1. Self-Determined Success
Angela M. Housand, Ph. D.
University of North Carolina Wilmington
Confratute - University of Connecticut

2. angelahousand.com
&

3. www.gi%ed.uconn.edu
The National Research Center
on the Gifted and Talented

4. Watson College of Education
Angela Housand, Ph.D.
housanda@uncw.edu

5. This Week I Have the Honor…

6. Self-Determination:
Organismic Integration
Cognitive Evaluation
Causality Orientation
Basic Psychological Needs
Goal Contents

7. Self-Determination:
Continuum of Internalizing Motivation
Effects of Social Contexts on Motivation
Regulating Behaviors
Autonomy vs. Control
Affect
Fulfillment of Basic Psychological Needs
Autonomy, Relatedness, & Competence
What one strives for
Fame/Fortune vs. Relationships/Growth

8. Motivation
To be motivated means to be moved to do something

9. LEVEL TWO
MOTIVATION
AND
FLOW

10. Motivation
(Malone & Lepper, 1987)
Curiosity
Control
Optimal Challenge
Fantasy
Interpersonal
(Cooperation, Competition, & Recognition)

11. • Curious
• Independent
• Attracted to
complexity
• Originality in
thought and action
• Willing to take risks
• Aware of their own
creativeness
• Need to produce
Creatively
Gifted

12. Internalizing
Mo.va.on
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)
Amo7va7on
Intrinsic
Mo7va7on

13. Internalizing
Mo.va.on:
External
Regula7on
External
Regulation
Externally
motivated
Punishment/
Reward
Compliance
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

14. Internalizing
Mo.va.on:
Introjec7on
External
Regulation
Externally
motivated
Punishment/
Reward
Compliance
Introjection
Act to gain
approval
Do not fully
understand
purpose
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

15. Internalizing
Mo.va.on:
Iden7fica7on
External
Regulation
Externally
motivated
Punishment/
Reward
Compliance
Introjection
Act to gain
approval
Do not fully
understand
purpose
Identification
Behaviors
become
personally
important
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

16. • Tied to Student’s
Identity
• Personally
Interesting
• Integral to the
Student’s Vision
of the future
• Viewed as Useful
(Eccles & Wigfield)
Personally Meaningful

17. Internalizing
Mo.va.on:
Integra7on
External
Regulation
Externally
motivated
Punishment/
Reward
Compliance
Introjection
Act to gain
approval
Do not fully
understand
purpose
Identification
Behaviors
become
personally
important
Integration
Behaviors
become central
to self-identity
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)

18. Internalizing
Mo.va.on
(Deci
&
Ryan,
1995;
Ryan
&
Deci,
2000)
Amo7va7on
Intrinsic
Mo7va7on
External
Regulation
Introjection Identification Integration

19. Motivation is Complex
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest

20. Intrinsic Motivation
(Self-Determination Theory)
Perception of Competence
Experience of Autonomy
Sense of Control
Willingness to Pursue Goals
Persistence when Challenged
Enjoyment or Interest
Relatedness

21. RELATEDNESS...
Feeling connected to others and having a
sense of belonging to a community.

22. COMPETENCE…
Ability to demonstrate one’s capacity for
success when faced with a challenge or
opportunity.

23. COMPETENCE…
Feelings of competence shape a person’s
willingness to actively engage and persist in
different behaviors.
(Bandura 1986, 1997)

24. Self-efficacy influences:
¨ What activities we select
¨ How much effort we put forth
¨ How persistent we are in the face of difficulties
¨ The difficulty of the goals we set

25. Increasing Self-efficacy
¨ Past performance
¨ Vicarious experiences (observing others perform)
¨ Verbal persuasion
¨ Physiological cues

26. Autonomy
The more autonomous (self-
determined) a person
believes their behavior to be
the greater the personal
satisfaction and enjoyment
from engaging in that
behavior.

