The motivational continuum: educational implications of self-determination theory
Conny De Vincenzo
Self-Determination Theory is one of the leading theoretical frameworks for understanding the role of motivation in learning processes. This paper summarizes recent evidence examining the associations between different types of motivation and a wide range of academic and psychological outcomes. Findings confirm that intrinsic and identified motivation are positively associated with outcomes such as academic achievement, persistence, and well-being, whereas amotivation and external regulation are linked to negative outcomes. Introjected regulation shows a more ambivalent profile, being positively related to school engagement, but also to anxiety and emotional distress. Practical implications for educational settings are discussed, highlighting how teaching practices that support the basic psychological needs for autonomy, competence, and relatedness can foster more autonomous motivational orientations, with beneficial effects on students’ learning and well-being.
Keywords
Self-determination, motivation, well-being, achievement, teaching practices.