自我决定理论简介：激励、发展和健康的方法
第 1 单元
1: 欢迎使用自我决定理论
Welcome to self-determination theory and introduction. This is an online course and I'm Richard Ryan, I'm your instructor in this course, and it's co-sponsored by the University of Rochester and the Center for Self-determination Theory.
欢迎来到自决理论和介绍。这是一门在线课程，我是 Richard Ryan，我是这门课程的讲师，它由罗切斯特大学和自决理论中心共同赞助。
If you find your way here, you probably already know something about self-determination theory. You probably know it's a very broad theory of human motivation and wellness that has a lot of both basic and applied research.
如果你找到这里的路，你可能已经对自决理论有所了解。你可能知道这是一个关于人类动机和健康的非常广泛的理论，有很多基础和应用研究。
Very many years ago when we started this theory, Ed Deci and I began with a phenomena that we call intrinsic motivation. Many of you have probably heard this term before, intrinsic motivation is when we do something just because of the inherent enjoyment and the activity itself.
很多年前，当我们开始这个理论时，Ed Deci 和我从一种我们称之为内在动机的现象开始。你们中的许多人可能以前都听说过这个词，内在动机是指我们仅仅因为内在的乐趣和活动本身而做某事。
In our early research, we did a lot of work on both what promotes and what undermines intrinsic motivation, and we'll be talking about that research soon.
在我们的早期研究中，我们做了大量工作，研究什么促进了内在动机，什么削弱了内在动机，我们很快就会讨论这项研究。
But we quickly move from just the topic of intrinsic motivation to the broader field of motivation in general and particularly extrinsic motivation.
但是我们很快就从内在动机这个话题转向了更广泛的一般动机领域，特别是外在动机。
Extrinsic motivation is when we do those things that may not be inherently enjoyable, but we do them because there's a separate goal or outcome we'd like to achieve.
外在动机是指我们做那些可能本质上并不令人愉快的事情，但我们去做这些事情是因为有一个单独的目标或结果想要实现。
Some kinds of extrinsic motivation come about from the outside, from pressures and controls that are besetting us, but some kinds of extrinsic motivation really come from within when we do something just because we think it's worthwhile or it has merit.
有些外在动机来自外在，来自困扰我们的压力和控制，但有些外在动机真正来自内部，当我们做某事只是因为我们认为它是值得的或它有价值时。
So, we've started this whole range of extrinsic motivations and how we can promote more internalized forms of extrinsic motivations, the things we do because of value and merit.
所以，我们已经开始了这一系列的外在动机，以及我们如何促进更内化的外在动机形式，即我们因为价值和功德而做的事情。
As we studied these conditions that promote intrinsic motivation and while internalized extrinsic motivation, we found that the very conditions that produce high-quality motivation also are associated with people's greatest experiences of wellness and satisfaction and that led us to develop a theory of basic psychological needs that you'll be hearing about in this course.
当我们研究这些促进内在动机的条件，同时内化外在动机时，我们发现产生高质量动机的条件也与人们最大的健康和满意度体验有关，这导致我们开发了一种基本心理需求理论，您将在本课程中听到。
So these general topics in motivation and wellness led us to many, many other research topics, for instance, individual differences in motivation had been studied by SDT, the things that increase our vitality and drain our energy, the role of mindfulness and how we make decisions and choices in life, the kinds of motivations that are important and close relationships.
因此，这些关于动机和健康的一般主题将我们引向了许多其他研究主题，例如，SDT 研究了动机的个体差异，增加我们活力和消耗能量的事物，正念的作用以及我们如何在生活中做出决定和选择，重要和密切关系的动机类型。
We've studied life goals and how they affect people's happiness and how nature has an impact on our wellness. Even recently, a lot of work on the neural psychology of motivation. So basic research has expanded quite a bit within this field and you'll be hearing a lot about it.
我们研究了人生目标以及它们如何影响人们的幸福感，以及大自然如何影响我们的健康。甚至最近，关于动机的神经心理学也做了很多工作。因此，在这个领域的基础研究已经扩展了很多，你会听到很多关于它的信息。
But if we were to think about why it is that SDT has grown so much over the past couple of decades, it's really not just this basic research, it's really its applicability in the world, people can put SDT into practice.
但是，如果我们想想为什么 SDT 在过去几十年里发展如此之快，这真的不仅仅是这项基础研究，而是它在世界上的适用性，人们可以将 SDT 付诸实践。
I'm a clinical psychologist, so one of my favorite areas of practice is psychotherapy and behavior change and SDT supplies a really a good theory of motivation for understanding how people can make those transitions in life.
我是一名临床心理学家，所以我最喜欢的实践领域之一是心理治疗和行为改变，而 SDT 为理解人们如何在生活中进行这些转变提供了非常好的动机理论。
But Ed Deci and I right from the very beginning, we're applying SDT in classrooms and educational practice and school reform because of the importance of motivation in classrooms. In addition, SDT does a lot of work in organizations, in sport fields and exercise areas, in media, in technology, and a whole variety of other areas because in part, motivation applies to every form of human endeavor.
但从一开始，Ed Deci 和我就将 SDT 应用于课堂、教育实践和学校改革，因为课堂激励的重要性。此外，SDT 在组织、运动场和锻炼领域、媒体、技术以及各种其他领域做了大量工作，因为在某种程度上，动机适用于人类各种形式的努力。
This is one of the reasons why we've seen SDT explode in the popular literature. There are all kinds of books that make SDT accessible to the public in many different ways, and part of this is just because of its usefulness in the everyday world.
这就是我们看到 SDT 在流行文学中爆炸的原因之一。有各种各样的书籍以许多不同的方式让公众可以访问 SDT，部分原因只是因为它在日常生活中的实用性。
So this is an introduction to self-determination theory and it's not really going to be a pop course or a workshop on how to be motivated.
所以这是对自我决定理论的介绍，它不会真的是一门流行课程或关于如何被激励的研讨会。
I'm not going to be Tony Robbins, I'm not going to teach you how to walk on hot coals or go around the world collecting Nobel Prizes, instead our hope i
我不会成为托尼·罗宾斯，我不会教你如何在热煤上行走，也不会环游世界收集诺贝尔奖，而是我们希望我s that this course is a point of departure for understanding the research and self-determination theory and some of the general points in practice that fall from it.
这门课程是理解研究和自我决定理论的起点，以及从中得出的一些实践一般要点。
These lectures are not intended to give you a detailed account of the SDT compact, but just to illustrate some general principles of self-determination theory. To do so, I'll be dipping into various research that I think illustrates the theory really well.
这些讲座并不是为了给你一个详细的 SDT 契约，而只是为了说明自决论的一些一般原则。为此，我将深入研究我认为很好地说明了该理论的各种研究。
Where we provide that research, we'll also give you the references to it so you can dig in deeply into the methods and strategies people use.
在我们提供研究的地方，我们还将为您提供参考资料，以便您深入研究人们使用的方法和策略。
Alongside these lectures, there's going to be a primary text, I have it here in front of me, it's called Self-Determination Theory, Basic Psychological Needs in Motivation, Development, and Wellness.
除了这些讲座之外，还将有一本主要文本，我把它放在我面前，它叫做自我决定理论，动机、发展和健康的基本心理需求。
Most of the readings will be from this book and we'll point you to the ones that are most relevant to each lecture. We'll also have some supplemental readings listed for you, so again, you can dig into the wider field of inquiry.
大部分阅读材料将来自本书，我们将向您指出与每场讲座最相关的阅读材料。我们还将为您列出一些补充阅读材料，因此，您可以再次深入研究更广泛的探究领域。
Another valuable resource for you in this course will be the website, selfdeterminationtheory.org. It contains many links to the relevant readings. Now you know this course is not a required course, it's here for your own interests and for your development.
本课程中对您来说另一个有价值的资源是网站 selfdeterminationtheory.org。它包含许多指向相关阅读材料的链接。现在您知道这门课程不是必修课程，它是为了您自己的兴趣和您的发展而来。
So you can watch it as you like, but the course is sequenced, so going in order will probably be a good strategy for best understanding what we're discussing. Also your choices, the level of competence or to the depths of study that you undertake in this.
所以你可以随心所欲地观看它，但课程是有序的，所以按顺序进行可能是最好地理解我们正在讨论的内容的好策略。还有你的选择、能力水平或你在这方面所进行的学习深度。
You may just want to stroll through some concepts or you really want to maybe dig into the details of the research and methodologies. Regardless of what style you take on this, we invite you to engage in the weekly tests that we offer at the end of each series of lectures.
您可能只是想浏览一些概念，或者您真的想深入研究研究和方法的细节。无论您对此采取何种风格，我们都邀请您参加我们在每个系列讲座结束时提供的每周测试。
You can use these to challenge yourself and also confirm the understanding that you've gotten.
你可以用这些来挑战自己，也可以确认你已经得到的理解。
In general, what we hope is that you really enjoy this bird's eye view of self-determination theory and you learn something about the secrets of human motivation and wellness that you can apply both to yourself and to the people around you.
总的来说，我们希望您真正喜欢这种自决理论的鸟瞰图，并且您学到了一些关于人类动机和健康的秘密，您可以将这些秘密应用于您自己和您周围的人。
自我决定理论简介：激励、发展和健康的方法
第 1 单元
2: 什么是动机？
Welcome back to Self-determination Theory and Introduction. Today, we're going to begin getting at the heart of what Self-determination theory is all about, which is this question, what is motivation?
