Assignment Title: Student Full Name Strayer University Phi22

12assignment Titlestudent Full Namestrayer Universityphi220 Ethi

[Assignment Title] [Student Full Name] Strayer University PHI220 – Ethics [Professor’s Name] [Date] Facts State your relevant facts in bullets below. Clarify Relevant Concepts In a short paragraph of five to seven sentences, clarify all relevant concepts. Choose a Standard Clearly state the moral standard you are applying to this case. Conclusion In a short paragraph of five to seven sentences, state your conclusion. Your conclusion is your response to the question posed at the end of the case. Sources List any sources that you use in this assignment. 1. Judith Boss. 2019. Ethics for Life (7th ed.). McGraw-Hill Higher Education. 2. Judith Boss. 2020. Analyzing Moral Issues (7th ed.). NY: McGraw-Hill Higher Education. Assignment: Organismic Psychological Needs · Become familiar with the questions below: 1. Why is the person-environment dialect important? 2. What are the benefits from autonomy support (both giving and receiving)? 3. How does optimal challenge and flow determine if a person will repeat an activity? 4. Why are different types of feedback needed for different situations? Describe the types. 5. Is it necessary to build a tolerance for failure? Write an essay paper discussing: 1. An explanation of organismic psychological need and the main components: autonomy, competence, and relatedness. 2. An analysis of each question (a-e above) with scholarly support and connection to class readings. 3. Write a detailed explanation of various activities (engagement) and the need which is met. Describe why these relationships are important to understand. Your essay should be 2000- words and should include at least four (4) citations. Follow the guidelines for APA writing style, including proper headings for each section you are addressing. The title page and references page do not count toward the minimum word amount for this assignment.

Paper For Above instruction

The exploration of organismic psychological needs, particularly autonomy, competence, and relatedness, forms a cornerstone of understanding human motivation and well-being within the framework of self-determination theory (Deci & Ryan, 2000). This theory emphasizes how fulfilling these core psychological needs fosters intrinsic motivation, leading to increased engagement, persistence, and overall psychological health. In this paper, I will elucidate the concept of organismic psychological needs, analyze several key questions related to these needs with scholarly support, and describe how various activities meet these needs while highlighting the importance of understanding these relationships for fostering well-being and motivation.

Understanding Organismic Psychological Needs

Organismic psychological needs refer to innate, universal requirements vital for psychological growth, well-being, and optimal functioning. The three main components—autonomy, competence, and relatedness—are inherently linked to human developmental processes. Autonomy pertains to feeling volitional and self-directed in one's actions, influencing the sense of ownership and control over decisions (Deci & Ryan, 2000). Competence reflects the need to feel effective and capable in engaging with one's environment, promoting mastery and skill development. Relatedness signifies the importance of meaningful social connections, fostering a sense of belonging and emotional security. Fulfillment of these needs supports intrinsic motivation, enhances well-being, and fosters resilience against stress (Ryan & Deci, 2017). These components are interconnected; for example, social relationships (relatedness) can bolster feelings of competence and autonomy, creating a supportive environment conducive to growth.

The Person-Environment Dialect

The person-environment dialect is a critical concept highlighting the dynamic interaction between an individual’s internal needs, motivations, and the external environment. This dialect emphasizes that human development and motivation are not solely determined by internal factors but are significantly shaped and regulated by environmental conditions (Deci & Ryan, 2000). An environment that supports autonomy, competence, and relatedness fosters intrinsic motivation and psychological health; conversely, environments that undermine these needs can lead to diminished motivation, stress, and psychological distress. For example, workplaces that provide autonomy-supportive policies foster creativity and engagement, whereas controlling environments may cause disengagement and burnout. Understanding this dialect underscores the importance of structuring environments that promote the internalization of motivation and the development of autonomy and relatedness, ultimately leading to healthier psychological functioning.

Benefits of Autonomy Support

Supporting autonomy, both in giving and receiving, is associated with numerous psychological and behavioral benefits. Autonomy support involves acknowledging individuals' perspectives, providing choice, and minimizing controlling behaviors (Deci & Ryan, 2000). When individuals experience autonomy support, they tend to exhibit higher levels of intrinsic motivation, engagement, and persistence in tasks. For instance, students who perceive their teachers as autonomy-supportive show increased motivation and better academic performance (Reeve, 2009). Conversely, autonomy support when received fosters feelings of self-efficacy and ownership of actions. This support also enhances well-being, reduces stress, and promotes adaptive behaviors such as creativity and effort (Vansteenkiste et al., 2004). Moreover, autonomy-supportive environments cultivate trust and respect, reinforcing positive social interactions and emotional resilience.

Optimal Challenge, Flow, and Repetition of Activities

The concept of flow, introduced by Csikszentmihalyi (1990), describes a state of complete absorption and enjoyment in an activity. Optimal challenge plays a pivotal role in achieving flow; when a task’s difficulty aligns with an individual’s skill level, it fosters engagement and intrinsic motivation, encouraging repetition. If the task is too easy, boredom may ensue; if too difficult, anxiety arises. Achieving this balance fosters intrinsic motivation, leading individuals to repeat activities that induce flow (Csikszentmihalyi, 1990). For example, athletes often seek activities that challenge their skills just enough to maintain focus and satisfaction. This balance sustains motivation and ensures continued engagement, which is crucial for skill development and psychological fulfillment.

Necessity of Building Tolerance for Failure

Building tolerance for failure is essential in promoting resilience and a growth mindset. Failure, within an organismic framework, is viewed as an opportunity for learning and adaptation rather than a setback. When individuals develop resilience to failure, they are more willing to take risks and engage in challenging activities, which are necessary for growth (Dweck, 2006). Tolerance for failure encourages perseverance, reduces fear of making mistakes, and supports the development of competence and autonomy. For instance, students who view failure as a natural part of learning are more likely to persist through difficulties, ultimately enhancing their skills and confidence (Yeager & Dweck, 2012). Cultivating this tolerance fosters an environment that embraces growth, innovation, and psychological safety.

Activities and Their Relationship to Psychological Needs

Various activities—such as collaborative projects, sports, arts, and problem-solving tasks—metaphorically serve to satisfy different psychological needs. Collaborative activities meet relatedness by fostering social connection and belonging. Challenging sports and arts activities promote competence by providing opportunities for mastery and skill development. Autonomous projects, whether personal or group-based, support autonomy by allowing choices and self-direction. Understanding how these activities meet specific needs emphasizes their role in fostering motivation and well-being. Recognizing these relationships guides educators, employers, and individuals in designing environments that promote sustained engagement, resilience, and personal growth. Thus, fostering meaningful activities aligned with psychological needs is crucial for lifelong development and psychological health.

Conclusion

In conclusion, organismic psychological needs of autonomy, competence, and relatedness are fundamental to human motivation and well-being. The person-environment dialect underscores the importance of supportive environments that nurture these needs, thereby fostering intrinsic motivation and resilience. Supporting autonomy offers significant benefits, including increased engagement and well-being, while optimal challenge and flow encourage activity repetition and mastery. Building tolerance for failure is vital for resilience, growth, and innovation. Understanding these needs and their fulfillment through various activities provides critical insights into designing effective educational, occupational, and social environments that promote human thriving. Prioritizing the support of these basic psychological needs can lead to healthier, more motivated, and more fulfilled individuals, ultimately benefiting society as a whole.

References

• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Reeve, J. (2009). Why teachers adopt a controlling motivation style and how they can become autonomy supportive. Educational Psychologist, 44(3), 159–175.
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260.
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.