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Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning

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Abstract

Researchers have typically portrayed intrinsic and extrinsic motivation as dichotomous. Although this dichotomy has explanatory utility, we present a differentiated view of extrinsic motivation, arguing that the relative autonomy of one's motivated actions is more useful for characterizing the motivational basis of learning than is the undifferentiated intrinsic-extrinsic dichotomy. Our concept of autonomous extrinsic motivation is based on a developmental analysis of the processes of internalization and integration. In this article we review extensive research indicating that intrinsic motivation and integrated internalization are facilitated by autonomy supportive social contexts, and that these autonomous forms of motivation, in turn, promote high-quality learning.

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Authors and Affiliations

  1. Department of Psychology, University of Rochester, 14627, Rochester, New York

    C. Scott Rigby, Edward L. Deci, Brian C. Patrick & Richard M. Ryan

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  1. C. Scott Rigby
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  2. Edward L. Deci
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  3. Brian C. Patrick
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  4. Richard M. Ryan
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Preparation of this article was facilitated in part by research grant HD-19914 from the National Institute of Child Health and Human Development to the Human Motivation Program in the Department of Psychology at the University of Rochester.

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Scott Rigby, C., Deci, E.L., Patrick, B.C. et al. Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motiv Emot 16, 165–185 (1992). https://doi.org/10.1007/BF00991650

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