People have innate needs for autonomy, competence, and relatedness. They need to feel autonomy, which they are more likely to be intrinsically motivated than extrinsically to perform learning activities. Autonomy leads to many advantages, including increased intrinsic motivation and self-regulation, and perceived competence. Feelings of competence are beneficial for exploring and attempting mastery of skills. People also need to feel relatedness, which they are more likely to be intrinsically motivated to engage in learning activities when they have a connectedness with others.
Self-worth affects intrinsic motivation more than extrinsic motivation. That is because sense of competence contributes to decreased negative feelings about failure. In other words, students gain high motivations through sustaining a positive feeling of competence. They can especially avoid anxiety.
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First, the success-oriented students are intrinsically motivated. Success-oriented students value learning as a chance to develop their ability. They are not disheartened by failure. Second, over-striving students have a clear characteristic, which are high hopes for success. However, they have fear of failure. They also use several strategies to make sure that they get success and so they strive more than other students. Third, failure-avoiding students have high motivation to avoid failure, but they do not have high expectancies for success. According to Covington and Beery (1984, 1976), failure-avoiding students use several self-handicapping strategies to avoid failure and looking incompetent. Lastly, failure-accepting students do not approach success as well as avoid failure. Failure-accepting students easily admit failure and give up the straggle to show their ability and sustain their