欢迎回到自我决定论和介绍。今天，我们将开始了解自我决定论的核心，即这个问题，什么是动机？
Now, I think all of us know what the term motivation means, it means that we can be moved into action.
现在，我想我们所有人都知道动机这个词的含义，它意味着我们可以被推动采取行动。
But I think even brief reflection tells us, we can be moved into action by many different things, we can be moved into action because we're under external pressure or forced to do something, we can also be moved into action because of internal values or a real curiosity or passion or desire to do something, so, there are many different things that can move us into action.
但我认为，即使是简短的反思也会告诉我们，我们可以被许多不同的事情所推动而采取行动，我们可能是因为我们受到外部压力或被迫做某事，我们也可能因为内在价值观或真正的好奇心、激情或对做某事的渴望而被采取行动，所以，有许多不同的事情可以促使我们采取行动。
When L. Deci and I started our work in the field of motivation, the Classical model in the field was this, it was the Skinnerian Operant Psychology Model.
当 L. Deci 和我开始在动机领域工作时，该领域的经典模型是这样的，它是 Skinnerian作心理学模型。
In Skinner's model, if you could take an organism and put it in an environment in which you had control over all the reinforcements and punishments that beset it and all the stimuli that it would be exposed to, you could control a lot of that organisms behavior, you can shape it in almost any direction that was consistent with the organism's basic nature.
在斯金纳的模型中，如果你能把一个有机体放在一个环境中，在这个环境中，你可以控制困扰它的所有强化和惩罚，以及它将暴露的所有刺激，你就可以控制这个有机体的许多行为，你可以按照几乎任何与有机体的基本性质相一致的方向塑造它。
And so, it was a very powerful metaphor and I think it's a correct theory but mostly under the conditions under which it's tested.
所以，这是一个非常有力的比喻，我认为这是一个正确的理论，但主要是在它受到检验的条件下。
We didn't find it wrong in terms of how it understands a rat in a cage, the problem with opera theory is, what it says about predicting people's behavior because the problem with people is, they have choices.
我们并没有发现它如何理解笼子里的老鼠是错的，歌剧理论的问题在于，它所说的预测人们的行为，因为人们的问题是，他们有选择。
If they don't like the box that you've got them in, if they don't like the reinforcement contingencies that you've set up for them, they often leave your box and go somewhere else, people aren't trapped in a Skinner box in the way that would give us that kind of control.
如果他们不喜欢你让他们进去的盒子，如果他们不喜欢你为他们设置的增援应急措施，他们通常会离开你的盒子去别的地方，人们不会像给我们那样被困在斯金纳盒子里。
In addition, in most environments, people can escape even without leaving the environment physically.
此外，在大多数环境中，人们即使不离开环境也可以逃脱。
If I'm in a classroom with my students, even if I think I've got them captivated inside the room, they can be online, they can be in Facebook or they can be in social media, even right now while you're listening to me, you can be doing online shopping.
如果我和我的学生在教室里，即使我认为我已经让他们在房间里着迷了，他们可以在网上，他们可以在 Facebook 上，也可以在社交媒体上，甚至现在当你在听我说话时，你可以在网上购物。
We can't trap people in an environment, instead, we have to attract them to sustain engagement in the environments in which they're in.
我们不能将人们困在一个环境中，相反，我们必须吸引他们以维持对他们所处环境的参与。
Now, it's not just the problem of choice, behavioral paradigms have often focused on how to control people through manipulating external contingencies and incentives and sometimes, those have had a negative effect that was unexpected that undermines the intrinsic motivations people all ready have to act.
现在，这不仅仅是选择的问题，行为范式通常集中在如何通过纵外部偶发事件和激励措施来控制人们，有时，这些会产生意想不到的负面影响，破坏了人们都准备好行动的内在动机。
So, these different problems with the old school of motivation of controlling people from the outside have led to what we call a true Copernican term within the field of human motivation.
因此，这些与从外部控制人的老派动机的不同问题导致了我们在人类动机领域中所谓的真正的哥白尼术语。
In the old days, we were really focused on how to control people from the outside using reinforcement and rewards and punishments but today, the questions in motivation are really more about, why do people make the choices they make and how can we sustain them on the pathways that they do choose to act in?
在过去，我们真正关注的是如何使用强化和奖励惩罚从外部控制人们，但今天，动机的问题实际上更多的是，人们为什么要做出他们所做的选择，我们如何在他们选择行动的道路上维持他们？
And, as we look at those issues, we see just how important Volitional Behavior is, how important it is when people do things willingly.
而且，当我们看待这些问题时，我们看到意志行为是多么重要，当人们自愿做事时它是多么重要。
And in Self-determination Theory, again, we really identify two forms of this volitional behavior, one is Intrinsic motivation, the doing things out of interest and enjoyment and then secondly, Internalized motivation, doing things out of value and because you understand the worth of that particular action.
在自我决定理论中，我们确实确定了这种意志行为的两种形式，一种是内在动机，出于兴趣和享受而做事，其次是内在动机，出于价值而做事，因为你了解该特定行为的价值。
And we're really focusing SDT on the factors and environments and will facilitate or undermine this volitional type of motivation.
我们确实将 SDT 集中在因素和环境上，并将促进或破坏这种意志类型的动机。
And when we think about those factors, we use a particular word for it, we use the term "Need" or "Basic need." Now, the term need has different meanings in the English language, sometimes we use the term need just to mean something that's a strong preference, I say, "Well, I need a third vacation home or a fourth Armani suit." If I were to use the word that way, I don't m
当我们考虑这些因素时，我们会使用一个特定的词来表示它，我们使用“需要”或“基本需求”一词。现在，“需求”一词在英语中有不同的含义，有时我们使用“需要”一词只是为了表示强烈偏好的东西，我说，“嗯，我需要第三个度假屋或第四套阿玛尼西装。”如果我要这样使用这个词，我不会 mean it as a necessity, I just mean it as something that I want. But there's another use of the term need, that's the way we use it Self-determination theory, which is something that's essential to an entities growth, integrity and to wellness.
把它当作一种必需品，我只是说它是我想要的东西。但是，需求这个词还有另一种用法，那就是我们使用它的方式——自我决定理论，它对实体的成长、完整性和健康至关重要。
For instance, we use the term need all the time in biology, we could say for instance, a plant needs hydration or water and how do we know that, well, we know it objectively, if we deprive the plant of water, if we take away hydration, we see that the plant will shrivel and die.
例如，我们在生物学中一直使用“需要”这个词，例如，我们可以说，植物需要水合或水，我们怎么知道，嗯，我们客观地知道它，如果我们剥夺植物的水，如果我们剥夺水合，我们会看到植物会萎缩和死亡。
We can say the same things about the nutriments in the soil, to find out which ones are essential and which ones are not or the value of sunlight to plants.
我们可以对土壤中的营养物质说同样的话，找出哪些是必需的，哪些不是，或者阳光对植物的价值。
And similarly, as a psychological theory, Self-determination theory argues that, we have some basic psychological needs which, when we get them we thrive and when we don't get them, we've showed degradation in our functioning, regardless of what our conscious attitude is toward that need.
同样，作为一种心理学理论，自我决定理论认为，我们有一些基本的心理需求，当我们得到它们时，它们就会茁壮成长，当我们得不到它们时，我们的功能就会退化，无论我们对这些需求有意识的态度如何。
In fact, a basic need for us is something that's built into our system, it's part of our evolved nature and so, therefore, it's natural rather than acquired.
事实上，我们的基本需求是我们系统内在的东西，它是我们进化本性的一部分，因此，它是自然的，而不是后天获得的。
This also means that the basic psychological needs will identify and Self-determination theory cut across all cultures and all age groups because they are universal to human nature.
这也意味着基本的心理需求将被识别出来，而自我决定理论跨越所有文化和所有年龄组，因为它们是人类本性的普遍性。
And we don't even have to consciously value these basic psychological needs for them to have functional importance for us.
我们甚至不必有意识地重视这些基本的心理需求，它们对我们来说就具有功能上的重要性。
And because we have such a strong definition of needs and such a restrictive definition of needs, at this point in the theory, we have only three basic psychological needs: the needs for autonomy, for competence and a relatedness.
因为我们对需求有如此强烈的定义和如此严格的需求定义，所以在理论的这一点上，我们只有三个基本的心理需求：自主性、能力和关联性的需求。
And I want to say a little bit about each of these needs and why it's so important to volitional motivation and wellness.
我想谈谈这些需求中的每一种，以及为什么它对意志激励和健康如此重要。
The first of these needs is the need for competence, and competence are need that everybody has to feel effective and capable in the activities that they're engaged in, in life that are important at all.
这些需求中的第一个是对能力的需求，而能力是每个人都必须在他们所从事的活动中感到有效和有能力的需求，在生活中这些非常重要的生活中。
And there's no theory of human motivation or wellness that doesn't have competence, it's pretty central to it, so, this isn't a way at least controversial of our basic psychological needs.
没有一个关于人类动机或健康的理论是没有能力的，它是它的核心，所以，这至少不是对我们的基本心理需求有争议的方式。
I would say an SDT, when we think about competence, we think of it as not just being able to attain an outcome but rather to experience growth, to have a sense that you're developing skills, that you're extending your abilities and this is what really satisfies the deep need for competence.
