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Comparison of schwartz value theory and self determination

Paper Type: Free Essay Subject: Psychology
Wordcount: 2485 words Published: 1st Jan 2015

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A need is an innate drive all organisms possess and desire to fulfil to maintain optimal functioning of the self. The Self Determination Theory (SDT) developed by Ryan & Deci ( ) is a theory of motivation and personality which proposes that humans are active organisms who posses to strive for three basic, innately drive psychological needs; competence, autonomy and relatedness. These needs should be constantly satisfied to a degree that allows humans to develop and function healthily (Ryan & Deci, 2000). When the universal needs are fulfilled, intrinsic motivation occurs; this involves doing something from a sense of enjoyment and volition. The higher the intrinsic motivation, the higher the sense of well being. People goals and behaviour are aimed to fulfil these needs, creating a higher sense of self-determination.

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As well as needs, every organism holds a set of values. Schwartz and Sagiv (1995) described human values as transitional, desirable goals which act as guiding principles in ones life, which varying levels of importance. The Schwartz Value Theory (SVT) (Schwartz, 1992, 2005) identifies ten motivationally distinct values which are derived from three universal requirements of the organism: social interaction, biological needs of individuals and survival needs of groups. Values become the focal point in ones cognition and influence peoples behaviours, attitudes and decisions. The ten universal values are: self-direction, stimulation, hedonism, achievement, power, security, conformity, tradition, benevolence, and universalism. The values have been found cross-culturally, with relation to the structure aspect and dynamic associations between them. This essay will compare the concepts of needs from the self determination theory with the concept of values from the Schwartz value theory based on the issues of the development of values/needs, research methods/measurement, and the pathway to well-being. The second part of this essay constitutes of a contemporary study based on SVT. It will be explained how this study can/cannot be researched using the needs from SDT.

The first issue that will be compared for both theories is the development of needs and values, both of which differ. The main assumption of the Self Determination Theory is that humans are active organisms who possess innate tendencies for psychological growth and development in order for optimal functioning of the human body (Ryan & Deci ). Humans have evolved these tendencies to master challenges, integrating them with new experiences from various aspects of life which motivationally challenge the ongoing satisfaction of the three basic universal needs identified; competence, autonomy and relatedness, to develop a unified sense of self. Competence refers to the effectiveness of how one is with dealing with social pressures from the environment (White, 1959). Relatedness is defined as the need to be connected and interact with care for others (Baumeister & Leary, 1995), and autonomy is the cognition to be integrated with the self and to be the controlling agents in ones’ life (Deci and Vansteenkiste, 2004). The extent to which these needs are satisfied will determine the effectiveness of human development and growth of the individual. However, the tendency for growth is not an automated process, but acquires nourishment from the social environment to adequately fulfil the basic needs. If the ongoing satisfaction is disillusioned by the social context in which one operates, the individuals optimum functioning will be impaired and the needs will not be fulfilled. In turn, intrinsic and extrinsic motivation will be thwarted and the dissatisfaction will result in ill-being or malfunctioning of the body.

Although SDT acknowledges that support and nutriments from the social context of the environment are sought for to satisfy growth development, the main assumption is that the development of needs are innately driven. In comparison to this, the Schwartz Value Theory assumes that values are initiated and developed through the socialisation process. Kasser, Koestner, & Lekes (2002) conducted a longitudinal study and found that values develop through identification, imitation and the need for satisfaction from early family experiences, which shape our adult values. A need which is not fulfilled as an infant will generate as a value in adulthood. For instance, if the need for security is not met in childhood, the individual will grow to value security and power. The SVT expresses that peoples ever-changing life circumstances allow expression for certain values over others, people adapt their values to their situation. Schwartz & Bardi (1997) convey that people raise the importance of values when necessary, and reduce the importance when obtainment is unachievable. For example, at times of economic crisis, the importance of the value power is increased. Value development and priorities of these values are also characterised by ones age, gender and education. These factors clearly emphasise that the development of needs occur via learning experiences and socialisation, in comparison to the needs from SDT which are innately driven. However, one aspect in which both theories are similar is that SDT also relies on some aspects of the social context to fulfil the needs to gain instrinsic motivation.

Both SVT and SDT use similar measures to test the concept of needs and values. The main research method used is self report measures in the form of scales, although both vary in types. Schwartz first tested his ten basic values using the Schwartz Value Survey (SVS) (Schwartz, 1992, 2005). This rating scale consists of two lists of value items; the first list consisting of 30 items described in noun form, and the second list consisting of 26/27 items in adjective form, describing desirable ways of acting. Participants were required to rate the value items on a 9-point scale in order of importance ‘as a guiding principle in MY life’; 7 (supreme importance) to -1 (opposed to my values). The 10 values were found to be apparent in most of the 67 participating countries, and a vast majority of the 75,000 respondents viewed the values as mildly to very important. The self report measure allowed respondents to state their opposing values as well as conforming ones, which is vital for a cross-cultural study as people from differing cultures tend to have opposing views. For example, collectivist cultures may value tradition, whereas individualists value power.

