Post 2: Self Determined and Cognitively Conscious

Human motivation can be explained through self-determination theory in relation to two major aspects; intrinsic and extrinsic motivation. Extrinsic and intrinsic motivation can be thought as in a continuum regarding to what extent people willingly motivated to engage in a given task and life experiences. Extrinsically motivated people depend on external factors in completing tasks. In contrast, intrinsically motivated individuals perform an activity because they have sets of values, enjoyments, and interest that arise internally within person.

Bearing in mind the aspects of self-determination theory, I will analyze Sheldon’s character. Since his childhood, Sheldon had developed a strong scientific attitude toward physics. Sheldon’s strong desire to become a scientist despite his ill-educated parents shed light on his intrinsically motivated characteristics toward science. In some of the episodes, Sheldon was isolated from his social environment to solve a complicated physics problem. His desire to solve this problem was not external pressure such as high-pay or getting published, but just was about satisfaction for his competence.

Self-determination theory have two sub-theories; Cognitive Evaluation Theory (CET) and Organismic Integration Theory (OIT). Taking major tenets of CET into account might help to explain Sheldon’s intrinsic behavior more in-depth. In order for intrinsic motivation to develop, three basic elements are necessary to be met. These basic human needs are autonomy, competence, and relatedness. If any of these elements are not present in human’s environment then, they may experience lack of motivation to strive for their goals.

Sheldon, a highly competent physicist, was fed from his desires to become the best physicist on earth almost in an arrogant manner. His perceived and actual competence was equally met with the challenges he encountered in his academic life, which led him to the state of flow. Flow involves the highest concentration that one can potentially reach while doing tasks with full of enjoyment (Csikszentmihalyi, 1975). Sheldon’s intense emotional reflections while he was engaging in challenging physics problems indicates his flow experiences. It was prevalent in his experiences that the physics was part of his life rather than a job to do. Sheldon’s intense feelings such as pleasure, enjoyment and even sometimes frustration when he was stuck in doing physics problems were manifestations of flow.

Sheldon’s high level of interest, alignment, and engagement with physics activities were related to his autonomy. Sheldon had felt free to decide how he wanted to spend his time. Also, he was self-determined in achieving his end goal of obtaining a Nobel Prize to verify his competence in physics. His inherent interest and pleasure in physics were evidence to his intrinsic motivation that were free from external motivation such as family and peer pressure.

Sense of belonging to a community is crucial in achieving determined goals. Relatedness is a vital component of intrinsic motivation. Even though Sheldon seemed that he did not need other people around to attain his goals, once Leonard, his physicist roommate, moved in his girlfriend’s apartment, Sheldon suddenly become depressed. Sheldon, then, realized the need for emotional bonds and attachment to a friend. In later episodes, Sheldon had a girlfriend, Amy, who cared for him, and begun to trust her deeply. 

Despite Sheldon’s incredible resistance to have a friend and a girlfriend in the beginning, he was able to adjust and realize how a community building was essential part of his well-being and success. Acceptance by friends the way he was also had huge impact in Sheldon’s willingness to be part of a community. Sheldon already had confessed the value of his friend’s support in his endeavors during the final episode, where Sheldon finally had received a Nobel Prize for his outstanding achievement in his career. 

All in all, despite the fact that Sheldon was quite self-determined and intrinsically motivated person, his motivation to strive further was contingent on integrals of autonomy, competence, and relatedness. It is challenging to understand one’s actual reasons for motivation to accomplish tasks. Although Sheldon often times believed that his interest and abilities in physics were innate to his personality, there seemed to be other associated factors such as autonomy provided or taken, perceived competence, and relatedness to other members of community. If one of these pieces were not present, Sheldon had experienced an imbalance in his functioning in life, resilience, even psychological difficulties in spite of his conflicting beliefs about these influences on his human being.

Reference
Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of flow in work and play. San Francisco: Jossey-Bass.