Optimal Challenge Dev. Appropriate Demands Relevant Feedback Internalization & Integration Relatedness Supports Warmth, Involvement Conveyance of Belongingness

19 SEM Relating Autonomy Support/Control to Need Satisfaction and Outcomes in Athletes Bartholomew, Ntoumanis, Ryan, & Thogersen-Ntoumanis (2011), JSEP

20 Secretory Immunoglobulin A (S-IgA) as Predicted by Need Thwarting Prior to Training Session Bartholomew, Ntoumanis, Ryan, & Thogersen-Ntoumanis (2011), JSEP

21 Motivation for Medication Adherence 2 Day Pill 14 Day Self- Composite Count Count Rpt. Adherence Autonomy Support (HCCQ).24**.17*.03.18* Controlled Regulation Autonomous.41***.52***.57***.59*** Regulation + p <.10, * p <.05, *** p <. 001

22 AS1 Autonomy and Medication Adherence.60 (N=126).87 A1 A2 A AS2.74 Autonomy Support Autonomous Motivation Composite Adherence.79 AS AS4 AM1 AM3 AM2.40 From Williams, Rodin, Ryan, Grolnick, and Deci, Health Psychology, 1998

23 Autonomy Supportive vs. Controlling Health Care Climate Self-Determination Model for Health Autonomy Mental Health Depression Somatization Anxiety Quality of life Vitality Individual Differences In Motivational Orientation Intrinsic vs. Extrinsic Values Competence Relatedness Physical Health *Not Smoking *Physical Activity *Weight Loss *Diabetes *Med. Adherence *Healthy Diet *Dental Health

24 Estimated Latent Constructs Means and Variances for U.S. (N=116) and Russian (N=120) High School Samples U.S. Russia Difference Tests Latent Constructs Mean Variance Mean Variance t p Parent A-S* p<.01 Teacher A-S* p<.001 Self-Actualization p<.001 Self-Esteem p<.01 Depression p<.10 Life Satisfaction p<.001 *A-S = Autonomy Support

25 Correlations Between Parent and Teacher Autonomy Support and Academic Self-Regulation in U. S. and Russian Schools U.S. Russian Parent A-S Teacher A-S Parent A-S Teacher A-S External Regulation -.21* -.25* -.26* -.28* Introjected Regulation Identified Regulation.38**.36**.47**.43** Intrinsic Motivation.14.60**.16.48** (Chirkov & Ryan, 2001)

26 Correlations Between Parent and Teacher AutonomySupport and Well-Being in U. S. and Russian High School Students U.S. Russian Parent A-S Teacher A-S Parent A-S Teacher A-S Self-Actualization.35**.33**.39**.20* Self-Esteem.40**.18.54**.21* Depressive Symptoms **.08 Life-Satisfaction.49**.34**.50**.36**

27 Parental control and implicit/explicit incongruence Externally controlling contexts may lead to motive or value suppression, and thus increase implicit explicit discrepancies Autonomy support may, conversely, conduce to more implicit/explicit congruence Example of Sexual Orientations

28 Autonomy Support Related to Implicit/Explicit Congruence and Homophobia Mother Autonomy Support -.23* Implicit/Explici t Sex Orient Discrepancy.32** Homophobia Father Autonomy Support -.31** Weinstein, W. Ryan, Legate, Przybylski & R. Ryan, in press, JPSP, (Study 1)

29 Effects of implicit and explicit sexual orientation in predicting self-reported homophobia (study 1)

30 Parental Autonomy Support and Homophobia as Predictors of Implicit/Explicit Discrepancies and Aggression toward Gay and Lesbian Targets Mother Homophobia Mother Autonomy Support Father Autonomy Support -.40** -.40* -.31**.43** Implicit/Expli cit Sex Orient Discrepancy.21*.20* Aggression Toward Gay Target Father Homophobia.23*.37** Weinstein et al., in press, JPSP, (Study 2)

31 About happiness and well-being..

32 Basic Psychological Needs Underlying Motivation and Well Being Autonomy Competence Self-determined motivation Well-Being Relatedness

33 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 Need Satisfaction.72**.60**.62**.71** From Chirkov, Ryan, Kim and Kaplan, 2003

34 Association of Individual Psychological Need Satisfactions and Composite Wellbeing in 4 Countries Autonomy Relatedness Competence US.42**.40**.20* China.44**.27**.31** Peru.24**.29**.31** Belgium.37**.36**.33**

35 Zero-order correlations of factors predicting positive and negative affect across the globe Predictor Variable Log Household Income Positive Affect Negative Affect Relative Income GDP (National Wealth) Basic Needs Unmet Basic Psychological Needs Luxury Possessions From Diener, Ng, et al., 2010, JPSP