27. Self-Determined Learners
• Achieve highly
• Learn conceptually
• Stay in school
(Reeve, 2002)

28. Self-Determined Learners
(Reeve, 2002)
• Achieve highly
• Learn conceptually
• Stay in school
• In large part, because their teachers
support their autonomy rather than
control their behavior

29. What external
factors support
success?

30. ONTARGET
Autonomously-Motivated Students
vs.
Control-Motivated Students
• Higher academic achievement
• Higher perceived competence
• More positive emotionality
• Higher self-worth
(Reeve, 2002)

31. ONTARGET
Autonomously-Motivated Students
vs.
Control-Motivated Students
(Reeve, 2002)
• Preference for optimal challenge
• Enjoy optimal challenge
• Stronger perceptions of control
• Greater creativity
• Higher rates of retention

32. ONTARGET
Educational Benefits of Autonomy-
Supportive Teachers
(Reeve, 2002)
• Higher academic achievement
• Higher perceived competence
• More positive emotionality
• Higher self-esteem

33. ONTARGET
Educational Benefits of Autonomy-
Supportive Teachers
(Reeve, 2002)
• Greater conceptual understanding
• Greater flexibility in thinking
• More information processing
• Greater creativity
• Higher rates of retention

34. ONTARGET
In Short…
(Reeve, 2002)
• Autonomously motivated
students thrive in
educational settings
• Students benefit when
teachers support their
autonomy

35. • Autonomy support is not:
–Permissiveness
–Neglect
–Independence
–Laissez-faire interaction style
Avoid Misconceptions

36. Avoid Misconceptions
• Autonomy support and
structure are two different
classroom elements which
have different aims and
different effects
• They are NOT the same, but
can be mutually supportive

37. • Spend less time holding
instructional materials
• Provide time for independent
work
• Provide hints but resist giving
answers
• Encourage conversation
• Listen – even more than you
do now
Tips for Teachers

38. • In conversation w/ students
• Praise mastery
• Respond to student generated
questions
• Make statements that are
empathetic and rich in perspective
taking
Tips for Teachers

39. • Avoid
• Directives or “Taking Charge”
• Steering students toward a right
answer
• Being critical or evaluative
• Motivating through external rewards
• Motivating through pressure
Tips for Teachers

40. Parents
and
students
rate
controlling
teachers
as
significantly
more
competent
than
autonomy-­‐suppor.ve
teachers.

41. Person
Environment
Fit
• Person
/
Environment
fit
is
the
degree
to
which
a
person
or
their
personality
is
compa7ble
with
their
environment

43. Good
Environmental
Fit
Occurs
When:
A
person
adjusts
to
their
surroundings
AND
Adapts
the
environment
to
fit
their
needs

44. Why
Do
We
Ask
Kids
To
UNPLUG
At
School?

46. From the standpoint
of the child…he is
unable to apply in
daily life what he is
learning at school.
That is the isolation
of the school - its
isolation from life.
-John Dewey

47. Motivation
(Malone & Lepper, 1987)
Self-Determination
(Deci & Ryan, 1980; 2000)
Curiosity Goal Pursuit
Control Autonomy
Optimal Challenge Competence
Fantasy Achievement
Interpersonal
(Cooperation, Competition, & Recognition)
Relatedness

48. LEARNING
CONTRACTS

50. Clear
Expecta,ons
Authen,c
Audience

51. A
Timeline
with
Feedback
Opportuni,es
Built-­‐in

52. Clear
Content
&
Resources
Accountability

53. Clear
Strategies
&
Skills
Accountability

54. • Agreement
between
teacher
&
student
• Student
independence
&
autonomy
• Increased
student
responsibility
• Provides
freedom
in
acquiring
skills

55. Motivation
(Malone & Lepper, 1987)
Self-
Determination
(Deci & Ryan, 1980; 2000)
Learning
Contracts
Curiosity Goal Pursuit Clear Expectations
Control Autonomy
Benchmarks & Defined
Responsibility
Optimal Challenge Competence
Defined Content &
Skills
Fantasy Achievement Achievement
Interpersonal
(Cooperation, Competition, &
Recognition)
Relatedness Authentic Audience

