A great
deal of research in the last two decades has explored how various aspects of
the social environment affect people's intrinsic motivation and autonomous
self-regulation and, in turn, the quality of their performance.
A central
hypothesis of self-determination theory is that social contexts that support
people's being competent, related, and autonomous will promote intentional
(i.e., motivated) action, and furthermore, that support for autonomy in
particular will facilitate that motivated action's being selfdetermined (rather
than controlled). Thus, for example, supports for competence (e.g., positive
feedback) will enhance motivation in general but
will enhance ind.rinsic motivation and
integrated internalization only if it is administered in a way that is autonomy
supportive (Ryan, 1982). Similarly, supports for relatedness (e.g., the
interpersonal involvement of parents and teachers) will enhance motivation in
general but will enhance intrinsic motivation and integrated internalization
only if the involved others are autonomy supportive (Grolnick & Ryan,
1989). To the extent that social contexts do not allow satisfaction of the
three basic psychological needs for competence, rdatedness, and autonomy, they
will diminish motivation, impair the natuiral developmental process, and lead
to alienation and poorer.
Research tesitiing these hypotheses has been
done in the laboratory, as well as in classroom~zai nd homes. In some studies
the effects of structural factors or situational events, such as rewards and
deadlines, have been explored, whereas in others the influence of general
interpersonal climates has been considered. In the majority of studies,
intrinsic motivation has been the dependent variable, although in more recent
research internalization has been explored by focusing on identified or
integrated regulation as outcome variables.
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