. The theory states that rewards and positive feedback enhance intrinsic motivation only if they are accompanied by a sense of autonomy. Research has shown that such things as threats, deadlines, pressured evaluations, and imposed goals reduce intrinsic motivation because they take away oneÆs sense of autonomy. By contrast, situations where choice, self-direction, and acknowledgment of feelings are present enhance intrinsic motivation. In teaching, for instance, the more controlling teachers have less successful students, whereas those who encourage autonomy produce students with greater intrinsic motivation, curiosity and a desire for challenge. Links have been clearly established between intrinsic motivation, satisfaction of autonomy and competence.
Extrinsic motivation is the performance of an activity for some kind of reward (Ryan and Deci, 2000). It can have differing degrees of autonomy, depending on whether the person is doing it from knowledge that the activity is good for them, or may help them in the future, or whether there are immediate rewards for carrying out the action or punishments for not carrying it out. These differing motivations depend on how the person has internalized certain values as they have been maturing. Ryan and Deci (2000) believe that these differences in external motivation lie along ôa continuum of relative autonomy.ö It has been shown in students that the more autonomous the extrinsic motivation, the higher the achievement level, and in health care, greater internalization is associated with greater adherence to medication regimens and to weight loss programs in morbidly obese patients. Support for autonomy and relatedness increases extrinsic motivation.
Humanistic psychology defines positive human motivation as acting with an ôorganismic valuing processö (Sheldon and Kasser, 2001). T
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