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Related to DECI: decimeter
DECIDiagnostic de l'Eclairage Intérieur (French: Diagnosis of Interior Lighting; software)
DECIDefence Cooperation Initiative
DECIDevereux Early Childhood Initiative (Villanova, PA)
DECIDecision Evaluator for the Cattle Industry
DECIDowntown Eau Claire, Inc. (Wisconsin)
DECIDesignated Erosion Control Inspector
DECIDeveloping Enterprise Community Initiative
DECIDEISA (Distributed European Infrastructure for Supercomputing Applications) Extreme Computing Initiative (EU)
References in periodicals archive ?
Del mismo modo, la satisfaccion de la autonomia, la competencia y el vinculo han sido asociados con el bien-estar general (Sheldon & Kasser, 2001), con la motivacion intrinseca (Ryan & Deci, 2000) y con una mayor satisfaccion, compromiso y productividad en el trabajo (Baard, et al.
Siguiendo los trabajos realizados por Heider (1958) y deCharms (1968), Deci (1980) propuso tres orientaciones causales a las que denomino: Autonoma, de Control e Impersonal correspondiendo la primera al locus de causalidad interno, la segunda al locus de causalidad externo y la tercera al locus de causalidad impersonal (Deci, 1980; Deci & Ryan, 1985, 2000, 2008a, 2008b).
These environments regularly take student opinions and concerns into consideration, while also intentionally incorporating positive, informational, and consistent feedback on student progress into daily activities (Ryan & Deci, 2000).
Shortly stated, SDT (Ryan, Deci & Grolnick, 1995) defines a process whereby an individual takes an object from the environment and allows that object to become part of self (Deci, Eghrari, Patrick & Leone, 1994; Ryan & Deci, 2002; Ryan, Deci & Grolnick, 1995).
A study done by Vansteenkiste, Simmons, Lens, Sheldon and Deci (2004) illustrated that children are more likely to master the material if they set an intrinsically based goal for leaning such as, "Learning this will increase my personal growth," vs.
Intrinsic motivation stimulates behaviors in individuals that are interesting, enjoyable, and inherently satisfying to them (Ryan & Deci, 2000).
The final category of Deci and Ryan's (2000; 2008) three motivational types is amotivation.
The concept of this study that intrinsic motivation of teachers has strong relationship with better teaching and ultimately the better performance of students in examinations has also been strengthened in a study comprising undergraduate students (Ryan and Deci, 2000).
Thus, we are concerned about potential harms, ranging from wasting money to experiencing negative unintended effects (Moller, Ryan, and Deci 2006).
To understand motivation in CrossFit participation, Self-Determination Theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) is an appropriate and relevant theoretical foundation.