我想说的是 SDT，当我们考虑能力时，我们认为它不仅仅是能够取得成果，而是体验成长，感觉到你正在发展技能，你正在扩展你的能力，这才是真正满足对能力的深层需求。
A second need in Self-determination Theory is the need for relatedness, we argue that for people to be optimally functioning and motivated in any setting, they need to feel connected with and belonging in the atmosphere in which they're in.
自我决定理论的第二个需求是关联性的需要，我们认为，为了让人们在任何环境中都能发挥最佳功能和积极性，他们需要与他们所处的氛围有联系和归属感。
They have to have the experience that, I matter, that I'm significant in some way in this group or in this particular setting.
他们必须有这样的经验，我很重要，我在这个群体或这个特定环境中在某种程度上很重要。
And the sense of relatedness can derived both from the experience of being cared for but it also can be derived from the fact that I can contribute and I matter in this group because there's something I can give back, so both give and take within social groups creates this idea of relatedness.
这种关联感既可以来自被照顾的经历，也可以来自我可以做出贡献的事实，我在这个群体中很重要，因为我可以回馈一些东西，所以在社会群体中给予和索取都会产生这种关联性的概念。
The third basic psychological needs is the need for Autonomy, and when we use the term autonomy, we really mean the term volition here or voluntary, because when you're autonomous, you're willingly doing what you're doing and you endorse your own actions.
第三个基本的心理需求是对自主性的需要，当我们使用自主性这个词时，我们实际上指的是意志或自愿这个词，因为当你是自主的时，你愿意做你正在做的事情，你认可你自己的行为。
When you're autonomous, you typically experiencing a high degree of interest or value in what you're experiencing and the opposite of autonomy is what we say is, heteronomy or feeling controlled by forces that are alien or outside of yourself.
当你是自主的时，你通常会对你正在经历的事情产生高度的兴趣或价值，而自主性的对立面就是我们所说的异质性或感觉被外来或外部的力量所控制。
People don't like to feel coerced, they want to feel like they're the self organizers of their action. Autonomy is so important in SDT, I also want to tell you a couple of things that it's not.
人们不喜欢被胁迫的感觉，他们希望感觉自己是自己行动的自我组织者。自主性在 SDT 中非常重要，我还想告诉你几件事不是。
First of all, in SDT, we don't use the term autonomy in an equivalent way to the word independence. Independence for us is that, you don't rely on other people for help or for guidance but in SDT we recognize that you c
首先，在 SDT 中，我们没有以等同于独立一词的方式使用自治一词。对我们来说，独立就是你不依赖别人的帮助或指导，但在 SDT 中，我们认识到你 can willingly or autonomously turn to others for help or for guidance. In fact, we find that the healthiest adolescents are those who are autonomously dependent on their parents who willingly turned to them for advice and for guidance.
自愿或自主地向他人寻求帮助或指导。事实上，我们发现最健康的青少年是那些自主依赖父母的人，父母愿意向他们寻求建议和指导。
In any case, you can be autonomously independent or autonomously dependent, so we don't want to have these two terms confused.
在任何情况下，您都可以自主独立或自主依赖，因此我们不希望这两个术语混淆。
Similarly, we can say that, there's no equivalence between autonomy and individualism, and there's no opposition between autonomy and collectivism, and you can be autonomously individualistic if you really believe in the value of self over group, but you could be autonomously collectivistic if you really believe in the value of the group over the self and put a priority on it.
同样，我们可以说，自主和个人主义之间没有等价关系，自主性和集体主义之间也没有对立，如果你真的相信自我高于群体的价值，你可以自主地成为个人主义，但如果你真的相信群体的价值高于自我，并优先考虑它，那么你就可以自主地成为集体主义。
And in that sense, we've seen both heteronomous collectivism and autonomous collectivism, people can be forced into collectivistic situations but we find across the world there are many people who willingly and autonomously engage in collectivistic behaviors.
从这个意义上说，我们已经看到了异质性集体主义和自主集体主义，人们可以被迫进入集体主义的境地，但我们发现在世界各地，有很多人自愿和自主地从事集体主义行为。
Another point I'd want to make is that, to be autonomous doesn't mean that there aren't demands on you or they're not even requirements for your behavior but you can be autonomous in following a command or a requirement as long as you concur with that commander or requirement.
我想说的另一点是，自主并不意味着对你没有要求，甚至不是对你行为的要求，但只要你同意那个指挥官或要求，你就可以自主地遵循命令或要求。
If I'm on my way here and I'm stopped by a traffic police person because there's an accident on the road up ahead, I willingly stop for that officer, because I believe in the value of traffic laws but someone who hasn't internalized the value of traffic laws or of legal authorities doesn't stop autonomously, they only feel controlled in that moment.
如果我在来这里的路上，因为前方道路上发生事故而被交警拦下，我愿意为那名警官停下来，因为我相信交通法规的价值，但一个没有内化交通法规或法律权威价值的人不会自主停车，他们只会在那一刻感到被控制。
So, autonomous is about the legitimacy of the commands and the restraints that you're under. And finally, I want to say that autonomy is not the same thing as freedom, even though we use those terms equivalently some times.
所以，自主是关于你所受的约束和命令的合法性。最后，我想说，自主与自由不是一回事，尽管我们有时使用这些术语是等价的。
The term freedom in our theory really means that there's an absence of constraints or a release from constraints but just taking away constraints doesn't supply people autonomy.
在我们的理论中，自由一词实际上意味着没有约束或从约束中释放出来，但仅仅消除约束并不能为人们提供自主性。
Typically, if you take away constraints, for instance, in a classroom setting, what you would get is simply chaos because you haven't given the students in the classroom a mission or a purpose or a goal to be striving for autonomously.
通常，如果你去掉限制，例如，在课堂环境中，你会得到的只是混乱，因为你没有给课堂上的学生一个自主奋斗的任务、目的或目标。
So, autonomy is not the same thing as freedom, freedom can be a circumstance which conduces to autonomy but it doesn't fully provide it.
所以，自主与自由不是一回事，自由可以是一种促进自主的环境，但它并不完全提供自主。
Now, these three basic needs are going to be really a core topic throughout the rest of this course because we're going to argue that people to be functioning optimally need to feel autonomy, competence and relatedness.
现在，这三个基本需求将成为贯穿本课程其余部分的核心主题，因为我们将论证人们要想以最佳方式运作，需要感受到自主性、能力和关联性。
There's probably some other essential ingredients to human wellness and optimal motivation and we argue all the time about whether there's a fourth or a fifth theory but these are the ones that had been empirically sustained across 40 years of research at this point and have shown themselves to have both predictive value and a great deal of practical value in interventions and in everyday life.
人类健康和最佳动机可能还有其他一些基本因素，我们一直在争论是否存在第四或第五理论，但这些理论是在 40 年的研究中得到实证支持的理论，并已证明它们在干预和日常生活中既具有预测价值又具有很大的实用价值。
So, in this course, we're going to see how these three basic needs for autonomy, competence and relatedness produce the very outcomes that we're concerned with here of high-quality, motivation and wellness and in the next lecture, we are going to be turning directly to the role of autonomy, competence and relatedness and producing a phenomena of great interest to us, Intrinsic motivation.
因此，在本课程中，我们将看到自主性、能力和关联性的这三个基本需求如何产生我们在这里关注的高质量、积极性和健康的结果，在下一堂课中，我们将直接转向自主性、能力和关联性的作用，并产生我们非常感兴趣的现象，内在动机。
自我决定理论简介：激励、发展和健康的方法
第 1 单元
3：内在动力
Our topic today is the topic that started the work on self-determination theory, Intrinsic Motivation. Intrinsic motivation is something that we began setting because we thought it was such an important expression of the active human nature that we all have.
我们今天的主题是开启自我决定理论工作的话题，内在动机。内在动机是我们开始设定的东西，因为我们认为它是我们所有人都拥有的积极人性的重要表达。
When we're intrinsically motivated, we're doing something because of the inherent enjoyment of the activity itself, because we're enjoying the challenge, because we're passionate about the topic or because we just want to learn something new, and it's pervasive life, we see it in all kinds of different endeavors.
当我们有内在的动机时，我们之所以做某事，是因为活动本身的内在乐趣，因为我们享受挑战，因为我们对这个主题充满热情，或者因为我们只是想学习新事物，这是无处不在的生活，我们在各种不同的努力中看到它。
Perhaps the best example or prototype of intrinsic motivation is children's play.
也许内在动机的最好例子或原型是儿童游戏。
If we just let children loose, the first thing they do is go find a way to play, they want to engage the environment around them, they want to manipulate things, they want to try things out, and if we look for instance at this child who's in the sandbox, he's manipulating the sand and while he's doing so, there's a great deal of learning going on, he's learning about physics, he's learning about the world around him, he's probably learning about social relationships in the sandbox itself, and all of that good stuff that's happening now, is happening only because he's motivated to have fun, if went over to him and we said hey, you know this playing in the sand is really good for your brain, this wouldn't add to his enjoyment, and even more so if we went over and said we like the way you're playing in the sand, keep playing and we'll pay you for it, he would probably like them money but it wouldn't add to his enjoyment or his persistence likely in the sand.
