Abstract
Causal Agency Theory describes volitional action as action that is intentionally conceived (planned) and self-initiated. Volitional actions involve the initiation and activation of causal capabilities—the capacity to cause something to happen—in one’s life. Acting in an intentionally conceived, self-initiated manner is therefore a critical element of volitional action. This chapter will review the literature on self-initiation and planning as it pertains to human agentic action and self-determination and provide a description of the development of the ability to self-initiate.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Amorose, A. J., & Anderson-Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise, 8(5), 654–670. doi: http://dx.doi.org/10.1016/j.psychsport.2006.11.003
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Co..
Beiswenger, K. L., & Grolnick, W. S. (2010). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school activities. The Journal of Early Adolescence, 30(3), 369–394. doi: http://dx.doi.org/10.1177/0272431609333298
Benson, J. B. (1997). The development of planning: It’s about time. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 43–75). Mahweh: Lawrence Erlbaum Associates.
Browder, D. M., & Minarovic, T. J. (2000). Utilizing sight words in self-instruction training for employees with moderate mental retardation in competitive jobs. Education and Training in Mental Retardation and Developmental Disabilities, 35(1), 78–89.
Bybee, J., & Zigler, E. (1998). Outerdirectedness in individuals with and without mental retardation: A review. In J. A. Burack, R. M. Hodapp, & E. Zigler (Eds.), Handbook of mental retardation and development (pp. 434–461). Cambridge/UK: Cambridge University Press.
Deci, E. L., & Ryan, R. M. (1994). Promoting self-determined education. Scandinavian Journal of Educational Research, 38(1), 3–14.
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1–27.
Ellis, S., & Siegler, R. S. (1997). Planning as a strategy choice, or why don’t children plan when they should? In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 183–208). Mahweh: Lawrence Erlbaum Associates.
Friedman, S. L., & Scholnick, E. K. (1997a). An evolving “blueprint” for planning: Psychological resquirements, task characteristics, and social-cultural inlfuences. In S. L. Friedman & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 3–22). Mahweh: Lawrence Erlbaum Associates.
Friedman, S. L., & Scholnick, E. K. (1997b). The developmental psychology of planning: Why, how, and when do we plan? Mahweh: Lawrence Erlbaum Associates.
Gillet, N., Gagné, M., Sauvagère, S., & Fouquereau, E. (2013). The role of supervisor autonomy support, organizational support, and autonomous and controlled motivation in predicting employees’ satisfaction and turnover intentions. European Journal of Work and Organizational Psychology, 22(4), 450–460. doi: http://dx.doi.org/10.1080/1359432X.2012.665228
Hortop, E. G., Wrosch, C., & Gagné, M. (2013). The why and how of goal pursuits: Effects of global autonomous motivation and perceived control on emotional well-being. Motivation and Emotion, 37(4), 675–687. doi: http://dx.doi.org/10.1007/s11031-013-9349-2
Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism and Developmental Disorders, 39(9), 1329–1338.
Koegel, R. L., Koegel, L. K., & McNerney, E. K. (2001). Pivotal areas in intervention for autism. Journal of Clinical Child Psychology, 30(1), 19–32.
Kreitler, S., & Kreitler, H. (1987). Conceptions and processes of planning: The developmental perspective. In S. L. Friedman, E. K. Scholnick, & R. R. Cocking (Eds.), Blueprints for thinking; The role of planning in cognitive development (pp. 205–272). Cambridge: Cambridge University Press.
Little, T. D., Hawley, P. H., Henrich, C. C., & Marsland, K. (2002). Three views of the agentic self: A developmental synthesis. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 389–404). Rochester/NY: University of Rochester Press.
MacMillan, D. L., & Cauffiel, S. R. (1977). Outerdirectedness as a function of success and failure in educationally handicapped boys. Journal of Learning Disabilities, 10(10), 643–654.
Masicampo, E. J., & Baumeister, R. F. (2011). Consider it done! Plan making can eliminate the cognitive effects of unfulfilled goals. Journal of Personality and Social Psychology, 101(4), 667–683.
Mouratidis, A., & Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355–367. doi: http://dx.doi.org/10.1016/j.psychsport.2011.03.006
Munde, V., & Vlaskamp, C. (2015). Initiation of activities and alertness in individuals with profound intellectual and multiple disabilities. Journal of Intellectual Disability Research, 59(3), 284–292.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. doi:10.1177/1477878509104318.
Pan, Y., & Gauvain, M. (2012). The continuity of college students’ autonomous learning motivation and its predictors: A three-year longitudinal study. Learning and Individual Differences, 22(1), 92–99. doi: http://dx.doi.org/10.1016/j.lindif.2011.11.010
Reilly, C., Hughes, C., Harvey, M., Brigham, N., Cosgriff, J., Kaplan, L., & Bernstein, R. (2014). “Let’s Talk”: Increasing novel peer-directed questions by high school students with autism to their general education peers. Education and Training in Autism and Developmental Disabilities, 49, 214–231.
Saebu, M., Sørensen, M., & Halvari, H. (2013). Motivation for physical activity in young adults with physical disabilities during a rehabilitation stay: A longitudinal test of self-determination theory. Journal of Applied Social Psychology, 43(3), 612–625. doi: http://dx.doi.org/10.1111/j.1559-1816.2013.01042.x
Seligman, M. E. P., Railton, P., Baumeister, R. F., & Sripada, C. (2013). Navigating into the future or driven by the past. Perspectives on Psychological Science, 8(2), 119–141. doi:10.1177/1745691612474317.
Shukla, S., Surratt, A. V., Horner, R. H., & Albin, R. W. (1995). Examining the relationship between self-initiations of an individual with disabilities and directive behavior of staff persons in a residential setting. Behavioral Interventions, 10(2), 101–110. doi: http://dx.doi.org/10.1002/bin.2360100206
Smith, K. A., Shepley, S. B., Alexander, J. L., & Ayres, K. M. (2015). The independent use of self-instructions for the acquisition of untrained multi-step tasks for individuals with an intellectual disability: A review of the literature. Research in Developmental Disabilities, 40, 19–30. doi:10.1901/jaba.1980.13-119.
Ward, G., & Morris, R. (2005). Introduction to the psychology of planning. In R. Morris & G. Ward (Eds.), The cognitive psychology of planning (pp. 1–35). New York: Taylor & Francis.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Shogren, K.A., Wehmeyer, M.L., Khamsi, S. (2017). Self-Initiation and Planning. In: Wehmeyer, M., Shogren, K., Little, T., Lopez, S. (eds) Development of Self-Determination Through the Life-Course. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1042-6_16
Download citation
DOI: https://doi.org/10.1007/978-94-024-1042-6_16
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-024-1040-2
Online ISBN: 978-94-024-1042-6
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)