Motivation and emotion/Tutorials/Psychological needs/Example of self-determination theory: Child cleaning teeth

Example of self-determination theory:
Child cleaning teeth

Figure 1. Why do people clean (or not clean) their teeth? What's the source of the motivation?

Here is how the self-determination theory's (SDT) taxonomy of motivation could apply to a child cleaning their teeth regularly (see Figure 1):

Amotivation

• The child has no intention or desire to clean their teeth. They might not see the value in the behaviour or may be indifferent about it.
• For example, the child might forget to brush their teeth or avoid it altogether, feeling it is pointless.

External regulation

• The child brushes their teeth to avoid punishment or gain a reward.
• For example, they clean their teeth because their carer insists on it and threatens to take away a favourite toy if they don't.

Introjection

• The child brushes their teeth because they feel pressured internally, possibly due to guilt or a desire to avoid feeling bad about themselves.
• For example, the child brushes their teeth because they would feel guilty or fear being seen as dirty or irresponsible if they didn't.

Identification

• The child recognises the personal importance of brushing their teeth and accepts it as a valuable action.
• For example, they understand that cleaning their teeth helps prevent cavities and keeps them healthy, so they brush regularly because they see the benefit.

Integration

• The child has fully integrated the behaviour into their sense of self and sees it as part of who they are.
• For example, brushing their teeth becomes a routine that aligns with their broader values of taking care of themselves and their health, making it a natural part of their daily life.

Intrinsic motivation

• The child cleans their teeth because they find the activity enjoyable or satisfying in itself.
• For example, they might enjoy the fresh feeling after brushing or take pleasure in seeing their teeth clean and shiny.

Conclusion

This taxonomy (amotivation, external regulation, introjection, identification, integration, intrinsic motivation) helps explain how motivation can range from a lack of motivation (amotivation) to fully self-determined and internalised motivation (intrinsic motivation), influencing the likelihood and consistency of the child's behaviour.

Other examples

Consider, how the SDT taxonomy of motivation could be applied to other behaviours, such as:

• Exercise
• Recycling
• Studying
• Volunteering