An alternative method to the SVS used to measure the ten values is the Portrait Values Questionnaire (PVQ) constructed specifically for children, elderly and uneducated persons as the context is more abstract and free-flowing. The questionnaire consists of short verbal portraits of 40 different people, each describing the person’s aspirations and goals directed towards the importance of a value. Each portrait was gender-matched with the respondent (Schwartz, 2005b; Schwartz, et al., 2001). Participants were required to respond to each portrait on a 6-point scale; 1 (very much like me) to 6 (not at all like me), answering ‘How much like you is this person?

Similar to measuring values, the self determination theory also uses self-report measures to investigate the concept of needs. The concept of values is researched based on two distinct surveys which are widely used, however, there is no definite measure to research the concept of needs, but is investigated using a variation of scales in which the findings have been collaborated. Each scale administered investigates a different feature of the theory. One example is the Basic Psychological Needs Scale (BPNS), which consists of a set of questionnaires measuring the level of satisfaction one has for the three universal psychological needs; competence, autonomy and relatedness (Ryan & Deci,   ). In addition to this, as the values theory is based solely on surveys, the SDT formally compromises five mini theories derived from field and laboratory research, attempting to explain motivationally based phenomena. The self determination theory fails to account for individual differences but instead provides a one dimensional method for all participants. In comparison to this, the Schwartz value theory accounts for the variations between groups. For instance, the SVS is written in over 46 languages and is administered in 67 cultures with over 75,000 respondents. Also the PVQ was designed specifically for children, the elderly and uneducated persons. Therefore Schwartz value theory may provide a more thorough account for the concept of values.

Well-being is one attribute that both the Schwartz theory and self determination share, although both pose different means of achieving it. Schwartz value theory suggests that when people are successful in fulfilling a value, they feel a high sense of well-being. However, there is no value in particular which promotes well-being; rather the values of importance in ones life will create a higher sense of well-being when fulfilled. This is supported by Oishi et al (1999) who conducted a daily diary study and found that participant’s experienced a higher sense of well-being when they succeeded in tasks that were attributed to the importance of personal values. STV proposes that certain environments assist in fulfilling important values, such as pursuing values relative to occupational environments. For instance, business students showed increased happiness if they valued power (Sagiv & Schwartz, 2000). The self-determination theory also shares the notion that when the needs are fulfilled, well-being occurs. SDT suggests that when autonomy, relatedness and competence are satisfied, intrinsic motivation occurs which in turn leads to higher task performance, increasing the level of positive well-being. Intrinsic motivation refers to completing a task or doing something with care and a sense of enjoyment. Therefore SDT poses that achieving goals and a sense of well being is sought for through the basic needs and intrinsic motivation, but when meeting these needs is somewhat frustrated, the level of well-being is diminished. When extrinsic goals such as fame and money become the centre of ones life, this results in indirect satisfaction of the three innate needs which causes dissatisfied fulfilment as they often are more stressful and thought provoking conducts (Ryan, Koestner & Deci, 1991). This demonstrates that intrinsic motivation is more satisfying to an individual and obtains a higher sense of well being than extrinsic motivation. This is supported by Sheldon & Kasser (1995), who found that people who accentuate extrinsic rather than intrinsic goals obtain a lower sense of well-being resulting in anxiety, depression and other physical symptoms.

A contemporary study by Cohen (2010) uses Schwartz value theory to investigate the relationship between individual-level values with organizational and occupational commitment among Israeli Arabs teachers. The sample presented in the study is comprised of 369 Arab teachers (254 females and 115 males), from 14 various schools situated in the north of Israel. Each participant was tested for their individual values using The Portrait Values Questionnaire (PVQ). The hypotheses proposed that the two commitment forms would express a strong link with values of conformity, security, tradition, benevolence and universalism. However, no link would be discovered with the values of power, hedonism, achievement, self-direction and stimulation. The central finding demonstrates that organizational and occupational commitments were significantly effected by the two values; benevolence and conformity.

The study postulates a greater understanding of teachers’ organizational and occupational commitments in relation to Schwartz value theory; demonstrating how individual values are associated with commitment, even when their pursuits are controlled for by demographic characteristics such as gender and religiosity. Although the study found a significant relationship between the two commitment forms and benevolence and conformity, individuals were assessed on all ten basic values; some of which can be studied using the innate psychological needs from the Self-Determination theory. For example, the values universalism and benevolence are related to the need for relatedness as they all share the goal of care and welfare for others that they interact with. The value hedonism and need for autonomy share

In conclusion, both SDT and SVT share a number of aspects in which both are similar and differ. Both theories express the goal for wellbeing, satisfaction and wellbeing although pose different pathways to acieve it. Needs are driven by innate tendencies and develop through personal growth, whereas values are initiated through

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