如果我们让孩子们放松，他们做的第一件事就是去找种玩的方式，他们想融入周围的环境，他们想纵事物，他们想尝试一下，如果我们看看这个在沙箱里的孩子，他正在纵沙子，当他这样做时，有很多学习在进行，他在学习物理学，他在学习周围的世界，他可能在沙箱本身中学习社会关系，现在发生的所有好事，只是因为他有动力去玩，如果走到他身边，我们说，嘿，你知道在沙子里玩真的对你的大脑有好处，这不会增加他的乐趣，如果我们走过去说我们喜欢你在沙子里玩的方式，继续玩，我们会付钱给你，他可能会想要他们钱，但这不会增加他的乐趣或他在沙子中的坚持。
Intrinsic motivation is just the doing of things because of that enjoyment, just plays such an important function in our development, and our revitalization all across life, and we might think of this as a particularly human attribute, our curiosity, our engagement with the environment, but it's really something that's a kin with all primates, in fact the term intrinsic motivation was coined by as far as we know, Harry Harlow who was a primatologist, because he was observing in his chimpanzees just how active and engaged they were in playing with the environment, and he was the first person to notice that when you started to reward chimpanzees or other primates for this playful engagement it will actually disrupt, and sometimes terminate their play rather than enhance it.
内在动机就是因为这种享受而做事，在我们的发展和我们一生的振兴中发挥着如此重要的功能，我们可能会认为这是一种特别的人类属性，我们的好奇心，我们与环境的互动，但它确实是所有灵长类动物的亲戚，事实上，据我们所知，内在动机这个词是由哈里·哈洛创造的，他是一位灵长类动物学家，因为他在他的黑猩猩身上观察它们在与环境玩耍时是多么活跃和投入，他是第一个注意到当你开始奖励黑猩猩或其他灵长类动物的这种顽皮参与时，它实际上会破坏，有时还会终止它们的玩耍，而不是增强它。
Intrinsic motivation is, as I said really important to learning, and in fact most developmental psychologists think that most of the learning that goes on in our life is intrinsically motivated in nature.
正如我所说，内在动机对学习非常重要，事实上，大多数发展心理学家认为，我们生活中进行的大部分学习都是内在动机的。
So, we learn just because we take interest in something and environment, when I read the newspaper in the morning is not because it's going to help me and my job particularly or it's going to increase my pay.
所以，我们学习只是因为我们对某物和环境感兴趣，当我早上阅读报纸时，并不是因为它会特别帮助我和我的工作，或者它会增加我的薪水。
It's because I'm just interested and enjoy learning about the world around us. So, most of our cognitive growth comes through intrinsic motivation.
这是因为我只是对我们周围的世界感兴趣并喜欢。所以，我们的大部分认知增长都来自内在动机。
Even in schools where there's not always a high degree of intrinsic motivation, it turns out that students intrinsic motivation is probably the single best predictor of their engagement, and therefore of their ultimate achievement of all the different kinds of motivation, we can measure it directly predicts GPA, it also directly predicts other kinds of achievement outcomes as recent research has shown, and unfortunately, we don't harness intrinsic motivation enough in our school, so as a lot of research around the world show, students usually start school in kindergarten, with a high degree of intrinsic motivation, and just plummets across the school year is going down, and down, and down until it levels out usually around tenth grade for most students, which means we're not taking this evolutionary engine of learning and putting it to much use in our schools.
即使在并不总是有高度内在动机的学校里，事实证明，学生的内在动机可能是他们参与度的唯一最佳预测因素，因此，对于他们最终实现所有不同种类的动机，我们可以直接测量它预测 GPA，它也直接预测其他类型的成就结果，正如最近的研究表明的那样，不幸的是，我们在学校没有充分利用内在动机，所以正如世界各地的大量研究表明的那样，学生通常从幼儿园开始上学，具有高度的内在动机，并且在整个学年中急剧下降，下降，直到大多数学生通常在十年级左右趋于平稳，这意味着我们没有采用这种进化的学习引擎并在我们的学校中大量使用它。
This is part of what got us originally interested in intrinsic motivation. We thought how can we promote this more, what is it that students need in a classroom or workers need in a workplace, in order to
这是我们最初对内在动机感兴趣的部分原因。我们想如何才能更多地推广这一点，学生在课堂上需要什么，或者工人在工作场所需要什么，以便 become more curious, more persistent than their engagement, and to gain that confidence, and competence that comes with intrinsic motivation.
变得比他们的参与更有好奇心、更持久，并获得内在动机带来的自信和能力。
So in our early work we devised a theory that's called cognitive evaluation theory, and it's the first of the SDT many theories and it's a pretty simple theory in its broad strokes that says, we'll be intrinsically motivated when we can feel secure and connected with the other people around us, so we don't have to be worried or anxious, more proximately to be intrinsically motivated we have to feel like we can be effective in what we're doing, and competent at what we're up to, which means we need optimal challenges rather than things that are way too easy, because that's boring or things that are way too hard, because that's too anxiety provoking, and doesn't sustain interest over time, and finally, we thought that to be intrinsically motivated, you really have to feel that the activity's coming from yourself, that it's something you're doing willingly or volitionally, so anything that supports the sense of autonomy should enhance intrinsic motivation, and things that undermine the sense of autonomy should diminish it.
因此，在我们的早期工作中，我们设计了一种称为认知评价理论的理论，它是 SDT 众多理论中的第一个，它是一个非常简单的理论，大致上说，当我们能够感到安全并与周围的其他人建立联系时，我们就会有内在的动力，所以我们不必担心或焦虑，更直接地说，要有内在的动力，我们必须觉得我们可以有效地完成我们正在做的事情，并胜任我们正在做的事情，这意味着我们需要最佳的挑战。而不是那些太容易的事情，因为那很无聊或太难，因为那太会引起焦虑，并且不会随着时间的推移而保持兴趣，最后，我们认为要有内在动机，你真的必须感觉到活动来自你自己，这是你自愿或自愿做的事情，所以任何支持自主感的东西都应该增强内在动机，而破坏自主感的事情应该减少它。
Now, how do we know this? Well, we know this because we do a lot of laboratory experimentation as well as field experimentation. I want to tell you a little bit about the laboratory experiments just so you can get a sense of how they work.
现在，我们怎么知道这一点呢？嗯，我们知道这一点，因为我们做了很多实验室实验和现场实验。我想告诉你一些关于实验室实验的信息，以便你了解它们是如何工作的。
So, we might for instance bring a student into a laboratory setting, and give them an activity that we've already tested to be particularly interesting to students, so it might be a puzzle activity or reading or some other interesting activity, and then we have them engage in that activity and a couple of conditions, in one condition for instance you might say well this puzzle that you're doing is something that is a good measure of intelligence, so we're going to be using it to gauge how intelligent you are, in other words, putting pressure on them to perform really well for self-esteem reason, and another condition we might say well this is a test that taps at different intellectual capacities, we are trying it as an experimental tasks, and just do the best you can, no pressure toward a particular outcome.
因此，例如，我们可以将学生带到实验室环境中，给他们一个我们已经测试过的学生特别感兴趣的活动，所以这可能是一个拼图活动或阅读或其他一些有趣的活动，然后我们让他们参与这个活动和几个条件，例如，在一种情况下，你可能会说，你正在做的这个拼图是一个很好的智力衡量标准，所以我们将用它来衡量你的智力，换句话说，给他们施加压力，让他们出于自尊的原因表现得非常好，另一个条件我们可能会说，这是一个利用不同智力能力的测试，我们把它作为一个实验性任务来尝试，只是尽你所能，对特定结果没有压力。
So, we have people either in the pressure condition or no pressure condition, do the activity, at the end of it we tell them both, you did really well at that activity, so they can all feel competent.
所以，我们让人们在压力状态或无压力状态下进行活动，最后我们告诉他们俩，你在那个活动中做得很好，这样他们都会觉得自己有能力。
Then we make up an excuse why we need to leave them alone in the laboratory setting, and we say to them you know you can do more of this activity, there's more of those here on the table, but if you'd like until we come back you just read magazines or do other activities in the room.
然后我们编造一个借口，为什么我们需要把他们单独留在实验室里，我们告诉他们，你知道你可以做更多这样的活动，桌子上还有更多这样的活动，但如果你愿意，在我们回来之前，你只需阅读杂志或在房间里做其他活动。
So when we're gone, they think there's no one watching, there is no one evaluating, they won't be getting rewards or punishments for their activity, so if they turn back to the activity, they're typically doing it out of interest. So, what we look at is the amount of time they spend on the target activity during what we call this free choice period, and it's kind of a gold standard of behavioral research on intrinsic motivation, and using that paradigm we find that when we put people under pressure, they are less likely to persist during free choice, when we put them under no pressure, they're much more likely to persist, if we give people choice about how they go about doing an activity, they're more likely to persist during free choice, but if we micromanage them or tell them what strategy to use or what goal to have or how to go about doing the task, this tends to take away their sense of autonomy, and then they're less persistent during free choice.
所以当我们离开时，他们认为没有人在看，没有人评估，他们的活动不会得到奖励或惩罚，所以如果他们回到活动中，他们通常是出于兴趣而这样做。所以，我们关注的是他们在我们所谓的自由选择期内在目标活动上花费的时间，这是关于内在动机的行为研究的黄金标准，使用这种范式，我们发现，当我们让人们处于压力之下时，他们不太可能在自由选择期间坚持下去，当我们让他们处于没有压力的情况下时，他们更有可能坚持下去，如果我们让人们选择如何进行一项活动，他们更有可能在自由选择期间坚持下去，但如果我们对他们进行微观管理或告诉他们使用什么策略、要有什么目标或如何去完成任务，这往往会剥夺他们的自主感，然后他们在自由选择期间就不那么坚持了。
When we put even people under surveillance just watching them close to, this tends to have people feel more controlled or externally pressured, and this will undermine their motivation during free choice.
