SDT motivational spectrum from amotivation through four extrinsic regulations to intrinsic motivation¶

Theory · All theories
Evidence · 3 claims (3 for) · 5 studies (3 theoretical, 1 quant-synthesis, 1 review), q1–q4 · 1 of 5 report an effect size · 2 claims rest on one study

Description¶

The article describes SDT's motivational spectrum as a fine-grained alternative to viewing motivation as all-or-nothing: "a spectrum of motivation from amotivation (literally, without motivation) through externally motivated behaviors, to intrinsic motivation." Four types of extrinsic motivation are distinguished: external regulation (rewards, money, or the task outcome), introjected regulation (fears of guilt, shame, or having to do the task), identified regulation (taking on a task because one knows it is valuable), and integrated regulation (engaging because the activity represents who one is). Intrinsic motivation, at the most positive end, originates when a person volitionally undertakes a task because she finds it inherently satisfying and enjoyable.

Design Implications¶

Context¶

Requirements¶

• Distinguishing the quality of motivation, not merely its quantity, when analyzing learner behavior

Constraints¶

• The article notes only a very few people are without motivation; most are motivated in positive or negative ways

Target Learners¶

• K-12 and higher education students

Target Learning Objectives¶

• Understanding the internalization of motivation for academic tasks

Claims¶

• Autonomy-supportive teaching contrasts with controlling teaching, and controlled students do poorly compared to autonomous students [+W]
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it [+M]
• The article argues extrinsic rewards such as grades can reduce intrinsic motivation and should be phased out [+W]

Related Theories¶

• Self-Determination Theory
• Self-determination theory: a motivation and personality theory built on three basic psychological needs
• Expectancy-Value Theory
• ARCS Model of Motivational Design
• Self-Determination Theory as a framework for L2/ESP motivation
• SDT motivation continuum: four forms of extrinsic motivation varying in autonomy
• 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¶

• Conditioning Natural Reinforcers

Key Sources¶

• Jennifer D. Moss. (2017). Inviting Autonomy: Common Roots and Beliefs of Self-determination Theory and Invitational Education Theory. Journal of Invitational Theory and Practice. https://www.invitationaleducation.net/journal-of-invitational-theory-and-practice/