Integrated regulation is the fourth level of extrinsic motivation. This occurs when the third level identified regulations have been synthesized with other aspects of the self. In this case, an example would be studying medicine because it is enabling her to enter a profession that aligns with her values and interests. This level of extrinsic motivation has an internal locus of causality and is the most autonomous of the four.

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According to SDT, there are four types of extrinsic motivation, as listed below. 

1. External Regulation
2. Introjected Regulation
3. Identified Regulation
4. Integrated Regulation

Types of Extrinsic Motivation

Ryan, R. M., &amp; Niemiec, C. P. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice - Christopher P. Niemiec, Richard M. Ryan, 2009.

Autonomy, competence, and relatedness in the classroom; Applying self-determination theory to educational practice (Niemiec & Ryan, 2009)

External regulation is when behaviors are enacted in order to obtain a reward or punishment. This is the first level of extrinsic motivation and is the least autonomous of the four. Behaviors are poorly maintained once the controlling contingencies are removed. An example of external regulation is when a student studies only for a good grade and won’t continue to learn after the test is over. This type of motivation has an external locus of causality. 

External Regulation

Introjected regulation, the second level of extrinsic motivation, is enacted to satisfy internal contingencies such as self aggrandizement or avoidance of self derogation. An example of introjected regulation is when a student studies to feel pride and avoid feeling guilty for not studying enough. This type of motivation also has an external locus of causality. 

Introjected Regulation

Identified regulation is the third level of extrinsic motivation and is more autonomous than the previous two levels. This motivation can be seen when behaviors are enacted because they are considered valuable or important. For example, if a student is planning to become a doctor, they might focus on studying anatomy because mastery of such information is important for future competence in medicine. This level of extrinsic motivation has an internal locus of causality. 

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