SDT motivation continuum: four forms of extrinsic motivation varying in autonomy¶

Theory · All theories
Evidence · 2 claims (2 for) · 4 studies (2 review, 1 quant-synthesis, 1 theoretical), q1–q4 · 1 of 4 report an effect size · 1 claim rests on one study

Description¶

The article describes SDT's motivational continuum ranging from externally regulated to internally driven, self-directed behavior. Within extrinsic motivation it distinguishes four regulatory styles: "Integrated regulation is the most autonomous type of extrinsic motivation", followed by identified regulation, introjected regulation, and external regulation. External regulation, the least autonomous, "includes behaviors that are enacted to obtain a reward or avoid a punishment", and such behaviors are difficult to sustain once controlling contingencies are removed. Integrated and identified regulation can become self-determined over time.

Design Implications¶

Context¶

Requirements¶

• Internalization of external regulations requires contexts that support the three basic psychological needs

Constraints¶

Target Learners¶

• college students

Target Learning Objectives¶

• understanding motivational quality of academic behavior
• fostering internalization of academic goals

Claims¶

• Retention programs interpreted as meeting all three SDT needs show higher persistence and standing [+W]
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it [+M]

Related Theories¶

• Self-Determination Theory as a framework for L2/ESP motivation
• SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation
• Self-determination theory: a motivation and personality theory built on three basic psychological needs
• Self-Determination Theory
• Self-determination theory framework of intrinsic and extrinsic motivational orientations for L2 learning
• Internalization-based mapping between SDT motivation types and L2MSS self constructs
• Social-psychological construct framework for Foreign Language Classroom Anxiety

Examples¶

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Key Sources¶

• Zak-Moskal, A. D., & Garrison, M. J. (2020). Can Self-determination Theory be Used to Increase College Student Retention?. The New York Journal of Student Affairs, 20(1). https://commons.library.stonybrook.edu/nyjsa/vol20/iss1/4