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2 references
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- Vol 4 RE: Chapter 13
intrinsic motivationself-determinationautonomy supportcompetence supportinformational feedbackperceived controlinternalised regulationBook Evidence summaryAt a glance
Deci and Ryan develop a theory of intrinsic motivation and self-determination that challenges accounts based only on reinforcement or drive reduction. People naturally seek competence and autonomy, but social conditions can support or undermine this tendency.
Key ideas
Events such as rewards, deadlines, surveillance, feedback, and choice affect motivation partly through how they alter perceived control and competence. The book reviews cognitive evaluation theory, organismic perspectives, attribution and information-processing accounts, and research on internalising extrinsic regulation. It then considers applications in education, psychotherapy, work, and sport. The authors distinguish acting with a sense of volition from behaviour experienced as pressured, even when both pursue the same outcome.
Why it matters
For education, the framework supports optimal challenge, informative rather than controlling feedback, meaningful rationales, opportunities for initiative, and relationships that make exploration safe. It also cautions that tangible rewards or competition can weaken intrinsic engagement when learners experience them as controlling rather than competence-supportive.
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- Vol 1 TE: App A
- Vol 2 RE: App D
- Vol 3 RE: Chapter 12
- Vol 3 TE: App C
- Vol 4 RE: Chapters 1, 2, 5, 13, 15, 16, 17, 19, 20, 21, 22, App A, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 3, 5, 11, 14, App B
- Vol 6 PE: App E
basic psychological needsautonomy supportcompetencerelatednessmotivation internalisationgoal contentself-endorsed actionJournal article Evidence summaryAt a glance
Deci and Ryan integrate several strands of self-determination theory to explain the content and regulation of goal pursuit. They define autonomy, competence, and relatedness as basic psychological needs whose satisfaction supports growth, integrity, motivation, and wellbeing across contexts.
Key ideas
Behaviour may be intrinsically motivated or extrinsically regulated at differing levels of internalisation, from external pressure to personally endorsed and integrated action. Thus two people performing the same activity can experience very different motivation and outcomes. The content of aspirations also matters because goals centred on growth, relationships, and community are generally more conducive to need satisfaction than wealth, fame, or image. Social environments influence whether people engage willingly, internalise values, and persist.
Why it matters
Educational practice should combine structure with autonomy support: acknowledge perspectives, offer meaningful options, explain necessary limits, provide optimally challenging work and informational feedback, and cultivate belonging. The theory does not equate autonomy with independence; people can willingly rely on and collaborate with others.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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