grad-sdt
用自我決定理論診斷動機品質，設計滿足自主、勝任、關係的環境
中文翻譯
--- name: "grad-sdt" description: "用自我決定理論，沿著自主性連續體分析動機的品質，並設計能滿足基本心理需求的介入。當使用者需要診斷內在動機為什麼下降、評估誘因結構的動機排擠效應、設計支持需求的環境，或問到「為什麼獎勵反而適得其反」「怎麼培養內在動機」「什麼需求驅動投入」時，就用這個 skill。" metadata: category: "WP-29 心理學理論" tags: ["self-determination-theory", "intrinsic-motivation", "autonomy", "competence", "relatedness", "Deci-Ryan", "overjustification"] --- # Self-Determination Theory (SDT) ## Overview 自我決定理論（Deci & Ryan，1985、2000）主張，人類動機的品質沿著自主性的連續體而變化，從無動機、經外部調節，到完全的內在動機。最佳的功能運作和幸福感，取決於滿足三種基本心理需求：自主、勝任和關係。 ## When to Use - 診斷引入誘因之後，為什麼投入度或表現下降 - 設計不會削弱內在動機的獎勵制度 - 評估組織或教育環境的需求滿足程度 - 理解動機的品質，而不只是簡單的「有動機 vs. 沒動機」 ## When NOT to Use - 行為純粹由生存需求或生理匱乏驅動 - 拿來取代結構性分析（例如把資源限制誤認成動機問題） - 情境需要的是特質型人格模型，不是動機框架 ## Assumptions ``` IRON LAW: External rewards can UNDERMINE intrinsic motivation (overjustification effect) — incentive design must consider motivational crowding. Tangible, expected, contingent rewards are the most damaging to autonomous motivation. ``` 關鍵假設： 1. 三種基本需求（自主、勝任、關係）在各文化中是普遍的 2. 對持續的成果來說，動機的品質比動機的數量更重要 3. 支持需求滿足的社會情境，能促進外在動機的內化 ## Methodology ### Step 1 — Assess Current Motivation Quality 把目標行為歸類到動機連續體上： | Regulation Type | Locus | Description | |----------------|-------|-------------| | Amotivation | 無 | 沒有行動的意圖 | | External | 外部 | 為了獎勵或懲罰而行動 | | Introjected | 有點外部 | 為了避免罪惡感或贏得認可而行動 | | Identified | 有點內部 | 因為個人重視而行動 | | Integrated | 內部 | 因為和自我一致而行動 | | Intrinsic | 內部 | 為了內在的樂趣而行動 | ### Step 2 — Diagnose Need Satisfaction/Frustration 對每個基本需求，評估環境是支持還是阻礙它： - **Autonomy**：選擇、意願、對自己行動的自我認可 - **Competence**：效能感、精熟、最佳挑戰 - **Relatedness**：歸屬、連結、感覺對他人有意義 ### Step 3 — Identify Motivational Crowding Risks 檢查過度辯證的觸發因素：有形的獎勵、預期的獎勵、取決於任務的獎勵、監控、截止期限、強加的目標、競爭。 ### Step 4 — Design Need-Supportive Intervention - 提供有意義的理由（支持自主） - 在結構內提供選擇（自主 + 勝任） - 給予資訊性而非控制性的回饋（勝任） - 營造合作而非競爭的情境（關係） ## Output Format ```markdown ## SDT Motivation Analysis: [Context] ### Current Motivation Profile | Behavior | Regulation Type | Need Gaps | |----------|----------------|-----------| | [behavior] | [type] | [autonomy/competence/relatedness] | ### Need Satisfaction Assessment - Autonomy: [supported/thwarted] — [evidence] - Competence: [supported/thwarted] — [evidence] - Relatedness: [supported/thwarted] — [evidence] ### Crowding Risk - [Identified overjustification triggers and severity] ### Recommendations 1. [Need-supportive intervention] 2. [Incentive redesign if applicable] 3. [Environmental change] ``` ## Gotchas - 不是所有外在動機都不好，認同和整合的調節可以非常有效而且持久 - 文化脈絡會調節自主如何表現（個人主義 vs. 集體主義），但依 SDT，需求本身仍是普遍的 - 在獎勵已經削弱內在動機之後再拿掉，並不會自動恢復它 - 資訊性回饋支持勝任，控制性回饋破壞自主，所以傳達的框架很重要 - SDT 適用於出於意願的行為，在強迫或極端匱乏之下，需求階層模型可能更適用 - 有勝任卻沒有自主，仍然讓人覺得被控制，三種需求必須一起處理 ## References - Deci, E. L. & Ryan, R. M. (1985). *Intrinsic motivation and self-determination in human behavior*. Plenum Press. - Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. *American Psychologist*, 55(1), 68-78. - Deci, E. L., Koestner, R. & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. *Psychological Bulletin*, 125(6), 627-668.
