This post provides a brief overview of Self-Determination Theory (SDT):

Often times, when faced with the prospect of making changes in life it can be easy to say, “I just don’t have the motivation.” Everyone knows that a lack of motivation can cause problems when trying to make real and powerful changes, and although they are aspects of the human condition, apathy and laziness are not inherent traits. They are a manifestation of discord between intrinsic inclinations and the extrinsic environment. For instance, when a student does not enjoy his or her subject of study, they are less likely to make an honest, concerted effort in their classes. When you want to move forward in life, you may resist the change because of a lack of belief in your abilities, or fear about the potential challenges of a new environment.

Edward L. Deci, professor in the Department of Clinical and Social Sciences in Psychology at the University of Rochester, and Richard M. Ryan, a Clinical Psychologist and Professor at the Institute for Positive Psychology and Education at the Australian Catholic University in Sydney, Australia, created Self-Determination Theory (SDT) to study human motivation. SDT offers a new framework for studying motivation through humans’ relationships to their environment, recognizing that intrinsic (i.e., natural) motivation leads to better outcomes. SDT research and applications have gained worldwide popularity since Deci and Ryan published the preeminent book on SDT in 1985, Intrinsic Motivation and Self-Determination in Human Behavior.

SDT has emerged as a key methodology in examining human motivation by highlighting the critical role that that Autonomy, Competence, and Relatedness play when it comes to making positive changes.

Autonomy refers to the experience of independence while working toward a goal. Individuals who experience autonomous motivation are driven internally by things like their own curiosity or values.  Control, on the other hand, is in opposition to autonomy.  When individuals experience controlled motivation, they are less likely to make progress toward their goals. If you want to get in shape, you may lose weight if you do a “boot camp” and are made to work vigorously toward a goal. However, if you experience joy in exercising, you are more likely to continue working on your own and experience sustained positive results. Professionals trying to help others reach their goals are more apt to be successful if they support autonomy, rather than exert pressure and control. This approach, embodied in the practice of SDT as well as other intervention models, like Motivational Interviewing, also increases an individual’s sense of competence.

Competence refers to one’s (perceived) ability to accomplish tasks. If you don’t feel like you can accomplish a task, then you won’t be intrinsically motivated. The challenge here is to develop either more confidence in your ability to make progress, or to develop the necessary skills to achieve that sense of competence. Through repeated successful attempts to accomplish tasks, people develop more trust in their abilities. For instance, if you suffer from social anxiety or fear of public speaking you can increase your confidence with continued positive exposure.  Taking small steps is often easier than big ones.  With each small step and with continued practice, you can increase your ability to accomplish new behaviors.

Relatedness refers to individuals’ sense of connection to others. As a human, your need to forge strong bonds with others is paramount to survival. A strong rapport with friends, teachers, coaches, classmates, teammates, therapists, etc. will enhance a sense of belonging. For example, relatedness is essential for team-sport athletes. If a player feels disconnected from his or her coach or teammates, they may not perform to the best of their abilities. On the flip side, when players feel a strong connection to their those around them, then the opposite is true: a tendency to perform at a higher level for the both the team and for themselves.

The goal of Self-Determination Theory is to examine the aforementioned factors that impact motivation. For example, students who choose to become educated (vs. doing it for somebody else); have the aptitude for knowledge (and believe it); and have a good relationship with others in their environment are more likely to be not only motivated, but also to experience a sense of fulfillment.

In summary, people that are seeking progress in their lives must believe that:

1.) They — not other people — are driving their progress toward a goal.
2.) They have the capacity to progress toward their goal (either having the skills already, or believing they can attain them).
3.) They share a connection with the other people involved in their goal process.

It is the goal of the therapist, teacher, or coach to enhance one’s ability to live well, to think well, and to perform well. Increasing one’s sense of autonomy, improving competence, and creating strong relationships are the keys to fostering the motivation needed for positive, healthy change.  With self-determination, individuals’ experience higher self-value and greater intrinsic motivation, all of which lead to more satisfying experiences in life.

For a more in depth talk on the powerful principles behind SDT, see Professor Ed Deci’s TED talk entitled “Promoting Motivation, Health and Excellence.”

About this Contributor: John Carson, M.Ed., received a Bachelor of Arts in the Study of Religion from the University of California, Los Angeles, and a Masters of Education in Psychology and Counseling with a concentration in Athletic Counseling from Springfield College. He is currently studying in the PsyD Clinical Psychology program at the California Institute of Integral Studies in San Francisco. He has spent the last seven years working as an advisor with student-athletes at various universities. His primary interest is the mind-body relationship, its relationship to human expression, and its impact on the overall well-being of the individual.