Autonomy-Control Continuum

What is the autonomy-control continuum?

Autonomy has a special status among the three basic psychological needs because it is through the autonomous regulation of behavior that individuals are able to satisfy other basic needs. The autonomy-control continuum can help us differentiate types of motivation based on the extent to which an individual’s behavior is perceived to be autonomous versus controlled, pressured, or coerced. 

For instance, intrinsically motivated behaviors reflect one’s authentic interests and are by definition autonomous. The enjoyment associated with competence in performing such behaviors is the primary reward (Ryan & Deci, 2018, p. 14). In other words, an intrinsically motivated behavior is simply any behavior one finds enjoyable for its own sake. In contrast, extrinsically motivated behaviors represent a means to an end. These behaviors are performed to avoid punishment, or to obtain some external reward, valued outcome, or social approval.

Some examples of intrinsic motivation include: 

• learning a new language because one seeks exposure to new ideas, wishes to meet new people, or enjoys being challenged (not just because one must meet a school requirement);

• exercising or participating in a sport because one enjoys the activity and feels healthy doing it (not just to lose weight or win a trophy); and

• volunteering to help others because one experiences the activity as meaningful and fulfilling (not just to enhance one’s college applications). 

Research has revealed a gradual and significant decline in intrinsic motivation from late childhood to early adolescence as one’s sense of autonomy is, instead, increasingly demonstrated by internalizing socially-endorsed behavior. For instance, one study found that from third to eighth grade “children exhibit progressively less intrinsic motivation in schools, with decreasing scores on curiosity, preference for challenge, and independent mastery attempts (Ryan & Deci, 2018, p. 196).” 

At this point, it might be tempting to simplistically label intrinsic motivation as good and extrinsic motivation as bad. However, not all extrinsically motivated behaviors are bad. Extrinsic motivation serves an important role in learning, performance, and social connection. One key determinant of how a behavior impacts one’s performance and wellbeing is the degree to which the behavior is experienced as either controlled or autonomous (Ryan & Deci, 2018, p. 14). 

Throughout this course, we emphasize the importance of creating an autonomy-supportive school environment, which refers to a provision of structure. This emphasis on autonomy does not imply that educators should not provide guidelines and rules for student behavior. In fact, without structure, students will likely struggle to identify and enact appropriate and adaptive behaviors (Ryan & Deci, 2018, p. 331). 

Structure helps students develop a sense of control and mastery. We all feel safer when we know the limits, and we feel more confident when we know what is expected of us. However, we can always give students choices within the guidelines that we set for them. It is possible to present guiding information in ways that are perceived as autonomy-supportive and facilitate healthy internalization. This is achieved through a range of effective interpersonal strategies, including modeling appropriate and effective behavior; creating caring and trusting relationships with students; using non-controlling language to frame classroom routines, procedures, and activities; giving students choice whenever possible; and providing students rich feedback regarding mastery of tasks, including areas in which they are doing well and areas in which they can improve.

The satisfaction of basic psychological needs helps determine the extent to which intrinsic motivation and autonomous regulation are enhanced or undermined. Simply put, greater basic need satisfaction improves motivation, while hindering basic psychological needs undermines motivation.

Let’s look at an example of how need satisfaction can improve motivation. Consider the goal of learning to play a guitar for the purpose of winning a school talent competition and impressing one’s peers. In the beginning, perhaps one does not enjoy practicing the instrument and finds it rather tedious. With persistence and support, however, one may become proficient, develop a deeper affinity for a particular musical style, and find pleasure and meaning in the social connection that comes from playing in a band and entertaining one’s friends.

Although one’s initial goal entailed extrinsic rewards such as peer recognition and approval, the behavior was autonomously initiated and sustained through growing competence and a sense of belonging. Further, even when some behaviors are initially required by authority figures—for example, performing household chores at a parent’s request— one may eventually accept and willingly execute those chores when other contextual supports, like expressions of gratitude from family members, are provided.