36 Within-person effects: Daily fluctuations Days Person A Sample Mean Person B

37 Positive and Negative Affect on the Days of the Week

38 Need Satisfaction on Days of the Week Autonomy Competence Relatedness

39 Ryan, Bernstein & Brown, 2010, JSCP Adult Working Sample

40 Relations of Weekend Effect to Need Satisfaction

41 Life Goals and Happiness

42 Not all goals are created equal Need Satisfaction Life Goals Wellness See Ryan, Kasser, Sheldon & Deci, 1996

43 Eudaimonia: Living Well or Flourishing Aristotle made the empirically testable claim that what is most satisfying is: the virtuous exercise of human potentialities or doing that which is intrinsically valuable See Ryan, Curren & Deci, in press; Ryan, Huta & Deci, 2008

44 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

45 But we also have modern philosophers who disagree

46

47 Cultural Messages One can purchase happiness Important to work and consume People are successful to the extent they have money, possessions, and the right image

48 But whose right?: Aristotle vs. Trump

49 Intrinsic and Extrinsic Life Goals Intrinsic goals: attainment relatively directly yields Basic Need Satisfaction (e.g. goal of having intimate relationships satisfies relatedness) Extrinsic goals: attainment is at best indirectly related to Basic Need Satisfaction, and may even interfere with it (e.g., goal of being rich or famous may interfere with relatedness)

50 Higher Order Factor Analyses of Life Goal Importance Ratings, Urban Adult Sample Personal Growth Affiliation/Relatedness Community Physical Health Social Recognition Image/Appearance Material Success Factor Factor From: Kasser & Ryan, 1996

51 Relations of Intrinsic and Extrinsic Goal Importance to Well-Being (Urban Adult Sample) Relative Goal Importance Self- Actualization Vitality Depression Physical Symptoms Intrinsic.40***.46*** -.35** -.35** Extrinsic -.52*** -.60***.29*.46** Scores control for overall goal importance, entered at step 1 yielding standardized regression coefficient

52 Across groups, the same general pattern: Russian, German, Korean, Israeli, Belgian, British, Nigerian, Brazilian, Icelander,..even Canadian samples Teenagers, Parents, Adult Workers, Retired Workers. Business, Education, Sport, Law and Medical Students.

53 15 Country Study. Self-transcendence Spirituality Conformity Community Extrinsic Intrinsic Popularity Image Affiliation Financial success Physical self Hedonism Physical health Safety Self-acceptance

54 Be careful what you wish for Two Year longitudinal study of early career adults Assessed Intrinsic and Extrinsic Life Goals and well-being at baseline Two years later we found: --People tended to achieve their goals --Progress at intrinsic goals led to greater wellness and lower distress or ill being --No relation between extrinsic goal attainments and wellness and more signs of distress and ill being Niemiec, Ryan & Deci, 2009

55 Relations between goals, attainment and changes in well being over a one year period Time 1 Importance Time 2 Attainment Time 2 Psychological Health Intrinsic Aspirations.51**.77** Intrinsic Aspirations.00 Well-Being -.66** Extrinsic Aspirations Extrinsic Aspirations.67**.38** Ill-Being Niemiec, Ryan, & Deci (2009)

56 Changes in Mental Health, Psychopathic Deviation (Pd) 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 Depression

57 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.

58 Iceland 2007 Economic crash, beyond the scope of worldwide recession Expected and found A greater focus on materialism (64%); but some became less materialistic Those who became more materialistic became more unhappy; reverse also true

59 OK, but what should one do?

60 remember there are other life goals Extrinsic Life Goals Intrinsic Life Goals Financial Success Social Recognition (Fame) Image, Attractiveness Power Personal Growth Meaningful Relationships Community Contributions Health

61 Personal Growth Meaningful vocations and avocations Challenges, novelty, learning Pursuing interests and values

62 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

63 Community/Generativity Giving is Rewarding e.g., Volunteering Daily acts of helping

64 Relations between Helping in General and Autonomous Helping, and Need Satisfaction and Well-Being Outcomes Variable Helping in general a Autonomous helping b Subjective wellbeing.05*.33** Vitality.09**.25** Self-esteem.05.36** Need satisfaction.09**.44** a n = 1,724 in analyses using the daily help/no-help variable. b n = 747 in analyses including daily motivation for help. Help coded 1 for yes, 0 for no. * p <.05. **p<.01. Weinstein & Ryan. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on wellbeing for the helper and recipient. JPSP.

65 Weinstein & Ryan. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on wellbeing for the helper and recipient. JPSP.

66 Weinstein & Ryan. (2010). When helping helps: Autonomous motivation for prosocial behavior and its influence on wellbeing for the helper and recipient. JPSP.

67 Predicting Psychological Wellbing and Death Attitudes from Attainment of Intrinsic and Extrinsic Goals in Older Adults Goal attainment Well-being Depressive Symptoms Ego-Integrity Intrinsic goal attainment.45*** -.31***.44*** Extrinsic goal attainment * Goal attainment Despair Death Acceptance Death Anxiety Intrinsic goal attainment -.30***.22* -.21* Extrinsic goal attainment.20* -.20*.07 Note: *p<.05; **p<.01; ***P<.001. N=213 Controls for demographics

68 So, when it comes to happiness, some ancient truths still hold true it s the intrinsic goals that matter most. Aristotle wins! lol

69 Thank You! Fifth International Conference on SDT: June 26-30, 2013, Rochester NY, USA