Overview
Self-determination theory (SDT) is a theory of motivation developed by Edward Deci and Richard Ryan at the University of Rochester. In a 1971 experiment Deci reported that participants paid money for solving puzzles spent less free time on them once the reward stopped, and in their 1985 book Intrinsic Motivation and Self-Determination in Human Behavior the two set out the framework. Among theories of motivation it stands out for stressing the quality of motivation, that is, why people act, rather than simply how much motivation they have.
Three basic psychological needs
- Autonomy: the need to experience one's actions as chosen and endorsed by oneself. This is not the same as independence from others.
- Competence: the need to feel effective in dealing with the environment and to master skills.
- Relatedness: the need to feel connected to and cared for by others.
The theory treats these needs as universal across cultures: when they are supported, motivation and well-being rise; when they are thwarted, both suffer.
The motivation continuum
SDT sees motivation not as present or absent but as a continuum of self-determination:
- Amotivation: no intention or reason to act.
- External regulation: acting to gain rewards or avoid punishment.
- Introjected regulation: acting out of guilt or pride, because one "should".
- Identified regulation: acting because one personally values the behaviour.
- Integrated regulation: the behaviour is fully in harmony with one's other values.
- Intrinsic motivation: acting because the activity itself is interesting and satisfying.
Even extrinsic motivation can become autonomous as it is internalized, a point also covered in metacognition and intrinsic motivation.
Six mini-theories
Ryan and Deci (2017) organize SDT into six mini-theories: cognitive evaluation theory (how rewards and feedback affect intrinsic motivation), organismic integration theory (internalization of extrinsic motivation), causality orientations theory (individual differences in motivational orientation), basic psychological needs theory (need satisfaction and well-being), goal contents theory (extrinsic goals such as money and fame versus intrinsic goals such as growth and relationships) and relationships motivation theory (close relationships).
Applications and criticism
In education, offering choice, giving a rationale, setting optimal challenge and providing informational feedback are seen as supporting students' autonomous motivation, and the theory is widely used in workplace, sports coaching and health-behaviour research. Unlike Maslow's hierarchy, it places no ranking among needs, and its idea of competence overlaps with self-efficacy. Criticisms include debate over whether autonomy matters in the same way in collectivist cultures, disputes with behaviourist researchers over how large the "undermining" effect of rewards really is, and heavy reliance on self-report scales.
Sources reviewed: 2026-10-16
References
- Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
- Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press.