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16-自我决定理论：增强内驱力的3大基本需求

每个人有自我实现和自我成长的需要，而且具有自主、胜任、归属等3大基本的、生俱来的心理需要。自主需求是指渴望拥有做出自己选择的自由，而不需要被迫去做我们不想做的事情；胜任需求是指希望感到自己拥有独立完成任务所需的技能，而不是被迫面对我们根本不理解的任务；归属需求是指希望感受到被需要的感觉，而不是觉得自己没用或像个局外人。这三大基本需求得到满足，会显著增强我们做事的内驱力。​

Ask people for blood donation, and you might find many volunteers. Tell the same people that they'll get paid for it, and many will now decline to help. Why do you think that might be? Self determination theory argues that we do what we do, because we are motivated by three basic needs that drive our behavior more than anything else.​

请求人们献血，可能会有很多志愿者，告诉这些人他们会得到报酬，许多人就会拒绝帮忙，你认为这可能是为什么？自我决定理论认为，我们做什么，是因为我们受到三种最能够驱使我们的基本需求的激励。​

First comes autonomy.

首先是自主需求

We desire to have the freedom of making our own choices and not be forced to do something we don’t want. ​

我们渴望拥有做出自己选择的自由，而不需要被迫去做我们不想做的事情。​

Second is competence.

第二是胜任需求

We want to feel that we have the skills required to do the work ourselves, and not be confronted with tasks that we don’t understand.​

我们希望感到自己拥有独立完成工作所需的技能，而不是被迫面对我们根本不理解的任务。​

Third is connection.

第三是归属需求

We want to experience a sense of belonging, of being needed, and not feel useless or like an outsider. ​

我们希望感受到归属感、被需要的感觉，而不是觉得自己没用或像个局外人。​

We can think of motivation ranging from “non-self-determined to self-determined.” On the left we have amotivation, in the center extrinsic motivation, and on the right intrinsic motivation. In terms of quality they range from lower forms to higher forms. Along this spectrum are, according to self determination theory, 6 distinct types, represented here by: Anton, Mary, Taichi, Abeni, John, and Lalisa who all have to study for a major exam. ​

我们可以认为动机的范围是“从非自我决定到自我决定”，左边是缺乏动机，中间是外在动机，右边是内在动机。就质量而言，它们的形式由低级到高级。根据自我决定理论，沿着这个谱系有6种不同的类型，依次由以下人物代表：安东、玛丽、太一、阿贝尼、约翰和拉丽萨。他们都要准备一场重要的考试。​

Anton does not understand the topic and therefore feels disconnected to the material. His need for competence remains unsatisfied and undermines his autonomy — leading him to lose control over the situation. As a result he begins to think that school is pointless. He experiences amotivation.​

安东不了解这个主题，因此感到与复习材料脱节，他对胜任感的需求未得到满足，自主感也受到破坏，导致他失去对局势的控制。因此，他开始认为学校是毫无意义的，他经历了缺乏动机。​

Mary likes to learn, when she knows that if she does well, she will be rewarded. But when no one is around to stimulate her, she feels disconnected. Mary is not autonomous in her studies, because she needs rewards that regulate her behavior externally — a job her mother usually does. This stage is called extrinsic motivation: externally regulated.​

玛丽知道，如果她做得好，就会得到奖励，因此她喜欢学习。但当周围没有人激励她时，她就找不到归属感，玛丽在学习上也没有自主性，因为她需要奖励来从外部调节她的行为，这是她母亲通常做的工作。这个阶段被称为外在动机：外部调节。​

Taichi strives to win, or match the performance of others. When he’s not among the top, his desires for competence and autonomy are not satisfied. He feels guilty when he can’t be as good as others. The root of his behavior is therefore external. This stage is known as extrinsic motivation: introjected regulation. ​

太一力争取胜，或至少与其他人的表现相当。当他不在顶尖之列时，他对胜任感和自主感的欲望就得不到满足。当他做不到像其他人一样优秀时，会感到内疚。因此，他的行为的根源在于外部。这个阶段被称为外在动机：内摄调节。​

Abeni values learning and sees herself as a good student. To her, getting good grades is important, because it confirms her self-image. Despite the fact that she doesn’t feel connected to the material, she does well because she regulates her behavior by identifying with the idea of being a good student. She’s motivated by an ideal. This stage is called extrinsic motivation: regulation through identification​

阿贝尼重视学习，她认为自己是个好学生。对她来说，取得好成绩很重要，因为这肯定了她的自我形象，尽管她并不能在学习中获得归属感，但她成绩很好，因为她通过认同成为一名好学生的想法来调节自己的行为。她是被一种理想所激励，这个阶段被称为外在动机：认同调节。​

16-自我决定理论：增强内驱力的3大基本需求​

16-自我决定理论：增强内驱力的3大基本需求