Motivation or believing that performing the task would

Motivation is to feel inspired or willing to do something. The
nature and focus of motivation differs among people owing to the unique
attitudes and goals. As an example, a student can be highly motivated to work hard
at school out of genuine interest or just because he or she wants praise from a
teacher/ parent or simply get good grades etc. Self Determination Theory (SDT)
distinguishes between different types of motivation based on the different
reasons that give rise to an action. The most basic difference is between
intrinsic motivation and extrinsic motivation. Intrinsic motivation refers to
doing something because it is inherently interesting, enjoyable, satisfying and
personally uplifting and extrinsic motivation refers to doing something because
of some kind of pressure, it always leads to a separable outcome.

Facilitating versus negating Intrinsic Motivation- Cognitive
Evaluation Theory (CET) is considered a sub theory of SDT, argues that
interpersonal outcomes (e.g., rewards, communications, and feedback) can
enhance intrinsic motivation for that action because they allow satisfaction of
the basic psychological need for competence and recognition. For example,
several studies have shown that autonomy-supportive (in contrast to
controlling) teachers catalyze in their students greater intrinsic motivation, interest
and curiosity .Students that are overly controlled not only lose initiative but
also learn less well.

 Internalization is the process of taking
in a regulation, and integration is the process by which individuals more fully
transform the regulation into their own (intrinsic motivation). To facilitate internalization is to
provide a sense of belongingness and connectedness. Another issue is perceived
competence. Students will more likely adopt and internalize a goal if they
understand it and have the relevant skills to succeed at it.

Within SDT a second sub theory, referred to as Organismic
Integration Theory (OIT), it details different forms of extrinsic motivation
and the contextual factors that either promote or hinder internalization and
integration of the regulation for these behaviors. This model has amotivation,
which is the state of lacking an intention or desire to act, it results from
feeling that task is not important, feeling of incompetence or believing that
performing the task would not lead to the desired outcome. Also, next to amotivation are various types of motivation that
reflect differing degrees of autonomy or self-determination. The first type, next
to amotivation is External regulation
– which symbolizes higher degree of control than self-autonomy. In this people
are compelled to perform or act just because of the external demand, threats/
rewards associated with the outcome.  A
second type of extrinsic motivation is Introjected
regulation , which has an external perceived locus of causality (EPLOC)
just like external regulation but is more directed to enhance self-esteem and
maintain personal worth and has ego involvement/ maintaining pride( quite
controlling as pressure to perform is there). The third type is through Identification, more autonomous and
self-driven. The person has accepted the regulation as its own personal
regulation (willingly) and understands the relevance and importance of the
behavior personally than being controlled for outcomes. The final type is intrinsic
motivation – which scores highest on the autonomy. Though the regulations have
been fully integrated from the inner self, but still elements of extrinsic
motivation are there, as a separable outcome is prevalent in the motivation.