self-determination theory (SDT)

autonomous (self-determined) motivation

comes from internal sources; feeling a sense of volition, freedom, and choice

controlled motivation

comprised of external regulation; behaving due to external rewards or fear of punishment

intrinsic motivation

desire to behave due to internal drives; for own sake or personal rewards/values/enjoyment

extrinsic motivation

desire to behave due to external sources; rewards or punishment

- can be both autonomous and controlled

autonomous extrinsic motivation

occurs when ppl internalize values on extrinsic sources of motivation (e.g., seeing the value of tests for assessing learning)

motivational continuum

1. amotivation

2. external

3. introjected

4. identified

5. integrated

6. intrinsic

amotivation

non-regulation; "i don't know why"

external regulation (extrinsic)

external rewards & punishment; "because i have to"

introjected regulation (extrinsic)

internal rewards & punishment: "because i should"

identified regulation (extrinsic-autonomous)

personal importance; "because i want to"

e.g., going to gym bc i value my health

integrated regulation (extrinsic-autonomous)

synthesis with self; "because i want to"

e.g., going to gym bc i am a healthy person

intrinsic regulation (intrinsic)

inherent satisfaction; "because i enjoy it"

risks of reward studies

reduces intrinsic motivation

1. spent less time playing with markers

2. less likely to engage in further helping behaviours

life aspirations study

extrinsic goals result in less self-actualization/vitality and more depressive/physical symptoms

basic psychological needs (BPN)

1. autonomy

2. competence

3. relatedness

autonomy

to act in accordance with own internal values/goals

competence

to feel a sense of efficacy + have opportunities to improve

relatedness

to experience a sense of belonging w/ others

BPN & well-being

need satisfaction improves healthy development, well-being, and performance across cultures

BPN & motivation

need satisfaction predicts greater autonomous motivation

need-based support

supportive behaviours from others influence need satisfaction and fosters well-being

teachers & autonomy supportive behaviours

when teachers support autonomy, students have better performance and improved creativity/effort