Name: 自我決定理論：驅動我們行為的3個基本需求 (Self-Determination Theory: 3 Basic Needs That Drive Our Behavior)
Uploaded: 2022-11-04T18:10:42.000Z
Duration: 7 min 2 s

情態助動詞 B1

Ask people for blood donation, and you  might find many volunteers. Tell the  

向人們徵求捐血的意見，你可能會發現很多志願者。告訴他們

same people that they'll get paid for  it, and many will now decline to help.

同樣的人，他們會得到報酬，許多人現在會拒絕幫助。

Self determination theory argues that we  do what we do, because we are motivated  

自我決定理論認為，我們做我們所做的事情，是因為我們有動機

by three basic needs that drive our  behavior more than anything else.

由三個基本需求驅動我們的行為，比其他任何東西都重要。

First comes autonomy. We desire to  have the freedom of making our own  

首先是自主權。我們渴望擁有做出自己的自由

choices and not be forced to  do something we don't want.

選擇，而不是被迫做我們不想要的事情。

Second is competence. We want to feel  that we have the skills required to do  

第二是能力。我們希望感覺到我們有必要的技能來做

the work ourselves, and not be confronted  with tasks that we don't understand.

自己的工作，而不是面對我們不瞭解的任務。

Third is connection. We want to  experience a sense of belonging,  

第三是聯繫。我們想體驗一種歸屬感。

of being needed, and not feel  useless or like an outsider.

被需要的感覺，而不覺得自己沒用或像個局外人。

We can think of motivation ranging from  “non-self-determined to self-determined.” 

我們可以認為動機的範圍是 "從非自我決定到自我決定"。

On the left we have amotivation, in the center  extrinsic motivation, and on the right intrinsic  

左邊是無動機，中間是外在的動機，右邊是內在的動機。

motivation. In terms of quality they range from  lower forms to higher forms. Along this spectrum  

動機。就品質而言，它們的範圍從較低的形式到較高的形式。沿著這個光譜

are, according to self determination theory,  6 distinct types, represented here by: Anton,  

根據自我決定理論，有6種不同的類型，在此代表的是。安東。

Mary, Taichi, Abeni, John, and Lalisa  who all have to study for a major exam.

瑪麗、太極、阿貝尼、約翰和拉里薩，他們都要為一次重大考試進行學習。

Anton does not understand the topic and therefore  feels disconnected to the material. His need for  

安東不瞭解這個主題，是以感到與材料脫節。他需要的是

competence remains unsatisfied and undermines  his autonomy — leading him to lose control over  

能力仍然不滿足，破壞了他的自主性--導致他失去對

the situation. As a result he begins to think that  school is pointless. He experiences amotivation.

的情況。是以，他開始認為學校是毫無意義的。他經歷了缺乏動力的情況。

Mary likes to learn, when she  knows that if she does well,  

瑪麗喜歡學習，當她知道如果她做得好。

she will be rewarded. But when no  one is around to stimulate her,  

她會得到獎勵。但當週圍沒有人刺激她時。

she feels disconnected. Mary is not  autonomous in her studies, because  

她覺得自己被切斷了聯繫。瑪麗在學習上沒有自主性，因為

she needs rewards that regulate her behavior  externally — a job her mother usually does.

她需要獎勵，從外部調節她的行為--這是她母親通常做的工作。

This stage is called extrinsic  motivation: externally regulated

這個階段被稱為外在動機：由外部調節的

Taichi strives to win, or match the performance  of others. When he's not among the top,  

Taichi努力贏得勝利，或與他人的表現相匹配。當他不在頂尖之列時。

his desires for competence and autonomy  are not satisfied. He feels guilty when  

他對能力和自主性的渴望沒有得到滿足。他感到內疚，當

he can't be as good as others. The root  of his behavior is therefore external.

他不可能像其他人一樣好。是以，他行為的根源在於外部。

This stage is known as extrinsic  motivation: introjected regulation

這個階段被稱為外在動機：內射式調節

Abeni values learning and sees herself as a good  student. To her, getting good grades is important,  

阿貝尼重視學習，認為自己是個好學生。對她來說，取得好成績很重要。

because it confirms her self-image.  Despite the fact that she doesn't  

因為這證實了她的自我形象。  儘管她並不

feel connected to the material, she does  well because she regulates her behavior  

感受到與材料的聯繫，她做得很好，因為她規範了自己的行為。

by identifying with the idea of being a  good student. She's motivated by an ideal.

