**6. Effects of autonomy supportive environments: Fosters self-determined motivation**

When basic psychological needs are met, and autonomy supportive environments are created, it fosters an increase in self-determined motivation or autonomous motivation. In general, the behaviors of autonomy supportive teachers are positively associated with students' autonomous motivation whereas the behaviors of controlling teachers are all negatively correlated with students' autonomous motivation [18, 32].

SDT proposes the existence of 6 different types of motivation organized on a continuum based on their underlying level of self-determination from least selfdetermined (amotivation) to most self-determined (intrinsic motivation). In between these two forms of motivation are four different types of extrinsic motivation, and those are the ones I would like to specifically focus on in this chapter. These extrinsic forms of motivation vary in their underlying level of self-determined or autonomous motivation. Some forms of extrinsic motivations are self-determined, volitional or autonomous, while other forms of extrinsic motivation are non-self-determined, coerced, or controlled. Although all forms of extrinsic motivations underlie behaviors that are instrumental or serve as a means to an end, some of them are more internalized or self-determined than others. This means that the quality of the extrinsic motivation can vary and affect outcomes very differently (see **Figure 1**).