当我们把人放在监视之下，只是在附近看着他们时，这往往会让人们感到更加受控制或受到外部压力，这将削弱他们在自由选择时的积极性。
So, competence autonomy, relevant things have really shown themselves to be powerful in predicting free choice, but so have competence things. When we
因此，能力自主性，相关事物确实表明它们在预测自由选择方面具有强大的力量，但能力事物也是如此。当我们 give people tasks that are too easy, again they don't persist because they're not that interested, but if we give them the stuff that's too hard or they haven't been able to master the task, and during free choice they're less likely to turn to it again, being less interested.
给人们任务太简单了，他们又不会坚持下去，因为他们没有那么感兴趣，但是如果我们给他们太难的东西，或者他们无法掌握任务，那么在自由选择期间，他们不太可能再次转向它，兴趣也就不那么感兴趣了。
Finally, when we just treat people in warm and inclusive ways, they tend to be more intrinsically motivated whereas when we treat them in a cold or a different matter, they tend to feel less secure and then be less intrinsically motivated in the laboratory setting.
最后，当我们以温暖和包容的方式对待人们时，他们往往更有内在的动机，而当我们以冷漠或其他方式对待他们时，他们往往会感到不那么安全，然后在实验室环境中缺乏内在的动力。
So, these kinds of factors, factors of pressure, factors of choice, factors of level of challenge, they all have an influence on the degree to which people will be intrinsically motivated.
因此，这些因素，压力因素、选择因素、挑战程度因素，它们都会影响人们的内在动机程度。
Just want to show you the importance of these kinds of factors in motivation through a pretty simple study, and it was a study that was done by Paloma Dominguez and her group, she's a dietitian.
只是想通过一项非常简单的研究向您展示这些因素在动机中的重要性，这是由 Paloma Dominguez 和她的团队完成的一项研究，她是一名营养师。
She was trying to take interest in what children are motivated to eat, and particularly getting children to eat their vegetables.
她试图引起人们对孩子们吃什么的兴趣，特别是让孩子们吃他们的蔬菜。
This particular study, what Dominguez and her group did, is they brought kids into a laboratory setting, and in one condition they took two preferred vegetables that they already knew that they highly preferred, and they put both of them on their plate, and said, here is two vegetables you can eat as much or as little of each of them as you'd like, so it was a choice condition.
这项特殊的研究，Dominguez 和她的小组所做的，是他们把孩子们带到一个实验室环境中，在一种情况下，他们选择了两种他们已经知道他们非常喜欢的蔬菜，然后他们把这两种蔬菜都放在盘子里，然后说，这里有两种蔬菜，你可以随心所欲地吃多少，所以这是一个选择条件。
In another condition they said, here is two vegetables which one would you like today, and they gave them one of the two vegetables that they chose. Again another choice condition.
在另一个条件中，他们说，这里有两种蔬菜，你今天想要哪一种，他们给了他们选择的两种蔬菜中的一种。又是另一个选择条件。
The third condition they just took one of these two preferred festivals for children, and they said here's your vegetable today, they put that on their plate and they watched how much children actually ate of the vegetables.
第三个条件，他们只是拿了这两个儿童喜欢的节日之一，他们说今天这是你的蔬菜，他们把它放在他们的盘子里，他们观察孩子们实际吃了多少蔬菜。
In the figure that you have before you now, you can see that in the two choice conditions where children could either eat as much or as little of either vegetable or when they had the choice, they ate more vegetables than when they didn't have a choice, even when that vegetable was their preferred vegetable.
在你现在面前的数字中，你可以看到，在两种选择条件下，孩子们可以吃或吃一样多或一样少的蔬菜，或者当他们有选择时，他们吃的蔬菜比他们别无选择时吃得更多，即使这种蔬菜是他们喜欢的蔬菜。
So, the very fact of choice itself led the children to have a higher preference for this food, and to eat more of them.
因此，选择这一事实本身就导致孩子们对这种食物有更高的偏好，并吃得更多。
So, a short story here is, if you want your kids to eat vegetable give them some choice, but the larger story here is that the issue of choice is an issue that bears on human autonomy, and it will make a difference in terms of people's subsequent persistence.
所以，这里的一个简短故事是，如果你想让你的孩子吃蔬菜，给他们一些选择，但这里更大的故事是，选择的问题是一个与人类自主性有关的问题，它将对人们随后的坚持产生影响。
We've been able to show in classroom settings, for instance, where teachers give choices to students, the students are more engaged in activities, tend to see the teacher is even having more expertise, and that results in greater learning in the classroom.
例如，我们已经能够在课堂环境中展示，老师让学生选择，学生更投入地参与活动，往往看到老师甚至拥有更多的专业知识，从而在课堂上学习更多。
In all kinds of settings we find that, taking pressure off people, giving them more opportunities to direct their own work, will lead them to be more intrinsically motivated subsequently.
在各种环境中，我们发现，减轻人们的压力，给他们更多指导自己工作的机会，将使他们随后的内在动力更强。
We are going to talk a lot more about the things that help intrinsic motivation flourish, and also diminish it, but my message here is really that intrinsic motivation is an important part of our evolved nature.
我们将更多地讨论有助于内在动机蓬勃发展和减少内在动机的因素，但我在这里要传达的信息是，内在动机是我们进化本质的重要组成部分。
We are curious animals, we're interested and we want mastery of our environments but this intrinsic motivation is so important in our human nature is really sensitive to the environments in we're in.
我们是好奇的动物，我们很感兴趣，我们想掌握我们的环境，但这种内在的动机在我们的人性中非常重要，它对我们所处的环境真的很敏感。
It's undermined when we're micromanaged, when were put under non-optimal challenges or we're putting other kinds of threatening contexts, and sometimes even something positive that befalls us can have a negative impact on our intrinsic motivation, and it's to that phenomenon I return next, when we look at how rewards can sometimes even when they're positive, undermine people's intrinsic motivation.
当我们受到微观管理时，当面临非最佳挑战或我们置于其他类型的威胁环境中时，它就会被削弱，有时即使是降临在我们身上的积极因素也会对我们的内在动机产生负面影响，我接下来要回到这个现象，当我们看到奖励有时甚至是积极的，也会破坏人们的内在动机。
自我决定理论简介：激励、发展和健康的方法
第 1 单元
4: 奖励与内在动力
As we study the factors that enhance intrinsic motivation and undermine intrinsic motivation as we were talking about in the last lecture, one has become the most controversial at all and it's the issue of rewards.
正如我们在上一讲中谈到的，当我们研究增强内在动机和破坏内在动机的因素时，一个因素已经成为最具争议的因素，那就是奖励问题。
In fact, some of the studies in self-determination theory will show that rewards actually can have a negative effect on intrinsic motivation, a phenomenon that's been just a mystery to so many people. But it's also a phenomenon that has a lot of applied implications.
事实上，自我决定理论中的一些研究会表明，奖励实际上会对内在动机产生负面影响，这种现象对很多人来说只是一个谜。但这也是一个有很多应用含义的现象。
So, I want to spend this short lecture just discussing what the meaning of this is. This phenomena really popped out in an early classic experiment by my colleague at DC that was published in 1971.
所以，我想用这个简短的讲座来讨论一下它的含义。这种现象真正出现在我在 DC 的同事于 1971 年发表的一篇早期经典实验中。
In that experiment, he brought college students into a laboratory setting and he gave them a puzzle that he had pre-tested and showed that was typically a lot of fun for college students. It's called a soma puzzle.
在那个实验中，他把大学生带到一个实验室里，给他们一个他预先测试过的谜题，并表明这个谜题通常对大学生来说很有趣。这被称为 soma 谜题。
It's a spatial puzzle that we try and match up patterns using a block set of configurations. Most people found it fun.
这是一个空间谜题，我们尝试使用一组配置块来匹配模式。大多数人觉得这很有趣。
For some of the subjects he brought into his laboratory setting, he just had them engage in the activity, for others he told them that he would give them a financial reward for every problem they solve, and so, he gave them some dollars for each of their successful solutions and then this was a three session paradigm.
对于他带入实验室设置的一些受试者，他只是让他们参与活动，对于其他受试者，他告诉他们，他会为他们解决的每个问题提供经济奖励，因此，他为他们每个成功的解决方案提供一些美元，然后这是一个三节课的范式。
So, they first were engaged in the activity, and the second session they either got rewarded or were not rewarded for the activity, and in a third session he brought them back in for the free choice paradigm which we just explained in the last lecture.
所以，他们首先参与了这个活动，第二个环节他们要么得到了奖励，要么没有得到奖励，在第三个环节中，他把他们带回了我们在上一讲中解释的自由选择范式。
So, they were free to either engage in the activity or not engage in the activity during that third period.
因此，他们可以在第三个时期自由地参与或不参与活动。
What he found is that the participants who had been rewarded for their engagement in the activity with financial rewards, were less likely to persist in the activity during free choice than the ones who had not been rewarded at all.
他发现，与根本没有获得奖励的参与者相比，因参与活动而获得经济奖励的参与者在自由选择期间坚持活动的可能性更小。
This was an explosive phenomenon that time because of course many apparent theorists thought or rewards should enhance intrinsic motivation, they certainly shouldn't be worse than no rewards at all, but at the same time this particular study started to get picked up by other people, was replicated, extended in different kinds of settings and has become a real phenomena.
