Autonomy-supportive interactions have been shown to increase intrinsic motivation across many life domains, leading to increased overall psychological welling-being (Deci & Ryan, 2008). These areas include:

- School
- Home
- Workplace
- Clinical settings
- Fitness/health
- Friendships/romantic relations

Autonomous support and Well-being Across Life Domains

The concept of internalization has shifted the focus of SDT from intrinsic/extrinsic motivation to autonomous versus controlled motivation (Deci & Ryan, 2008).  There are 3 main types of internalization:

- 1) Introjection
- 2) Identification
- 3) Integration

External and introjected regulations are forms of controlled motivation. By contrast, integration represents the type of internalization by which extrinsically-motivated behaviors can become truly autonomous, and so it can function similarly to intrinsic motivation.

Internalization of Extrinsic Motivators and Autonomy

SDT differentiates between autonomous motivation, comprised of intrinsic motivation and well-internalized extrinsic motivation, and controlled motivation, comprised of external motivation and introjected regulation. Environments that feel pressuring. or controlling will decrease intrinsic motivation, while those that are supportive and informational will enhance intrinsic motivation (Deci & Ryan, 2008).

University of Michigan - Ann Arbor

An individuals sense of control over their decisions, actions and will. An individuals desire for autonomy is appeased more so when there are choices given to the individual or they are able to take part in activities that are of personal interest/value (Deci, Koestner, & Ryan, 1999). 

Autonomy in SDT

Deci, E. L., & Ryan, R. M. (2008). Facilitating Optimal Motivation and Psychological Well-Being Across Life's Domains

Facilitating Optimal Motivation and Psychological Well-Being Across Life's Domains (Deci & Ryan, 2008)

 The study aimed inspected a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students. 761 students responded to an online survey comprising three scales: 
- 1) Media and Technology Usage and Attitude Scale (MTUAS)
- 2) Self-Rating Scale of Self-Directed Learning (SRSSDL)
- 3) Student version of Utrecht’s Work Engagement Scale (UWES-S)

The results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning however, no significant direct effect was found between technology use and academic performance.

Technology use on self-directed learning, student engagement and academic performance

Automous and Controlled Motivation

The satisfaction of the three needs in SDT (autonomy, competency, relatedness), results in a better mood, vitality, physical systems, and self-esteem. In contrast, activities and contexts that limit these three needs, have a negative impact on an individual (Adie, Duda, & Ntoumanis, 2008; Ryan & Deci, 2000c).

Basic Psychological Needs Theory (BPNT)

The goal of this experimental study is to examine the effect of choosing versus receiving feedback on performance and learning. Additionally, students' reported enjoyment of the task is assessed. 

There were three research questions in this study:
1) "Does critical feedback correlate with performance outcomes by condition?"
2) "Are there outcome differences between choosing and receiving feedback?"
3) "Are there enjoyment differences between choosing and receiving feedback?" (Cutumisu, 2016).

The Effect of Choosing Versus Receiving Feedback on College Students' Performance - Goal of Study

Giving users options to do things instead of doing one thing in one predetermined way


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