Synthesis Topic 2 (The Influence of Needs: The Needs of Self-Determination)

In this topic, we learn about “the influence of needs”. It talks about some theories that relate with the topic. They are Maslow’s hierarchy of needs, the needs of self-determination, and the need to preserve self-worth. They are all true. Maslow hierarchy shows how people step by step in developing themselves. Then, the topic also tells about the kinds of self-determination. And the last one, this topic also shows what self-worth is. They are what the teachers need to know and to do to the students.

Here, we want to synthesize the second factor of the influence of needs which is about the needs of self-determination. This theory is initially developed by Edward L. Deci and Richard M. Ryan from University of Rochester. They are professors in the Department of Clinical and Social Sciences in Psychology there. From the explanation of this topic, we can simply say that self-determination is a kind of believe that everyone can control their destiny. The destiny can be anything in life. But then, here, we are talking about education. Therefore, it means the destiny in education which is about students’ destiny in learning. According to Deci and Ryan (1989), self determination is a theory of motivation. It is concerned by our natural or intrinsic tendencies to behave effectively.

This theory covers some conditions of individual. Conditions supporting the individual’s experience of autonomy, competence, and relatedness are said to preserve the motivation and engagement for activities, such as performance, persistence, and creativity.  Autonomy in education means that the students have the chance to choose. Instantly, students will be willing and happy to learn when they choose the subjects and activities by themselves. It is not only about the activities, but also students can change the assessments that have been planned or ongoing to plan. For example, students are asked to make something for the final project. There will be many kinds of projects that they do. It can be drama, painting, essay, poster, and so on. They will just be happy on doing that since they choose the projects by themselves.

Then, competence means that students need their ability and skill to be acknowledged. They need to know that they are doing well. It is like the teachers give the positive reinforcements on what students’ do. For example, there is a student who is good at drawing and the teachers just say some compliments and might be suggestion on what he/she does to develop his/her ability in drawing. Teachers should not be stingy to say the good things to students or to admit students’ talents.

The last one, relatedness means that students need the relation in learning. It can be two things. The first thing is the relation between they have learned at school and the reality. They can know and understand the application of their knowledge in the real world. For example, students learn about multiculturalism. Then, they go to the real world and apply the values of multiculturalism. Then, the second thing is about the relatedness of the students in the classroom. Students will feel safety and comfortable in the classroom since they are acknowledged by the teachers. The teachers must be able to see and realize the personality of their students. There might be some students who are very active and also the opposite. Here, the teachers should give the equal chance to them in the activities of teaching and learning process.

self determination is a theory of motivation. It is concerned by our natural or intrinsic tendencies to behave effectively

Basically, we do agree with the theory in this topic which is about the needs of self-determination. It is not only for education, but also in many sectors. It is very important to make people feel that priceless. They are acknowledged for everything they need and have in life. They will feel that they are priceless. That is why, as a teacher candidate, we need to learn how we make my future students feel that they are my priceless students.

Resources

Ryan, R. M., & Deci, E. L. (1989). Bridging the research traditions of task/ego involvement

and intrinsic/extrinsic motivation: A commentary on Butler (1987). 

Journal of Educational Psychology, 81, 265-268.                     

Module and powerpoint presentation of MMSEL.
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