110 I. THEORETICAL  PERSPECTI vES AND  CONCEPT uAL uNITS
ly separable reasons, because of self-  imposed 
pressure or external contingencies (Kanat-  
Maymon, Benjamin, Stavsky, Shoshani, & 
Roth, 2015).
Most daily activities are instrumental in 
nature, thereby producing extrinsically mo -
tivated goals and behavior (e.g., the grading 
system prompts students to focus on norma -
tive performance; Pulfrey, Buchs, & Butera, 
2011). However, when conditions favor 
basic need satisfaction, individuals may at -
tempt to internalize these goals and behav -
iors, that is, to transform them into their 
own. As seen in Figure 4.2, SDT can be used 
to describe a continuum of reasons behind 
achievement goals, each reflecting the de -
gree to which the goal has been internalized. 
The self-  determination continuum extends 
from highly controlled reasons (no goal in -
ternalization) to highly autonomous reasons 
(full goal internalization).
In the left-most side of the continuum, 
there is extrinsic motivation with external 
regulation (labeled external reasons ). An 
achievement goal undergirded by external 
reasons is endorsed as a response to an ex -
ternal demand, that is, to earn a reward or 
avoid a punishment administered by others 
(e.g., a mastery-  approach goal enacted to 
comply with teachers’ expectations). Further 
to the right, there is extrinsic motivation with introjected regulation (labeled intro -
jected reasons ). An achievement goal under -
girded by introjected reasons is endorsed as 
a response to an internal pressure, that is, to 
garner self-  esteem or avoid projected disap -
proval, applied by individuals to themselves 
(e.g., a performance-  avoidance goal pursued 
to avoid the shameful experience of failure). 
External and introjected reasons are consid -
ered as two subtypes of controlled reasons .
In the middle of the continuum, there is 
extrinsic motivation with identified regula -
tion (labeled identified reasons ). An achieve -
ment goal undergirded by identified rea -
sons is consciously valued and accepted as 
personally important (e.g., a performance- 
approach goal endorsed as a means to reach -
ing academic success). Further to the right, 
there is extrinsic motivation with integrated 
regulation (labeled integrated reasons ). An 
achievement goal undergirded by integrated 
reasons is fully assimilated to the self and 
brought into congruence with other aspects 
of one’s values and identity (e.g., a mastery- 
approach pursued because of an overarching 
and inner inclination toward growth and 
progress). Along with intrinsic motivation 
(i.e., when the goal is pursued for its own 
sake), identified and integrated reasons are 
considered as three subtypes of autonomous 
reasons.
FIGURE 4.2. The self-  determination continuum applied to achivement goals. Adapted from Ryan and 
Deci (2000); a brief description of the reason for goal endrosement is given for each reason. AG, 
achievement goal.Intrinsic
Identified Introjected Reason External Integrated IntrinsicMotivation Extrinsic
The AG is endorsed 
because it is 
personally importantThe AG is endorsed 
as a response to an 
internal pressureDesc riptionThe AG is endorsed 
as a response to an 
external demandThe AG is endorsed 
because it is fully 
assimilated to the selfThe AG is endorsed 
for its own sakeNonself-determined Self-determined
Controlled achievement goal complex es Autonomous achievement goal complex es