Module 1
Principles of Self-Determination
Principles of Self-Determination
Aim
The purpose of this module is to provide musicians with knowledge, skills and attitudinal change to commit with an autonomous, self-regulated and goal-directed behaviour.
By the end of this module, you should be able to...
Knowledge
- Recognise different decision-making strategies and identify possible alternatives.
- Match adapted problem solving strategies to potential difficulties to overcome them successfully.
Skills
- Set personal and professional goals and achieve objectives.
- Apply psychological abilities including self-regulation.
Attitudes
- Be responsible for their results following the principles of self-knowledge, internal locus of control and personal responsibility and efficiency.
Key-concepts
SELF-DETERMINATION THEORY
Self-determination theory suggests that people are motivated to grow and change by three innate and universal psychological needs.
This theory suggests that people are able to become self-determined when their needs for competence, connection, and autonomy are fulfilled.
The concept of intrinsic motivation, or engaging in activities for the inherent rewards of the behavior itself, plays an important role in self-determination theory.
Self-determination theory grew out of the work of psychologists Edward Deci and Richard Ryan, who first introduced their ideas in their 1985 book Self-Determination and Intrinsic Motivation in Human Behavior. They developed a theory of motivation which suggested that people tend to be driven by a need to grow and gain fulfillment.
AUTONOMY
Seek to control the outcome and experience mastery.
People need to gain mastery of tasks and learn different skills. When people feel that they have the skills needed for success, they are more likely to take actions that will help them achieve their goals. Giving people unexpected positive feedback on a task increases people’s intrinsic motivation to do it, meaning that this was because the positive feedback was fulfilling people’s need for competence.
Negative feedback has the opposite effect (i.e., decreasing intrinsic motivation by taking away from people’s need for competence)
Planning helps an individual to know what all he needs to do urgently and what all can be done a little later.
COMPETENCE
Seek to control the outcome and experience mastery.
People need to gain mastery of tasks and learn different skills. When people feel that they have the skills needed for success, they are more likely to take actions that will help them achieve their goals. Giving people unexpected positive feedback on a task increases people’s intrinsic motivation to do it, meaning that this was because the positive feedback was fulfilling people’s need for competence.
Negative feedback has the opposite effect (i.e., decreasing intrinsic motivation by taking away from people’s need for competence)
CONNECTION OR RELATEDNESS
Will to interact with, be connected to, and experience caring for others.
People need to experience a sense of belonging and attachment to other people.
There are three essential theory elements:
- Humans are inherently proactive with their potential and mastery of their inner forces (such as drives and emotions).
- Humans have an inherent tendency toward growth development and integrated functioning.
- Optimal development and actions are inherent in humans but they do not happen automatically.
MOTIVATION
Self-Determination Theory makes distinctions between different types of motivation and the consequences of them:
Intrinsic motivation is the natural, inherent drive to seek out challenges and new possibilities that SDT associates with cognitive and social development. Exists within the individual and is driven by satisfying internal rewards It involves an interest in or enjoyment of the activity itself.
Extrinsic motivation comes from influences outside of the individual: it is based on extrinsic rewards. These rewards can be either positive, like money, good grades or fame, or negative, for example, as a threat of punishment inherently proactive with their potential and mastery of their inner forces (such as drives and emotions).
People who are high in self-determination tend to:
- Believe that they have control over their own lives. – They have an internal locus of control and feel that their behaviors will have an influence on outcomes. When confronted with challenges, they feel that they can overcome them through diligence, good choices, and hard work.
- Have high self-motivation. – They do not rely on external rewards or punishments to motivate them to take action. They engage in behaviors because they are good at setting goals and working toward those aims
- Base their actions on their own goals and behaviors. – In other words, they intentionally engage in actions that they know will bring them closer toward their goals
- Take responsibility for their behaviors. Highly self-determined people take credit for their success, but they also accept the blame for their failures
How can Musicians Promote and Encourage Self-Determination Skills?
Enhance and Encourage:
- Self-awareness and self-knowledge
- Goal-setting ability
- Problem-solving skills
- Decision-making skills
- Ability to self-advocate
- Ability to create action plans to achieve goals
- Self-regulation and self-management skills
What Self-Determination Skills Should Musicians Develop?
- Choice-making skills
Choice making is an individual’s ability to express their preference between two or more options and exert control over their actions and environment.
- Decision-making skills
Similar to choice making, decision making requires effective judgments about what choices or solutions are right at any given moment. Effective decision making requires individuals to identify possible alternatives for action, the potential consequences of each action, assess the probability of each result occurring, select the best alternative, and implement the alternative decision.
- Problem-solving skills
Problem solving requires the identification of a problem, possible solutions, and an understanding of the potential pros and cons of each solution.