英文原文
--- name: "grad-sdt" description: "Apply Self-Determination Theory to analyze motivation quality along the autonomy continuum and design interventions that satisfy basic psychological needs. Use this skill when the user needs to diagnose why intrinsic motivation is declining, evaluate incentive structures for motivational crowding, design need-supportive environments, or when they ask 'why did rewards backfire', 'how to foster intrinsic motivation', or 'what needs drive engagement'." metadata: category: "WP-29 心理學理論" tags: ["self-determination-theory", "intrinsic-motivation", "autonomy", "competence", "relatedness", "Deci-Ryan", "overjustification"] --- # Self-Determination Theory (SDT) ## Overview Self-Determination Theory (Deci & Ryan, 1985, 2000) posits that human motivation varies in quality along a continuum of autonomy, from amotivation through external regulation to fully intrinsic motivation. Optimal functioning and well-being depend on satisfying three basic psychological needs: autonomy, competence, and relatedness. ## When to Use - Diagnosing why engagement or performance has declined after introducing incentives - Designing reward systems that avoid undermining intrinsic motivation - Evaluating organizational or educational environments for need satisfaction - Understanding motivation quality beyond simple "motivated vs. unmotivated" framing ## When NOT to Use - When behavior is driven purely by survival needs or physiological deprivation - As a substitute for structural analysis (e.g., resource constraints mistaken for motivation issues) - When the context requires a trait-based personality model rather than a motivational framework ## Assumptions ``` IRON LAW: External rewards can UNDERMINE intrinsic motivation (overjustification effect) — incentive design must consider motivational crowding. Tangible, expected, contingent rewards are the most damaging to autonomous motivation. ``` Key assumptions: 1. Three basic needs (autonomy, competence, relatedness) are universal across cultures 2. Motivation quality matters more than motivation quantity for sustained outcomes 3. Social contexts that support need satisfaction promote internalization of extrinsic motivation ## Methodology ### Step 1 — Assess Current Motivation Quality Classify target behavior on the motivation continuum: | Regulation Type | Locus | Description | |----------------|-------|-------------| | Amotivation | None | No intention to act | | External | External | Act for reward/punishment | | Introjected | Somewhat external | Act to avoid guilt or gain approval | | Identified | Somewhat internal | Act because valued personally | | Integrated | Internal | Act because consistent with self | | Intrinsic | Internal | Act for inherent enjoyment | ### Step 2 — Diagnose Need Satisfaction/Frustration For each basic need, assess whether the environment supports or thwarts it: - **Autonomy**: choice, volition, self-endorsement of actions - **Competence**: effectance, mastery, optimal challenge - **Relatedness**: belonging, connection, feeling significant to others ### Step 3 — Identify Motivational Crowding Risks Check for overjustification triggers: tangible rewards, expected rewards, task-contingent rewards, surveillance, deadlines, imposed goals, competition. ### Step 4 — Design Need-Supportive Intervention - Provide meaningful rationale (autonomy support) - Offer choice within structure (autonomy + competence) - Deliver informational rather than controlling feedback (competence) - Foster collaborative rather than competitive contexts (relatedness) ## Output Format ```markdown ## SDT Motivation Analysis: [Context] ### Current Motivation Profile | Behavior | Regulation Type | Need Gaps | |----------|----------------|-----------| | [behavior] | [type] | [autonomy/competence/relatedness] | ### Need Satisfaction Assessment - Autonomy: [supported/thwarted] — [evidence] - Competence: [supported/thwarted] — [evidence] - Relatedness: [supported/thwarted] — [evidence] ### Crowding Risk - [Identified overjustification triggers and severity] ### Recommendations 1. [Need-supportive intervention] 2. [Incentive redesign if applicable] 3. [Environmental change] ``` ## Gotchas - Not all extrinsic motivation is bad — identified and integrated regulation can be highly effective and durable - Cultural context moderates how autonomy is expressed (individualist vs. collectivist), but the need itself remains universal per SDT - Removing rewards after they have undermined intrinsic motivation does not automatically restore it - Informational feedback supports competence; controlling feedback undermines autonomy — delivery framing matters - SDT applies to volitional behavior; under coercion or extreme deprivation, need hierarchy models may be more relevant - Competence without autonomy still feels controlling — all three needs must be addressed together ## References - Deci, E. L. & Ryan, R. M. (1985). *Intrinsic motivation and self-determination in human behavior*. Plenum Press. - Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. *American Psychologist*, 55(1), 68-78. - Deci, E. L., Koestner, R. & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. *Psychological Bulletin*, 125(6), 627-668.