56. Mihaly
Csikszentmihalyi

57. Apathy
Flow
Channel

58. To Experience FLOW...
...the task must
provide clear goals and feedback.

59. To Experience FLOW...
...one must
become immersed in the activity.

60. To Experience FLOW...
...the task must
be challenging and require skill.

61. To Experience FLOW...
...one must
learn to enjoy immediate experience.

62. To Experience FLOW...
...one must
loose one’s sense of self.

63. Apathy
Flow
Channel
Increasing
Skills
Increasing
Skills
Increasing
Challenge
Increasing
Challenge

64. Regulation of Affect

65. Reframe…
• I am successful because I am smart
• People like me because I am attractive
• I get opportunities because I am lucky
• I make mistakes because I am a failure
• I never win because I am a loser
• I get in trouble because the teacher does
not like me

66. Reframe
• I am successful because…

67. Reframe
• People like me because…

68. Reframe
• I make mistakes because…

69. Blocks to Feeling in Control
• Motivated self-deception
– Denying a state exists to reduce anxiety
– “Oh, that is not due until next week.”
– A month long project
• Inaccurate verbalization
– Convinced they feel something the do not
– “I hate school!”

70. Blocks to Feeling in Control
• Accessibility difficulties
– More processing required to form an attitude,
more apt to lose track of what the attitude is
– “I used to be good at math, but the teacher is
giving me a bad grade so I obviously am not good
at math.”

71. Teacher Strategy
 Insist students’ own their feelings
“I feel angry”
vs.
“You made me mad”

72. Teacher Strategy
 Help students reframe by using
verbs instead of adjectives to
describe their feelings
 “I am successful because I am
smart.” vs. “I am successful
because I work hard.”

73. Influence
£On a clean sheet of paper, list the past five
years vertically (2011, 2010, 2009…).
£Next to each year, list the most important
event that occurred in your life during that
year.
£Estimate the percentage of control or
influence you had over each event.

74. Significant Influence
£When you reflect on your experience, do
you find that you had more control than you
thought?
£Students may feel that external forces
control their lives.
£Modify the exercise:
£Last five months
£Last five weeks

75. Thinking about Achieving
• What skills do I need to achieve this?
• What help or assistance do I need?
• What resources do I need?
• What can block progress?
• How will I maintain focus in
order to achieve this?

76. Reflecting on Achievement
• Did I accomplish what I planned to
achieve?
• Was I distracted and how did I get back to
my task?
• Did I plan enough time?
• In which situation did I accomplish
the most?

77. Being in the Moment
• Can you change the past?
• What are you doing now that is working?
How can you do more of the same?
• When you had a problem like this one
before, what good solutions did you work
out? Or Have you ever helped someone
with a problem like this before?

78. Addressing
the
Surface
Behavior
is
External

79. Under
the
Surface
Need
for
Internaliza.on

80. Overexcitabilities
— Characteristics that reveal
a heightened response to
stimuli
— Found more frequently in
gifted population than
general population
— Dabrowski and Piechowski

81. } People with SOR respond to sensation faster,
with more intensity, or for a longer duration
than those with typical sensory responsivity
} Considered a Sensory Modulation Disorder by
some
Sensory Overresponsivity (SOR)

82. } Behavioral responses
◦ Impulsivity
◦ Aggression
◦ Withdrawal
◦ Avoidance of sensation
} Emotional Responses
◦ Irritability
◦ Moodiness
◦ Inconsolability
Sensory Overresponsivity (SOR)

83. Sensory
Sensi.vity
• Greater
CNS
Arousal
– Show
greater
responsiveness
to
sensory
s.muli
in
all
sensory
modali.es
– Emits
more
voluntary
motor
ac.vity
– More
reac.ve
emo.onally
• Might
also
explain
psychomotor
and
emo7onal

84. Characteris7cs
of
People
with
• Sense
of
being
different
• Need
to
take
frequent
breaks
during
busy
days
• Conscious
arrangement
of
lives
to
reduce
s7mula7on
&
unwanted
surprise

