all humans have an intrinsic need to be self-determining or autonomous

as well as to feel competent

connected

SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.

a perception that what they do will not affect the outcome

an attribution of low value to the task being undertaken

the tendency to focus only on intrinsic motivation

It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation

Case study one was situated within a compulsory integrated science and technology course

Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.

suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio

suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.

associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.

these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.

practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.

he relevance and value of the task

need to be clearly identified and linked to learning objectives to help

By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.

ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.

Students need to feel that they can succeed in the course if they make a reasonable effort.

situational interest and individual interest.

an aspect of a course that is enjoyable or fun

Students need to feel that the instructor (and other students) care that they learn

providing regular feedback

He recommends using a series of team-building exercises (5) from his company's Web site at the beginning of the project. These exercises will teach the students be attentive to one another's needs, be more communicative, and think about the consequences of their words before they speak

"With PBL, you give up control, but you always retain command of your classroom.

dents develop an appreciation of the differences between disciplines on how to approach a problem and their discipline specific rules regarding viable evidence. This leads to a broader understanding of the issue under investigation

have the skills to accomplish them

Flow Theory Print Collect It! var shared = false; if(!window['loadedCollectionJS']) { window['loadedCollectionJS'] = true; Asset.javascript('/js/moo/collections/collections.js'); } var scripts = $$('script'), thisScriptTag = scripts[scripts.length - 1], el = thisScriptTag.getPrevious('.collect-button-wrap'); if(el) { el.store('collectPath', "http://www.education.com/reference/article/flow-theory/") } var switchTo5x=true;stLight.options({publisher:'d0d0d8a8-d1f8-49ff-9318-fed5383cff80',doNotHash:true,NotCopy:true,hashAddressBar:false});Email var sharedemail = false; (function() { stLight.options({ onhover: false, clickCallBack: function(){ if(typeof window.sharedemail != 'undefined') { new Request({ method: 'post', url: '/service/service.'+'php?sn=sharelog&f=ase&url=http%3A%2F%2Fwww.education.com%2Freference%2Farticle%2Fflow-theory%2F&ceid=41882&click=email'}).send(); sharedemail=true; } } }); stWidget.addEntry({ 'service':'email', title:"Flow Theory", summary: "", url: "http://www.ed"+"ucation.com/reference/article/flow-theory/", element: document.getElementById("sharethis-7167") }); })(); if(!window['plusoneloaded']) { new Asset.javascript('https://apis.google.com/js/plusone.js'); window['plusoneloaded'] = true; } function plusone_vote( obj ) { //track in Google Analytics _gaq.push(['_trackEvent','plusone',obj.state]); //track in Omniture if((typeof(window.Omniture) != 'undefined')) { var params = {evars:{5:obj.state}}; if(obj.state == 'on') params.events = [6]; Omniture.fireEvent(params,'Google Plus One Click'); } } By Amy Schweinle | Andrea Bjornestad Updated on Dec 23, 2009 MAJOR RESEARCH METHODS FACTORS INFLUENCING FLOW AND MOTIVATIONAL CONSEQUENCES IMPLICATIONS FOR TEACHERS Flo

not only do activities with high challenge matched with high skill offer the best opportunities for learning, but they also provide an optimal environment for positive affect and intrinsic motivation.

eachers must provide optimal challenge and support for competence (or skill)

(a) provided immediate, constructive feedback, (b) encouraged students to persist, (c) encouraged cooperation rather than competition, (d) supported student autonomy, (e) ensured that new challenges were tempered with support to match students' skill, (f) emphasized the importance of the material, and (g) pressed students to understand the principles rather than memorize algorithms.