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The result from students’ point of view is usually only a partial perception of self-determination, and therefore a simultaneous mix of intrinsic and extrinsic motivations. Self-determination theory recognizes this reality by suggesting that the “intrinsic-ness” of motivation is really a matter of degree, extending from highly ex trinsic, through various mixtures of intrinsic and extrinsic, to highly in trinsic (Koestner&Losier, 2004). At the extrinsic end of the scale is learning that is regulated primarily by external rewards and constraints, whereas at the intrinsic end is learning regulated primarily by learners themselves. The table below summarizes and gives examples of the various levels and their effects on motivation. By assuming that motivation is often a mix of the intrinsic and extrinsic, the job of the teacher becomes more realistic; the job is not to expect purely intrinsic motivation from students all the time, but simply to arrange and encourage motivations that are as intrinsic as possible. To do this, the teacher needs to support students’ basic needs for autonomy, competence, and relatedness.

Combinations of intrinsic and extrinsic motivation
Source of regulation of action Description Example
Very external to person Actions regulated only by outside pressures and incentives, and controls Student completes assignment only if reminded explicitly of the incentive of grades and/or negative consequences of failing
Somewhat external Specific actions regulated internally, but without reflection or connection to personal needs Student completes assignment independently, but only because of fear of shaming self or because of guilt about consequences of not completing assignment
Somewhat internal Actions recognized by individual as important or as valuable as a means to a more valued goal Student generally completes school work independently, but only because of its value in gaining admission to college
Very internal Actions adopted by individual as integral to self-concept and to person’s major personal values Student generally completes school work independently, because being well educated is part of the student’s concept of himself

Using self-determination theory in the classroom

What are some teaching strategies for supporting students’ needs? Educational researchers have studied this question from a variety of directions, and the resulting best practices converge and overlap in a number of ways. For convenience, the best practices can be grouped according to the basic need that they address, beginning with the need for autonomy.

Supporting the need for autonomy

A major part of supporting autonomy is to give students choices wherever possible (Ryan&Lynch, 2003). The choices that encourage the greatest feelings of self-control, obviously, are ones that are about relatively major issues or that have relatively significant consequences for students, such as whom to choose as partners for a major group project. But choices also encourage some feeling of self-control even when they are about relatively minor issues, such as how to organize your desk or what kind of folder to use for storing your papers at school. It is important, furthermore, to offer choices to all students, including students needing explicit directions in order to work successfully; avoid reserving choices for only the best students or giving up offering choices altogether to students who fall behind or who need extra help. All students will feel more self-determined and therefore more motivated if they have choices of some sort.

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Source:  OpenStax, Oneonta epsy 275. OpenStax CNX. Jun 11, 2013 Download for free at http://legacy.cnx.org/content/col11446/1.6
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