通過認同成為一名好學生的想法。她是被一種理想所激勵。

This stage is called extrinsic motivation:  regulation through identification

這個階段被稱為外在動機：通過認同進行調節

John thinks learning is important, because it  makes him a better human being. To develop his  

約翰認為學習很重要，因為它使他成為一個更好的人。為了發展他的

intellect and become the best version of  himself, he tries to understand things,  

智力，成為最好的自己，他試圖理解事物。

even if they are boring. He feels connected  and competent. But since his behavior is  

即使它們很無聊。他覺得自己有聯繫，有能力。但由於他的行為是

regulated by the desire to live up to an  idea, he is still not fully autonomous.

他被踐行一個理念的願望所規範，但他仍然沒有完全自主。

This stage is known as extrinsic  motivation: integrated regulation

這個階段被稱為外在動機：綜合調節

Lalisa learns things because  she is curious and enjoys it.  

拉里薩學習東西是因為她有好奇心，並且喜歡。  

She can feel completely connected to the  material and often loses track of time.  

她能感覺到自己與材料完全相連，並經常失去時間的軌跡。  

Studying gives her a deep sense of satisfaction.  She experiences complete autonomy and as a result  

學習讓她有一種深深的滿足感。  她體驗到完全的自主性，是以

of her intrinsic interests, develops  the highest forms of competence.

她的內在興趣，發展最高形式的能力。

Regardless of where we are along the spectrum,  

不管我們在光譜上處於什麼位置。

we all have complex human minds with  changing interests and conflicting desires.

我們都有複雜的人類思維，有不斷變化的利益和相互衝突的慾望。

Doing one thing, we may feel  fully motivated — autonomous,  

做一件事，我們可能會感到有充分的動力--自主。

competent and connected. But then, the next day,  

有能力，有聯繫。但後來，第二天。

life gets in the way and robs us of our three  basic needs — we feel nothing but amotivation.

生活阻礙了我們，剝奪了我們的三種基本需求--我們只感到無精打采。

To regain your self-determination,  you might want to take a break,  

為了重新獲得自我決定權，你可能想休息一下。

seek a change in environment  or connect with other people.

尋求改變環境或與其他人聯繫。

Self-determination theory was developed  by the two American psychologists,  

自我決定理論是由兩位美國心理學家提出的。

Richard Ryan and Edward Deci, in the 1970s.  More recent research points to some cultural  

Richard Ryan和Edward Deci在20世紀70年代。  最近的研究指出了一些文化

differences. Many American students' seem to learn  to outcompete others. When Chinese study hard,  

差異。許多美國學生 "似乎學會了超越他人。當中國人努力學習時。

it's often because they feel guilty  if they do not meet expectations.

這往往是因為如果他們沒有達到預期，他們會感到內疚。

On the interplay between extrinsic and  intrinsic motivation, Deci said: “Sure,  

關於外在動機和內在動機之間的相互作用，Deci說。"當然。

money motivates, but that's not the point. The  point is that while money is motivating people,  

金錢的激勵，但這不是重點。重點是在金錢激勵人們的同時。

it is also undermining their  intrinsic motivation. ”

So what do you think about the model? Do  you agree or disagree with the theory? And  

那麼你對這個模型有什麼看法？你是同意還是不同意這個理論？還有

what do you think about extrinsic rewards?  Share your thoughts in the comments below,  

你對外在獎勵有什麼看法？  在下面的評論中分享你的想法。

and let us know what motivated you to do so.

並讓我們知道是什麼促使你這樣做。

This and all other Sprouts' videos are  licensed under the Creative Commons.  

本視頻和所有其他Sprouts的視頻都在創作共用協議下授權。  

That means teachers from all around the world  can use them in classrooms, online courses or 

這意味著世界各地的教師都可以在教室、在線課程或其他場合使用它們。

to start projects - and  today, thousands already do!

來啟動項目--而今天，成千上萬的人已經開始這樣做了!

To learn how it works and download this  video without Ads or background music,  

要了解它是如何工作的，並下載這個沒有廣告或背景音樂的視頻。

checkout our website or  read the description below.

查看我們的網站或閱讀下面的描述。

If you want to support our  mission and help change education 

如果你想支持我們的使命並幫助改變教育

visit our Patreon - that's patreon.com/sprouts.

請訪問我們的PATREON - 即patreon.com/sprouts。