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Self-Determination Theory

Self-determination theory (SDT) is an empirically based theory of human motivation, optimal functioning, and wellness. SDT assumes that people have an inherent growth tendency, which is referred to as the organismic integration process. Through this process, development occurs both by the unfolding of intrinsic motivation and interests and by the process of internalizing practices and values from the external world. Accompanying people’s development and ongoing functioning are subjective human experiences of autonomy, competence, and relatedness, or what in SDT are called people’s basic psychological needs. That is, SDT relies on human experiences related to these three basic needs as the central inputs to development and functioning and also as an important focus for testing hypotheses empirically. Experiences related to these needs are assessed through subjective reports as well as a variety of supplementary methods from brain imaging to implicit measurements and priming of nonconscious motivational processes. Although SDT is a complex theory that will only be partially reviewed herein, at its core it proposes a multidimensional motivational model that is unified by the concept of autonomy. SDT then deals with how to promote the most functional types of motivation—that is, the types associated with optimal functioning and growth.

SDT also specifies individual differences, called general causality orientations, that represent the type of motivation a person most typically embraces, and it also differentiates the nature and consequences of people’s life goals or aspirations, which shape both proximal behaviors and individuals’ overall well-ness trajectories. Each of these fundamental issues is addressed in the next sections; the final section discusses empirical evidence specific to the field of management.

Fundamentals

Self-determination theory proposes two overarching types of motivation: autonomous motivation and controlled motivation. When people are autonomous, they act with a full sense of volition, choice, and congruence. When controlled, they act with a sense of pressure, tension, and demand. To understand more fully the meaning of autonomous and controlled motivation, it is helpful to begin with the distinction between intrinsic motivation and extrinsic motivation.

Intrinsic motivation is defined as doing an activity out of interest and enjoyment—that is, for its own sake. A child playing with toys, or with the packages they came in, is a beautiful example of intrinsic motivation. But intrinsic motivation is not limited to children’s play—it is evident in sport, learning, gaming, and other challenge-seeking activities throughout the life span. It is important in adults’ learning of new information and gaining new skills and competencies, and thus it is important in both work and play environments. Intrinsic motivation is the prototype of autonomous motivation, for when acting out of interest and enjoyment, people feel a full sense of willingness and endorsement of what they are doing.

Extrinsic motivation is defined as doing something for an instrumental reason, to obtain separate consequences, such as gaining rewards or approval, avoiding punishments or criticism, boosting self-esteem, or living up to deeply held values. These various reasons, while all instrumental, are quite different and have been found to lead to different performance and affective outcomes. Therefore, SDT has specified different types of extrinsic motivation that vary in terms of the degree to which they are autonomous.

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