**3. Self-determination theory**

To focus on the people in the instructional community means that we pay attention to people's needs and motivation. Self-determination theory (SDT) is a theory of human motivation which approaches psychological growth, development, integrity, and wellness from an organismic integration perspective [8, 9]. SDT postulates that humans are naturally curious, active, social beings who strive to connect with people, their environment, and the world in general. SDT proposes the existence of three basic psychological needs (autonomy, competence, and relatedness) which I will describe later in this chapter. In a healthy state, when environmental conditions are supportive of the basic psychological needs, humans are naturally inclined toward proactive engagement, behavioral self-regulation, and actively internalizing information into a coherent and integrated whole. Under optimal and positive conditions, humans are equipped to deal with difficult environments and can remain oriented toward prosocial altruistic behaviors, kindness, growth, development, cooperation, and overall

well-being. These inclinations manifest in behaviors of exploration and curiosity associated with intrinsic motivation, the development of mutually supportive relationships, and the internalization and integration of social norms, rules, and regulations. The latter is essential for critical processes associated with behaviors and activities that are necessary but not fun, pleasant, or interesting; this is often the case when we think about academic pursuits and in general behaviors that are necessary for the good functioning of society, or external valued goals, or pathways to some desired end.

SDT is functionally important because it empirically examines features of the environments and contexts which would foster or hinder motivation and satisfaction of the needs underlying effective growth, development, self-regulation, engagement, and wellbeing. The focus and integration of the SDT principles and human motivation into course transformation became the thread that tied everything together and enacted a culture shift at Purdue University. It also led to a move away from a focus on course redesign per se and a move toward a focus on professional development. SDT provided us with the theoretical framework to inform the operationalization of active learning and student-centered learning using the basic psychological need.

### **4. Basic psychological needs**

Basic psychological needs are nutrients essential for humans' growth, integrity, thriving, and well-being. The conditions which foster the satisfaction of the basic psychological needs will lead to growth, well-being, creativity, exploration, curiosity, proactive engagement, and optimal self-regulation. These environmental conditions are the building blocks of an autonomy supportive environment.

#### **4.1 Autonomy**

Autonomy is the need to self-regulate and be the initiator of one's experiences and actions. When the need for autonomy is met, people feel volitional and experience their actions and behaviors as being in line with their values and beliefs and other parts of themselves. It is important to understand that autonomy does not mean independence, self-reliance, or doing only what one wants to do. Autonomy is about feeling volitional and choiceful. It is about ownership, a feeling of agency, and endorsement of one's actions. In different contexts, people can be autonomously dependent or independent. For example, a person could fully endorse the choice to do something for a friend going through a difficult time, and in doing so feel completely volitional and autonomous. In contrast, the same person could feel conflicted or forced to help a family member and, in that moment, feel constrained and experience their behavior as not integrated or congruent with their values, interests or other behaviors.

#### **4.2 Relatedness**

Relatedness is the need to feel connected; to care for, be responsive to, and be connected with others, as well as being cared for, and included by others. It is the need to experience mutually satisfying relationships. The need for relatedness is about belonging and feeling significant among others. It is characterized by a sense of closeness and trust. The need for relatedness, although central for human beings' growth, development, health, and well-being is often neglected when discussing motivation and

achievements in academic pursuits. I believe this is a fundamental gap in our understanding of what makes academic environments engaging and autonomy supportive.

#### **4.3 Competence**

Competence, according to SDT is the need to feel effectance and mastery. In SDT, the need for competence is understood as effectance motivation and as such includes the tendency to investigate and want to understand things that matter and are important to us, or in general to engage fully in the environment [10]. Formal education is certainly an important area for the satisfaction of the need for competence for many individuals at different times in their life, and the need for competence in higher education has been heavily discussed, from a variety of theoretical perspectives, as an important component of motivated action [10, 11].