这是一个爆炸性的现象，因为当然许多明显的理论家认为或奖励应该增强内在动机，它们当然不应该比根本没有奖励更糟糕，但与此同时，这项特定的研究开始被其他人接受，被复制，在各种环境中扩展，并已成为一种真实的现象。
I'm going to give you a more current example of it just to really illustrate it in a more concrete way, and this is an experiment that was done at the Max Planck Institute by Felix Warneken and Michael Tomasello.
我将给大家举一个更现代的例子，只是为了以更具体的方式真正说明它，这是 Felix Warneken 和 Michael Tomasello 在马克斯普朗克研究所完成的一个实验。
They were asserting and have interest in the idea that humans are intrinsically motivated to be helpful to one another, that there's a kind of intrinsic motivation to our altruism.
他们一直在断言，并且对这样一种观点感兴趣，即人类的内在动机是互相帮助的，我们的利他主义有一种内在的动机。
In part of showing that, they showed that toddlers as early as 16 months old and certainly by 20 months, are spontaneously oriented to help adults who were in need.
在证明这一点的一部分方面，他们表明，早在 16 个月大，当然到 20 个月大时，幼儿就会自发地帮助有需要的成年人。
In laboratory settings, they would have adults drop something on the floor, be unable to reach or open a door and they found that toddlers at 20 months of age, close to 90 percent of the time would come over to the adults aid.
在实验室环境中，他们会让成年人把东西掉在地板上，他们无法够到或打开门，他们发现 20 个月大的幼儿，几乎 90% 的时间会过来寻求成人的帮助。
So, spontaneously and seemingly just out of interest toddlers want to help others. But they thought, if this is really intrinsically motivated, then we should be able to show the undermining effect by rewarding children for engaging in this altruistic behavior.
因此，蹒跚学步的孩子自发地、似乎只是出于兴趣想要帮助他人。但是他们认为，如果这真的是内在的动机，那么我们应该能够通过奖励从事这种利他行为的孩子来展示破坏效果。
So, they then did a study with 20-month-old toddlers which was the following and in laboratory settings, the adult would do something like drop something, leave a door open etc. and then if a child came over to help them in one condition which they called the neutral condition, the adults simply did nothing.
因此，他们随后对 20 个月大的幼儿进行了一项研究，如下所示，在实验室环境中，成人会做一些事情，比如掉东西、开着门等，然后如果一个孩子在一种他们称之为中性的情况下过来帮助他们，成年人根本什么都不做。
So, if the adult picked up or if the child picked up the materials on the floor of the adult said nothing, did nothing, just accepted the materials from the child. The second condition was a what we call a non-controlling praise condition.
所以，如果大人捡起了地板上的材料，或者如果孩子捡起了地板上的材料，大人什么也没说，什么也没做，只是接受了孩子的材料。第二个条件是我们所说的非控制性表扬条件。
Here the adults all said thank you for doing that. So, non-controlling acknowledgment of the good deed done. A third condition the adult did somethi
在这里，大人们都说谢谢你这样做。所以，对所做的善行的非控制性承认。第三个条件是大人做了一些ng which many of us might think would be a motivating event. They gave the childhood reward for helping.
NG 的 Alpha Gan 事件，我们中的许多人可能认为这将是一个激励人心的事件。他们给了童年的帮助奖励。
There was a special toy in the corner of the room that required a ball to operate and when the child did a helpful thing the adult turned and gave them one of the balls to operate that fun machine and said, "Here you get this for having done that" They made it clear that the reward was for the behavior that had just occurred.
房间的角落里有一个特殊的玩具，需要一个球来作，当孩子做了一件有用的事情时，大人转过身来，给了他们一个球来作那个有趣的机器，并说：“给你做那个的球。”他们明确表示，奖励是针对刚刚发生的行为的。
So, children would finish this session and then they were brought back for a second session and, again they got opportunities to help or not help and one thing Tomasello found is that, when children were in the neutral condition or in that non-controlling praise condition, they continue to help at higher rates.
所以，孩子们会完成这个课程，然后他们被带回来进行第二次课程，他们再次有机会提供帮助或不提供帮助，Tomasello 发现的一件事是，当孩子们处于中立状态或处于非控制性表扬状态时，他们继续以更高的速度提供帮助。
Whereas before they were helping around 90 percent of the time they continued to help around 90 percent of the time in this neutral and this praise condition. But when rewarded for helping, children's rate of helping went down dramatically.
而以前，他们大约有 90% 的时间在这种中立和这种表扬的情况下继续帮助大约 90% 的时间。但是当帮助得到奖励时，孩子们的帮助率急剧下降。
Now, that helping rate was around 54 percent of the time. A significant drop off in helping. So here, when children were rewarded with a positive event for helping, they were now much less likely to help in the future, and we can ask ourselves the question, well why is that?
现在，这个帮助率大约是 54%。帮助率显着下降。所以在这里，当孩子们因为帮助而获得积极事件的奖励时，他们现在将来帮助的可能性要小得多，我们可以问自己一个问题，为什么会这样？
Well self-determination theory argues that before when the children were helping, they had what we called an internal perceived locus of causality. They were helping because they wanted to and they were doing it just out of their own initiative.
嗯，自我决定理论认为，以前当孩子们提供帮助时，他们有一个我们所谓的内部感知的因果关系。他们提供帮助是因为他们想帮助，而且他们只是出于自己的主动性而这样做。
But once they were rewarded for it, something shifted in their psyche about this behavior. Now they're helping because of what we call an external perceived locus of causality. Because some external event is now the driver of their behavior.
但是，一旦他们因此而得到奖励，他们的心理中关于这种行为的某些事情就发生了变化。现在他们正在提供帮助，因为我们称之为外部感知的因果关系。因为一些外部事件现在是他们行为的驱动力。
When that external event is no longer obvious in the environment, then neither is the motivation that it was supporting. So, we think that the undermining effect occurs because the reward shifts the perceived locus of causality.
当外部事件在环境中不再明显时，它所支持的动机也就不再明显。因此，我们认为破坏效应的发生是因为奖励改变了感知到的因果关系。
Whereas before I was doing it because I wanted to, now I'm doing it because you've rewarded me and that means that my behavior has become dependent on your rewards and I've lost the intrinsic motivation I already had.
以前我这样做是因为我想这样做，现在我这样做是因为你奖励了我，这意味着我的行为变得依赖于你的奖励，我已经失去了我已经拥有的内在动力。
Now, there's been a lot, a lot of studies on the rewards effects on intrinsic motivation.
现在，关于奖励对内在动机的影响，已经有很多很多研究。
In fact in 1999, we presented a meta-analysis of over a 101 studies that had been done on this phenomenon, and I'm going to give you a tree diagram that represents the results of this meta-analysis.
事实上，在 1999 年，我们对已经完成的 101 多项关于这种现象的研究进行了荟萃分析，我将给你一个代表这项荟萃分析结果的树形图。
Don't get overwhelmed by the results, I just use it to illustrate a couple of things here. One is that, if you look at the top of this tree diagram, there's a box that's called all rewards. In general, rewards have a mild negative effect on intrinsic motivation.
不要被结果所淹没，我只是用它来说明这里的几件事。一个是，如果你看一下这个树形图的顶部，有一个框叫做 all rewards（所有奖励）。一般来说，奖励对内在动机有轻微的负面影响。
Here's a d of minus 24, which means it's a weak effect, and that's because we think there are some kinds of rewards that actually enhance intrinsic motivation and some that decrease it.
这是一个负 24 的 d，这意味着它是一个微弱的效果，这是因为我们认为有些类型的奖励实际上会增强内在动机，而另一些则会降低内在动机。
When you give people a tangible reward and say, "If you do this I will give you this, that conveys an external perceived locus of causality and that tends to undermine and you can see that in a tangible reward box.
当你给人们一个有形的奖励，并说：“如果你这样做，我就给你这个，这传达了一个外部感知的因果关系，这往往会破坏，你可以在一个有形的奖励箱中看到这一点。
On the other hand, sometimes people apply what we call a verbal reward which is you say, "Oh you did really well at that activity" Which is otherwise called praise, and praise typically would enhance competence and therefore enhance intrinsic motivation.
另一方面，有时人们会应用我们所谓的口头奖励，即你说，“哦，你在那项活动中做得很好”，这也称为表扬，而表扬通常会提高能力，从而增强内在动机。
So, verbal rewards typically would enhance tangible rewards would typically decrease. But if you take a tangible reward and you say, "Do this and I will give you this" that will definitely undermine intrinsic motivation.
因此，口头奖励通常会增强有形奖励通常会减少。但是，如果你拿了一个有形的奖励，然后你说，“做这个，我给你这个”，那肯定会破坏内在的动机。
But, if you gave that reward differently, if the person did the activity, finished the activity, and then went up to him and you said, "Oh you did such a good job at that.
但是，如果你给这个奖励的方式不同，如果这个人做了这个活动，完成了这个活动，然后走到他面前说，“哦，你在这方面做得很好。
I wanted to give you this reward as an acknowledgment of that" This would be an unexpected reward and it wouldn't undermine because it was never controlling the person's behavior in the first place. My point is that it not all rewards undermine intr
我想给你这个奖励，作为对这一点的认可“这将是一个意想不到的奖励，它不会破坏，因为它从一开始就没有控制过这个人的行为。我的观点是，并非所有的奖励都会破坏insic motivation only those that are experienced as controlling and there's a lot of nuances in both how to give out rewards and how to design incentive strategies, so as to preserve the person's sense of autonomy and not undermine their intrinsic motivation.
insic motivation 只那些有控制经验的人，在如何给予奖励和如何设计激励策略方面都有很多细微差别，以保持人的自主感，而不是破坏他们的内在动机。
But oftentimes people use rewards as a clumsy or a blunt instrument and it has these negative effects.
