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Feelings of Autonomy Within Developmental Stages as Moderated by Gender

Feelings of Autonomy Within Developmental Stages as Moderated by Gender

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Published by Cy-cy Layawan
Psychology Thesis
Psychology Thesis

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Categories:Types, School Work
Published by: Cy-cy Layawan on Jun 25, 2013
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Feelings of Autonomy Within Developmental Stages as Moderated byGender  A Paper in Advanced Research
 
 As one grows older, his need and well being are generally met. Being a given, becauseof a wide age gap, parents reported more feelings of autonomy than their children. Thisis backed up by researches that there is indeed change in the psychological wellbeingof adolescents as they advance into adulthood (Fleming, 2005). But what about thefeelings of autonomy in adolescents and young adults particularly highschool students,college students, and single young adults? Perhaps there is a change in thepsychological wellbeing between this stages in life. The Self- Determination Theorydiscusses the essentials for well being and is used as the core theory for this research.Self Determination Theory defines intrinsic and varied extrinsic sources of motivationand describes the roles that intrinsic and extrinsic motivation in cognitive and socialdevelopment and in individual differences(www.selfdeterminationtheory.org).Needsspecify innate psychological nutriments that are essential for ongoing psychologicalgrowth, integrity, and well-being. (Deci & Ryan, 2000). According to SDT, well-beingand healthy personality development depend on the fulfillment of three basicpsychological needs: autonomy, relatedness, and competence. (Meyer, 2007). ). Duringadolescence autonomy development typically accelerates because of rapid physicaland cognitive changes, expanding social relationships, and additional rights andresponsibilities.Like competence and relatedness, feelings of autonomy is essential for the optimalfunctioning in a big range of varied cultures. For this paper, the researcher will focus onautonomy.
 Autonomous motivation according to Deci and Ryan (2008) “comprises both
 
intrinsic motivation and the types of extrinsic motivation in which people have identified
with an activity’s value and ideally will have integrated into their own sense of self”.
Thus when a person is autonomously motivated, he experiences volition or self-endorsement of his actions, compared to controlled motivation. When people areautonomously motivated, they tend to perform better and are more effective. (Deci &Ryan, 2008). Further research in autonomy has divided it into 3 constructs: cognitiveautonomy, emotional autonomy, and behavioral autonomy. Behavioral autonomy is the
capacity to act for one’s self . Emotional autonomy is the ability to feel for one’s self.Cognitive autonomy involves one’s ability to think for one’s self (Beckert, 2005).
 Psychological autonomy is a crucial individual difference and developmentalachievement, according to self-determination theory (SDT; Deci & Ryan, 1985, 1991,2000).
 According to Sheldon, “Autonomy seems a worthy construct to employ in order to assess the maturity and quality of personality functioning.” (Sheldon,2006)
. Autonomyis concerned with the experience of integration and freedom, and is essential in thefunction of a healthy human being. Compared to the controlled motivation, theautonomy orientation has been positively related to psychological health and effectivebehavioral outcomes. (Deci & Ryan, 2000).Theories in developmental psychology has addressed autonomy as an important issuein the development of a person. Erikson (1968) believed the primary psychosocial taskof adolescence is the identity formation and thus this d
evelopmental conflict “Identity
versus role
confusion”. The factors that contribute to one’s identity are cognitive skills

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