Self-determination theory indicates that the three psychosocial needs of autonomy, competence and relatedness improve the quality of motivation. Individuals seek tasks that indirectly satisfy one or more of these needs. In this assignment you will examine the levels of motivation within self-determination theory and the factors that must be present in a performance environment to promote a self-determined state. "In the classical, Aristotelian view of human development, people are presumed to possess an active tendency towards psychological growth and integration. Equipped with an innate effort to exercise and elaborate self-interest, individuals naturally tend to seek challenges, discover new perspectives and to actively internalize and transform cultural practices. By extending one's capabilities and expressing one's talents and propensities, people realize their human potential that self or being true to that self” (Deci and Ryan, 2002, p. 3). humanistic, psychoanalytic, and developmental theories that employ an organismal metatheory and, on the other, behavioral, cognitive, and postmodern theories and do not." This theory stated endorsing the “assumption that all individuals have natural, innate, and constructive tendencies to develop an increasingly elaborate and unified sense of self. “In other words, the researchers assume that “people have a primary propensity to make interconnections between aspects of their own psyche as well as with other individuals… at the center of the paper… employees and workers harder for whatever they have in mind . Reference Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: the perspective of self-determination. Educational Psychologist,26(3-4), 325-346.Deci, E. L., & Ryan, R. M. (2002). Overview of self-determination theory: An organismic dialectical perspective. Handbook of Self-Determination Research, 3-33.Field, S., Sarver, M.D., & Shaw, S.F. (2003). Self-Determination A Key to Success in Postsecondary Education for Students with Learning Disabilities. Correctional and Special Education, 24(6), 339-349. Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97.