但很多时候，人们将奖励用作笨拙或生硬的工具，它会产生这些负面影响。
Now, we can show the undermining effect of rewards on intrinsic motivation in lots of different ways, but I want to show you one other illustration of it that shows it in a neuropsychological format. This was an experiment that was done by Kou Murayama and his colleagues.
现在，我们可以用很多不同的方式来展示奖励对内在动机的破坏作用，但我想向你展示另一个以神经心理学形式展示的例子。这是 Kou Murayama 和他的同事们所做的一个实验。
What he did is he brought people into a laboratory setting where there was an MRI so that he could do FMRI analyses on their brain activity while they were engaged in activities.
他所做的是，他将人们带到一个实验室环境中，那里有 MRI，这样他就可以在他们进行活动时对他们的大脑活动进行 FMRI 分析。
He designed the activity that was fun, that you can do inside of a magnet that was basically a reaction time game and in one condition he would have people play the game and when they had an accurate response in the game, they got a financial reward.
他设计了有趣的活动，你可以在磁铁里面进行，这基本上是一个反应时间游戏，在一种情况下，他会让人们玩游戏，当他们在游戏中做出准确的反应时，他们就会得到经济奖励。
In another condition, he just gave no financial reward and had people simply play the game. In the figure that I show you now, we're looking at a brain activation diagram here of the bilateral striatum.
在另一种情况下，他只是没有给出任何经济奖励，只是让人们玩游戏。在我现在向大家展示的图中，我们在这里看到的是双侧纹状体的大脑激活图。
This is the reward center of our brain or what some people call the reward center of the brain. It's in the area of our brain that's very sensitive to reward effects that are going on in our environment or internally.
这是我们大脑的奖励中心，或者有些人所说的大脑奖励中心。它位于我们大脑的区域，对我们环境中或内部发生的奖励效应非常敏感。
What you can see in this diagram, is that in this first session where people are getting financial rewards for accurate responses is in this game, there's a lot of activity in this bilateral striatum area. There's a lot of firing going on.
从这张图中可以看到，在人们因准确回答而获得经济奖励的第一个会话中，这个双侧纹状体区域有很多活动。有很多射击正在进行。
But noteworthy, people who are not getting rewards at all or also showing activation in the bilateral striatum and that's because the activity itself is rewarding, it's fun and it's interesting.
但值得注意的是，那些根本没有得到奖励或在双侧纹状体中表现出激活的人，那是因为活动本身是有益的，它很有趣，很有趣。
In a second session Murayama and colleagues bring people back into the laboratory setting but this time no participants are getting any financial rewards and they have a good plausible cover story as to why that's the case.
在第二次会议中，Murayama 和同事将人们带回实验室环境，但这一次没有参与者获得任何经济奖励，他们有一个很好的、合理的掩盖故事来解释为什么会这样。
But now you see that when people re-engage in this activity, the people who had been previously rewarded are now showing very little or no activation in this area of the bilateral striatum, meaning they're not finding the task rewarding anymore.
但现在你看到，当人们重新参与这项活动时，以前获得奖励的人现在在双侧纹状体的这个区域表现出很少或没有激活，这意味着他们不再觉得这项任务有意义。
But people who had never been given financial rewards are still showing activation in this area of the brain. They're still finding this task rewarding. This is a one way of demonstrating that undermining effect.
但是，从未获得过经济奖励的人仍然在大脑的这个区域表现出激活。他们仍然觉得这项任务很有意义。这是证明这种破坏效果的一种方式。
Similarly, you can look in another area, the lateral prefrontal cortical areas where we would typically look for cognitive engagement, and we see the same pattern here which is people who are very engaged when they were getting rewards but now in a period where they're not getting rewards they're disengaged in this task, where people who would never receive rewards remain as engaged before.
同样，你可以看看另一个区域，外侧前额叶皮层区域，我们通常会在那里寻找认知参与，我们在这里看到同样的模式，即人们在获得奖励时非常投入，但现在处于没有得到奖励的时期，他们没有参与这项任务，从未获得奖励的人仍然保持着以前的参与。
If this were just an extinction paradigm as behaviorists would talk about it, you'd expect people who had been previously rewarded just to drop to the level of activity of people who had never been rewarded.
如果这只是行为主义者所说的一种灭绝范式，那么你会预期以前得到奖励的人会下降到从未得到过奖励的人的活动水平。
But they dropped below that activity which is why we call this the undermining effect.
但他们低于该活动，这就是为什么我们称之为破坏效应。
Now, this impact of rewards has lots of practical implications because rewards can sometimes have a backfire effect when we're trying to use them to motivate people, we need to understand that in a nuanced way when we're using rewards in classrooms and in organizational settings and on sport fields.
现在，奖励的这种影响有很多实际意义，因为当我们试图用奖励来激励人们时，奖励有时会适得其反，当我们在课堂、组织环境和运动场上使用奖励时，我们需要以细致入微的方式理解这一点。
As we go on in this course we're going to be talking about just these kinds of practical implications and how we can use rewards to either support or undermine people's autonomy.
在本课程的继续中，我们将讨论这些实际影响，以及我们如何利用奖励来支持或破坏人们的自主性。
But hopefully this little lecture has given you some sense of how sometimes even a positive thing can end up to be a negative for a certain kind of behavior.
但希望这个简短的讲座能让你了解到，有时即使是一件积极的事情也可能最终成为某种行为的消极因素。
自我决定理论简介：激励、发展和健康的方法
第 1 单元
5: 内在动力带来更多乐趣
There are many places we can illustrate the important role of intrinsic motivation empowering activities.
我们可以在很多地方说明内在动机赋能活动的重要作用。
We can look at intrinsic motivation in sports, we could look at its role in the classroom and in learning, we can look intrinsic motivation in hobbies and in leisure, we could be even looking at it in the workplace.
我们可以研究体育运动中的内在动机，我们可以研究它在课堂和学习中的作用，我们可以研究爱好和休闲中的内在动机，我们甚至可以在工作场所研究它。
But one of my favorite illustrations of the importance of intrinsic motivation and the principles of cognitive evaluation theory is research on video games. Now, everybody in this audience knows what a video game is.
但是，关于内在动机的重要性和认知评估理论的原则，我最喜欢的一个例子是对电子游戏的研究。现在，在座的每个人都知道电子游戏是什么。
You've probably played some games before we have games that we play on our computers, we have games that we play on our mobile phones.
在我们在计算机上玩游戏之前，您可能已经玩过一些游戏，我们也有在手机上玩的游戏。
Actually, video games had become very most popular entertainment industry and most profitable entertainment industry on the face of the earth, a really fast growing area of human occupation.
实际上，电子游戏已经成为地球上非常受欢迎的娱乐产业和最赚钱的娱乐产业，这是一个真正快速增长的人类职业领域。
So, we thought let's study video games and see what has people so motivated to play them. Our reasoning was that most video games have already figured out some of the secrets of human motivation.
所以，我们想让我们研究一下电子游戏，看看是什么让人们如此有动力玩它们。我们的理由是，大多数电子游戏已经弄清楚了人类动机的一些秘密。
That video games have designers when they've designed a good game or a popular game, it already has in it many ingredients of feeding people sense of competence.
电子游戏有设计师当他们设计了一款好的游戏或一款流行的游戏时，它已经包含了许多为人们提供能力感的要素。
You've played a video game before you know that most of the time it starts out pretty easy and you can get lots of positive feedback, and you're always leveling up in a video game. Unlike in life, video games makes sure you can have that feeling of success.
在你知道之前，你已经玩过电子游戏了，大多数时候它开始很容易，你可以得到很多积极的反馈，而且你总是在电子游戏中升级。与生活中不同，电子游戏确保您可以获得那种成功的感觉。
Also video games often give you a sense of relatedness. They allow you to group with other people, cooperate with other people, chat with other people, connect with other people.
此外，电子游戏通常会给您一种关联感。它们允许您与其他人分组、与他人合作、与他人聊天、与他人联系。
So, relatedness is a big part of what makes a really good game fun, particularly the kind of games we might play on a platform or a computer.
因此，关联性是使真正优秀的游戏变得有趣的重要部分，尤其是我们可能在平台或计算机上玩的游戏类型。
Finally, some of the best designed games in the world and the most popular games had been games that have a lot of autonomy built into them. A great example of that would be the famous game, World of Warcraft, which was for a long time the most popular game on the earth.
最后，世界上一些设计最好的游戏和最受欢迎的游戏都是内置了大量自主权的游戏。一个很好的例子是著名的游戏《魔兽世界》，它在很长一段时间内都是地球上最受欢迎的游戏。
It was an open war game in which people could choose what activities they were engaged in, what quests they set themselves upon, what kind of tasks that they would undertake and what kind of partners they would hook up within their guilds or rating teams. So, it had all the ingredients of competence autonomy and relatedness.
这是一个开放的战争游戏，人们可以选择他们从事的活动、他们为自己设定的任务、他们将承担的任务以及他们将在他们的公会或评级团队中联系什么样的合作伙伴。所以，它具有能力自主性和关联性的所有要素。
So, we decided that we would see whether these the ingredients that made people want to play this game.
所以，我们决定看看这些是否是让人们想玩这个游戏的成分。
So, we study people who just in the beginning of playing World of Warcraft, we had them play a session or two and then we had them rate how much autonomy, how much competence, how much related as they experienced while playing the game, as well as how much fun they had while playing the game?