85. Characteris7cs
of
People
with
• Acknowledge
importance
of
spiritual
and
inner
lives
(including
dreams)
• Sense
that
difficul;es
stemmed
from
fear
of
failure
due
to
overarousal
– While
being
observed
– Feeling
judged
– During
compe;;on

86. Sensory
Sensi.vity
of
GiHed
• Tested
giZed
vs.
normed
sample
on
the
Sensory
Profile
(Dunn,
1999)
• Significant
differences
on
12
of
14
sensory
sec7ons
between
groups
• GiZed
children
are
more
sensi7ve
to
their
physical
environment
• More
affected
by
sensory
s7muli

87. Why address sensory sensitivity?
• Sensory stimuli create CNS arousal which
places demands upon the body
• The intensity and duration of arousal affect
responses to stimuli
• Maximum and prolonged overload of
information can be stressful

88. Why address sensory sensitivity?
• To reduce stressors
• To positively enhance the experience of the
highly sensitive gifted individual
• To be responsive to unique needs
• To promote healthy working environments
• To increase the sustainability of focus and
effort in productive endeavors

89. Mindfulness
§ Jon Kabat-Zinn, Ph.D.
§ From the field of behavioral medicine
§ Used to control
§ Stress
§ Pain
§ Illness
§ Initial research conducted at the
University of Massachusetts Medical
Center

90. Mindfulness Attitudes
§ Non-judging
§ Impartial witness to our own experience
§ Cultivates emotional intelligence
§ Patience
§ Things unfold in their own time
§ Delay of gratification
§ Beginner’s Mind
§ What we think we “know” impedes
understanding
§ Avoiding pre-conceived notions

91. Emotional Intelligence
The ability to monitor one’s
own and other’s feelings
and emotions, to
discriminate among them
and to use that information
to guide one’s thinking and
actions.
(Salovey & Mayer, 1990, p. 189)

92. Mindfulness Attitudes
§ Trust
§ Developing a trust of yourself and your
feelings
§ Non-striving
§ Seems counter intuitive
§ Focusing on being clarifies what to strive for
§ Acceptance
§ Seeing things as they are
§ Enables one to act appropriately no matter
what is happening around them

93. Mindfulness Attitudes
§ Letting Go
§ Put aside the tendency to elevate some life
experiences and reject others
§ Cultivates emotional intelligence
§ Mindfulness is mind training.
§ “I am not thinking about that right now, I am
observing – training my mind”
§ “I am here to work on my mind”

94. Goal of Mindfulness
§ Achieve a state of stability and calm
§ Increase self-discipline
§ Increase feelings of well-being
§ Reduce feelings of dysphoria
§ Increase self-awareness

95. Mindfulness How To
§ Release Tension
§ Sit comfortably, spine erect, feet on floor
§ Allow arms to hang straight down with hands
about 10-12 inches from body
§ Close your eyes if it feels comfortable
§ Identify areas of tension in your mind or body
§ As you identify areas of tension, allow them to
dissolve and flow down the arms and out the
finger tips

96. Mindfulness How To
§ Mind Training
§ Sit comfortably, spine erect, feet on floor
§ Close your eyes if it feels comfortable
§ Bring your attention to your breath
§ Nose, mouth, lungs, or belly – wherever you sense
your breath
§ Do not control breath, just observe
§ Maintain your attention on your breathing
§ When your mind wanders, simply let the
thought go and return your focus to your
breath

97. Mindfulness How To
§ Focusing the mind is easier said than
done
§ Requires consistent practice
§ Short and frequent
§ 5 to 15 minutes daily
§ Don’t force it!
§ When students loose focus, the time is up
§ Work to extend time each day

98. Mindfulness
§ Training the mind
§ “I’m here to train my mind”
§ “I’m here to work on my mind”
§ Awake and calm
§ Present mentally and physically
§ Focus on the breath – observe, don’t
control – just observe
§ “I am not thinking about that right now, I
am observing – training my mind”