- Goal-setting and attainment skills
Goal setting and attainment skills are a critical component in the development of abilities that lead to agentic action and self-determination.
- Self-regulation skills (including self-observation, evaluation, and reinforcement)
Self-regulation is the process by which people incorporate behavioral change into their everyday lives. Self-regulation involves setting goals, developing a plan to achieve goals, implementing and following the action plan, evaluating the outcomes of the action plan, and adjusting accordingly.
- Self-advocacy skills
Self-advocacy refers to an individual’s ability to express their needs and wants assertively and take action on their own behalf.
- Positive self-efficacy (including an internal locus of control)
Self-efficacy with an internal locus of control encourages individuals to believe in their ability to perform and achieve goals.
- Self-awareness skills
Self-awareness skills allow individuals to identify and understand their needs, strengths, and limitations.
Case Study: Applying Self-Regulated Learning and Self-Determination Theory to Optimize the Performance of a Concert Cellist
This case study is focused on a professional cellist who is also a researcher in the educational psychology of music.
It extends current research by providing a detailed longitudinal mapping of a professional cellist’s preparation across nine profiled concerts in five countries of classical-romantic repertoire and a commercial recording that resulted from 100 weeks of dedicated practice. Anonymous feedback from the audiences and interviews with an expert musician who followed the concerts and the CD recording was also collected.
Goal Achievement Exercise
Step 1: List your goals
List up to 7 goals that you are currently pursuing. This can be small goals or large goals, anything that you are aiming to accomplish.
Step 2: Understanding the different types of goals
Goals can be categorized along different dimensions such as: proximity (short/long-term), specificity (clear/vague), action-orientation (approach/avoidance), purpose (learning/performance) , duration of the involvement (process/end state).
Step 3: Goal analysis
Take a look at the list of goals that you made in step 1 and, considering the five goal dimensions explained in step 2, indicate which type of goal best matches each of your personal goals.
Step 4: Goal evaluation
Each type of goal has benefits and drawbacks. While some types of goals should be avoided (such as vague goals), other types of goals work best in particular situations or particular combinations. By understanding the pros and cons of the different types of goals, you can formulate goals in a way that is most likely for them to become realized. Determine how effective and helpful each goal is. Now that you have analyzed and evaluated them, are there goals that could be improved? You may think of reframing these goals, combining them with other goals, or maybe even abandoning them.
https://positivepsychology.com/wp-content/uploads/2020/10/3-Goal-Achievement-Exercises.pdf
Self-Determination Tips for Musicians
SET PERSONAL AND CAREER GOALS. KEEP YOUR EXPECTATIONS HIGH
Goal setting involves the development of an action plan designed in order to motivate and guide you toward a goal.
Goals are more deliberate than desires and momentary intentions. Therefore, setting goals means that you have committed thought, emotion, and behavior towards attaining the goal. In doing so, the you have established a desired future state which differs from your current state thus creating a mismatch which in turn spurs future actions.
Goal setting can be guided by goal-setting criteria (or rules) such as SMART criteria. More specific and ambitious goals lead to more performance improvement than easy or general goals. The goals should be specific, time constrained and difficult
Time Management Tips for Musicians
DEVELOP STRATEGIES TO MEET YOUR GOALS
Successful people use creative strategies to reach their goals. They look at options and make informed decisions. Successful planning requires that you know your rights and responsibilities and strengths and challenges; set goals; work toward those goals; and use tools and resources available to you. One key skill for success is self-advocacy. One’s life should not be defined by the assumptions of others
WORK HARD. PERSEVERE. BE FLEXIBLE
Knowing and valuing yourself, setting goals, and planning help build important foundations.
But action is required to make your dreams come true.
To take control of your life it is necessary to choose and take appropriate action. Take charge. Move forward.
And prepare to be flexible when things don’t happen as expected.
Action plan Principles of Self-Determination
FIND SOCIAL SUPPORT
Social connectivity is one of the main components of self-determination theory. Strong social relationships can foster motivation and well-being.
It is the social environment that can either help or hinder a self-determined perspective. Strong social support offers opportunities for growth.
GAIN MASTERY
Becoming skilled in areas that are important to you is a helpful way to build your sense of self-determination. Learning as much as you can and improving your skills can help you feel more competent. The more you learn and practice, the more skilled and self-determined you will likely feel.
GROW SELF-DETERMINATION
Keep working on your self-determination.
Improving:
- self-awareness,
- decision-making skills,
- self-regulation, and
- goal-setting abilities
can encourage the growth of stronger self-determination
English 
Italiano 
Português 
Español 
Čeština 
Deutsch 
Српски језик