所以，我们研究了刚开始玩《魔兽世界》的人，我们让他们玩一两次，然后我们让他们评估有多少自主权、多少能力、多少相关，以及他们在玩游戏时获得了多少乐趣？
Then eight months later, we came back to those people to see who was still carrying their subscription to the game, who was still paying to play so to speak?
然后八个月后，我们回到那些人那里，看看谁仍然订阅了游戏，可以说，谁还在付费玩？
We reasoned that if you're still playing eight month later, it's because you must find this game to be intrinsically motivating.
我们推断，如果你在 8 个月后仍然玩，那是因为你一定觉得这款游戏具有内在的激励性。
As you can see in the numbers that I have before you, the highest correlates predicting whether people were playing eight months later, where their feelings of needs satisfaction of whether they are feeling autonomy and competence and relatedness in playing the game.
正如你在你面前的数字中看到的那样，最高的相关性是预测人们是否在八个月后玩游戏，他们的感受需要满足他们在玩游戏时是否感到自主、能力和相关性。
This was much more powerful a predictor than for instance rating of fun or enjoyment.
这比例如乐趣或享受的评级更有力的预测器。
In fact, if you let fun and enjoyment compete in regression equations against the satisfaction of basic psychological needs, basic psychological needs explains all over variants to fun and enjoyment.
事实上，如果你让乐趣和享受在回归方程中与基本心理需求的满足竞争，那么基本心理需求就可以解释乐趣和享受的所有变体。
In other words, is those basic needs satisfactions that make the game itself fun, and this is what predicts people playing eight months later. Now, even other experiments get it this much more deeply.
换句话说，正是那些让游戏本身变得有趣的基本需求满足，这就是预测人们在八个月后玩游戏的原因。现在，即使是其他实验也更深入地理解了这一点。
For instance, Peng and her associates did a number of studies applying SDT to video games. They would take a video game that was basically an exercise game, a game where you might get some motor activity in
例如，Peng 和她的同事进行了大量将 SDT 应用于电子游戏的研究。他们会拿一个基本上是一个健身游戏的视频游戏，一个你可能会进行一些运动活动的游戏while you're playing against the screen. In that game, they decided that they would take features that supported autonomy and turn them on or off and see how that affected fun of the game.
当你对着屏幕玩游戏时。在那个游戏中，他们决定采用支持自主的功能并打开或关闭它们，看看这如何影响游戏的乐趣。
For instance, in this game, you could design your own avatar, which is something we think enhances autonomy because you have a sense of choice about how the player looks that you're engaged within the game and what kind of character you're going to be playing.
例如，在这个游戏中，你可以设计自己的头像，我们认为这可以增强自主性，因为你可以选择玩家的样子，你在游戏中的参与度，以及你将扮演什么样的角色。
So, we think that personalization adds to the sense of autonomy. Then you simply turned on the feature where you can personalize your avatar or instead assigned people a same-sex avatar of their choosing and then had people play the game.
因此，我们认为个性化增加了自主感。然后，您只需打开可以个性化您的头像的功能，或者为人们分配他们选择的同性头像，然后让人们玩游戏。
Just having the choice over the avatar itself made the game more fun and people were more likely to persist at the game and find it enjoyable and willing to recommend it to others if that feature was on. Similarly, they took a feature that affected competence in the game itself.
仅仅可以选择头像本身就使游戏更有趣，人们更有可能坚持玩游戏并发现它很有趣，并愿意在该功能开启时向其他人推荐它。同样，他们采用了一个影响游戏本身能力的功能。
It was built so that after you conquered certain challenges, the game would automatically adjust what new tasks be set so that they would always be at an optimal challenge. They turn that feature off.
它的构建是为了在您征服某些挑战后，游戏会自动调整设置的新任务，以便它们始终处于最佳挑战状态。他们关闭了该功能。
They found that players who played with that feature on, found the game much more enjoyable and they had higher feelings of competence that mediated that increased enjoyment.
他们发现，开启该功能玩游戏的玩家会发现游戏更有趣，并且他们有更高的能力感，从而促进了这种增加的乐趣。
Whereas players who didn't have that feature turned on, didn't feel as competent to the game and that led them to feel less enjoyment for the game itself.
而没有打开该功能的玩家则觉得自己对游戏的能力不强，这导致他们对游戏本身的乐趣降低。
So, even features of games will affect whether there's autonomy satisfactions or competent satisfactions or related in satisfactions, and that's what drives the long-term persistence. So, video games had been a really interesting place for us to study intrinsic motivation.
因此，即使是游戏的功能也会影响是否存在自主性满足或称职满足，或者与满足相关，这就是驱动长期持续存在的原因。所以，电子游戏一直是我们研究内在动机的一个非常有趣的地方。
First, because they're so popular, but also because in games, we can look at the features and events that are associated with the enhancement of feelings some autonomy, competence, and relatedness and then have a causal impact on whether people sustain their engagement in those games or not.
首先，因为它们非常受欢迎，但也因为在游戏中，我们可以查看与增强情感相关的特征和事件，例如自主性、能力和关联性，然后对人们是否持续参与这些游戏产生因果影响。
So, it becomes just a laboratory for studying human behavior as it would be understood even in more important than real-world contexts. The fact that video games are so intrinsically motivating also makes them a bit risky and dangerous for some people.
因此，它只是一个研究人类行为的实验室，因为它甚至在比现实世界更重要的环境中也能被理解。电子游戏如此具有内在动机的事实也使它们对某些人来说有点冒险和危险。
Probably, all of you know that there are issues that are widely discussed publicly about video game addiction. What we in self-determination theory call, overuse.
可能你们都知道，关于电子游戏成瘾，有一些问题被广泛公开讨论。我们在自决理论中所说的，过度使用。
So, the over use of video games really comes about because people find that they need satisfaction in these games so dense and so immediate and so easy to get to that the games become very compelling.
所以，电子游戏的过度使用确实是因为人们发现他们需要在这些游戏中获得满足感，这些游戏如此密集、如此直接、如此容易获得，以至于这些游戏变得非常引人注目。
We decided that we would do some research on exactly who's most vulnerable to video game addiction.
我们决定做一些研究，看看谁最容易受到电子游戏成瘾的影响。
We have a mini-theory within our mini-theory of self-determination theory called "The Need Density Hypothesis." We hypothesized that games because they're so good at satisfying these basic psychological needs, are particularly strong and their gravitational pull for people who aren't getting those needs satisfied in other areas of their life.
在我们的自我决定理论的迷你理论中，有一个小理论，叫做“需求密度假说”。我们假设，游戏因为它们非常擅长满足这些基本的心理需求，所以特别强大，而且它们的引力对那些在生活其他领域没有得到满足的人具有吸引力。
So, if you're the kid in school who doesn't feel really particularly effective or competent at school, or you're not really connected with classmates, or you don't feel a lot of autonomy in your daily life, then you're going to particularly find the virtual world supply by video games as intriguing places to be because there you'll be able to have those satisfactions denied to you in the rest of life.
所以，如果你是学校里的孩子，在学校里感觉不是特别有效或有能力，或者你没有真正与同学建立联系，或者你在日常生活中没有太多的自主权，那么你会特别发现电子游戏提供的虚拟世界是有趣的地方，因为在那里你将能够在余生中被剥夺这些满足感。
So, in fact, we argue that the lower your needs satisfaction in regular life, the higher the gravitational pull of video games because they deliver these things so easily.
因此，事实上，我们认为您在日常生活中的需求满足度越低，电子游戏的引力就越高，因为它们很容易提供这些东西。
In fact, we found that people who are really vulnerable to video game overuse are exactly those people who are feeling deprived of basic psychological needs satisfaction in their homes, schools, and workplaces. Just to give you one concrete example of that.
事实上，我们发现真正容易受到电子游戏过度使用影响的人恰恰是那些在家庭、学校和工作场所感到被剥夺了基本心理需求满足的人。仅举一个具体的例子。
We interviewed a man who was really a strong video game overuser. He was playing 35
我们采访了一位真正热衷于电子游戏的男性。他玩的是 35to 40 hours a week of video games while working his full-time job. When we asked him, "Why are these games so compelling to you?" He said, "Look, I've been on my job now for 20 years and I never level up.
到每周 40 小时玩电子游戏，同时做他的全职工作。当我们问他：“为什么这些游戏对你如此有吸引力？”他说：“你看，我已经工作了 20 年了，我从来没有升级过。
But I can go home every night and level up and feel effective." We can see right there the needs density hypothesis and operation, which is somebody who's not finding satisfactions in a real world can readily find them in a virtual world.
但是我可以每天晚上回家，提升水平，感觉很有效。我们可以在那里看到需求密度假设和作，即在现实世界中找不到满足感的人可以很容易地在虚拟世界中找到它们。
Of course, what we want to do in self-determination theory is not undermine the joy of video games.
当然，我们在自决论中想做的并不是破坏电子游戏的乐趣。
We, in fact, I want to help design them to be as fun as possible, but we also want to find ways to bring need satisfaction into that man's workplace, into those students school rooms, into homes, so that people can have need satisfaction both in and out of their virtual world.
事实上，我们想帮助设计它们，使其尽可能有趣，但我们也想找到方法，将需求满足带入那个人的工作场所，带入那些学生的教室，带入家庭，这样人们就可以在虚拟世界内外获得需求满足。