Extending self-determination theory’s dual-process model to a new tripartite model to explain diminished functioning

Abstract

In a three-study investigation, we pursued three purposes: (1) extend self-determination theory’s dual-process model to a new tripartite model—to recognize that environmental conditions sometimes render a psychological need dormant; (2) better explain adolescents’ diminished functioning; and (3) develop the Three States Questionnaire (TSQ). In Study 1, 402 high schoolers reported the satisfied, frustrated, and dormant state of their psychological needs (autonomy, competence, and relatedness) during classroom instruction to develop the TSQ. In Study 2, 320 high schoolers reported their satisfied, frustrated, and dormant states as well as 17 indicators of their effective, defiant, and diminished classroom functioning. The TSQ showed excellent psychometric properties, and the predictive power of the tripartite model was superior to that of the dual-process model in the prediction of all five indicators of diminished functioning (e.g., disengagement). In Study 3, 457 high schoolers’ perceived teachers’ motivating styles (supporting, controlling, and neglecting) predicted their three need states (satisfied, frustrated, and dormant), which predicted the quality of their classroom functioning (effective, defiant, and diminished). Overall, the dormant state was distinct from the other two states, it uniquely explained diminished functioning, and the tripartite model out-predicted the dual-process model.