What it shows
The self-determination continuum from Ryan and Deci (2000b). Six regulatory styles run from nonself-determined to self-determined: non-regulation (amotivation), the four types of extrinsic motivation (external, introjected, identified and integrated regulation) and intrinsic regulation.
Each style carries a one-line description and one student’s reason for doing homework, from just going through the motions to doing it out of curiosity and interest. Three reasons (parental sanctions, a chosen career, curiosity and interest) are Ryan and Deci’s own homework examples; the rest are condensed from their definitions.
How to read it
Read left to right: the further right, the more the motivation comes from the self.
The bracket over the middle four marks them all as extrinsic: the homework is done for a separable outcome, even when the student values it.
The orange line in each box is the same student’s reason at that point.
Ryan and Deci state that this is not a developmental sequence: a person can adopt a new regulation at any point along it.
The six styles
- Non-regulation (amotivation): no intention to act. Just goes through the motions.
- External regulation: acts for a reward or to avoid punishment. Fears trouble with parents.
- Introjected regulation: acts to avoid guilt or to feel pride. Would feel guilty not doing it.
- Identified regulation: consciously values the activity. Sees its value for a chosen career.
- Integrated regulation: the value is fully part of the self. Fits their other goals and values.
- Intrinsic regulation: acts for the inherent satisfaction. Out of curiosity and interest.
Ways to use it in teaching
Students place their own reasons for taking your course on the continuum, anonymously, and discuss the spread.
In a questionnaire design session, each style becomes a subscale with its own items.
Ask what a teacher could change to move a reason one step to the right.
To see how a theory like this becomes the framework of a study, read our theoretical framework examples.
Sources
- Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
- Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
