There are 3 types of motivational stages: amotivation, autonomous motivation, and controlled motivation 
- At the top of the hierarchy is intrinsic motivation: when behavior is performed voluntarily as a result of personal interest and importance 

Types of Motivational Stages (CSDT)

- Assumes that external controls involving reward and punishment undermine learning 
- Research has found that when teachers allow more autonomy and exert less control and pressure, learning will result from more intrinsic motivation to demonstrate competence and achieve self-esteem 
- Controlled motivation may lead to undesirable outcomes such as maladaptive coping, ill-being, and even psychopathology 

SDT and Learning (CSDT)

Researchers question the theoretical background and empirical evidence of SDT concerning rewards,behavior, and intrinsic motivation 
- Find contradicting results and conclude that negative effects of rewards or controlled motivations are limited, and that rewards can in certain situations function as strong catalysts of motivation 
- When studying SDT, researchers have given subjects unfamiliar and novel asks with relatively intrinsically motivated participants who perform tasks on a single occasion, which is very different from the classroom reality 
- In the classroom, the tasks and topics are often repeated, and many times considered boring, meanin gintrinsic motivation would seem to fail under such conditions according to SDT 

Questions Surrounding SDT

Self-Determination theory maintains that learning succeeds when brought about my intrinsic motivation rather than controlled, and that extrinsic reward motivation cannot bring about effective learning 
- SDT has significantly guided educational policy and research 

Syracuse University

Luria, E., Shalom, M., &amp; Levy, D. A. (2020). Cognitive neuroscience perspectives on motivation and learning: Revisiting self‐determination theory. Mind, Brain, and Education, 15(1), 5–17. https://doi.org/10.1111/mbe.12275 

Cognitive Neuroscience Perspectives on Motivation and Learning: Revisiting Self-Determination Theory

- Look at motivation with respect to learning and education through the lens of cognitive neuroscience 
- Present an alternative approach to SDT that is rooted in recent insights from the neurobiology of memory 
- Suggest that structuring learning and evaluation to diminish failure and increase repeated opportunities for successful performance may engender effective learning incorporating broad perspectives and rich associations


Goal of Study (CSDT)

What is SDT? (CSDT)

Suggests that reward-related interrogative goals support the formation of rich, relational memories that may later be more readily recalled, whereas punishment avoidance-related imperative goals support feature-focused, item-based memories that may support decisive action, but may later only be expressed as feeling of familiarity 
- Argues for an explanation of motivation that characterizes it from the perspective of types and brain systems they recruit 
- Differs from SDT
- Based on a neurobehavioral model of motivational influence on MTL-dependent memory 

Learn Before

Related

Learn After