99. Mindfulness
§ Connecting the mind and body
§ Feet flat on the floor
§ sitting up straight – string pulling from the
top of the head
§ Presence – feel your feet, legs, abdomin,
shoulders, arms, hands, neck, head
§ Creates a feeling of physical stability

100. Motivation
(Malone & Lepper, 1987)
Self-
Determinatio
n
(Deci & Ryan, 1980; 2000)
Learning
Contracts
FLOW
(Csikszentmihalyi, 1975)
Curiosity Goal Pursuit
Clear
Expectations
Clear Goal
Control Autonomy
Benchmarks &
Defined
Responsibility
Adjust
Performance
Based on
Feedback
Optimal
Challenge
Competence
Defined Content
& Skills
Balance
Challenge & Skill
Level
Fantasy Achievement Achievement Enjoyment
Interpersonal
(Cooperation,
Competition, &
Recognition)
Relatedness
Authentic
Audience
Transcend Self

102. 10,000

103. Smithsonian American Art Museum

108. E
NDURINGLY
NGAGING
XPERIENCES

109. A LITTLE
GAMIFICATION

110. Mindset
Dr. Carol Dweck:
Fixed Mindset
vs.
Growth Mindset

111. Mindset
Fixed Mindset:
Believe traits are fixed
or unchangeable
Quantity of talent or
intelligence finite

112. Mindset
Growth Mindset:
Believe traits can be
developed w/ effort
Accomplishment
comes from practice
and learning

113. Thinking about
Thinking
Students must think
about how the way
they think and what
they think affects
their success.

114. “While most games contain a clear reward system for players (moving up a level, receiving badges or points, etc.),
what may be most appealing to educators is that games provide students
A SAFE PLACE TO LEARN FROM FAILURE.
In games, exploration is inherent and there are generally no high-stakes consequences. Children are able to
EXPERIMENT AND TAKE RISKS
TO FIND SOLUTIONS
without the feeling that they are doing something wrong.
GAMES ENCOURAGE STUDENTS TO MAKE
AND LEARN FROM MISTAKES,
which is a particularly important concept in the K-12 setting.”
GAME
BASED
LEARNING

115. GAMIFICATION:
The use of game
elements and
game-design
techniques in
non-game
contexts.

116. POINTS BADGES LEADER
BOARDS

117. POINTS
Effectively Keep Score
Determine WIN State
Connection Between Progress
and Reward
Provide Feedback
External Display of Progress
Data for Game Designer

118. BADGES
Goals to Strive Toward
Guidance About Possibilities
Visual Markers of
Accomplishment
Status Symbols
Tribal Markers

119. LEADER
BOARDS

120. ENGAGE

121. GAMIFICATION OFFERS CHOICE

122. COLLABORATION
CONTENT
CHOICE
-Alfie Kohn

123. DEFINE LEARNING
OBJECTIVES

124. 2. Delineate Target Behaviors
DELINEATE TARGET BEHAVIORS

125. DESCRIBE YOUR PLAYERS

126. DEVISE
ACTIVITY
CYCLES

127. DON’T
FORGET
THE
FUN!

128. DEPLOY
APPROPRIATE
TOOLS

129. 129

131. Motivation
(Malone & Lepper, 1987)
FLOW
(Csikszentmihalyi, 1975)
Learning
Contracts
Gamification
(McGonigal, 2010)
Curiosity Clear Goal
Clear
Expectations
Clear Objective
Control
Adjusted
Performance
Benchmarks &
Responsibility
Blissful
Productivity
Optimal
Challenge
Balance
Challenge &
Skill Level
Defined Content
& Skills
Urgent
Optimism
Fantasy Enjoyment Achievement Epic Win
Interpersonal
(Cooperation, Competition, &
Recognition)
Transcend Self
Authentic
Audience
Social Fabric

132. PLATFORMS
FOR
GAMIFICATION

134. Watson College of Education
Angela Housand, Ph.D.
housanda@uncw.edu

136. STAR
Legacy
CHALLENGE
PERSPECTIVES
& RESOURCES
THOUGHTS
ASSESSMENT
WRAP UP

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