Sdt newsletter

Running head: SELF-DETERMINATION THEORY 1
Self-Determination Theory Newsletter
La’Keiya Benefield, Holli Dawkins, Samuel Dunham, Kalan Norris, & Kamau Tookes
December 4, 2014
Valdosta State University

SELF-DETERMINATION THEORY 2
Primary Newsletter Learning Objectives
 Describe the association between Job Demand-Resources (JD-R) model and Self-
Determination Theory (SDT)
 Discuss potential selection issues within the workforce of Industrial-Organizational
Psychology
 Analyze research findings to determine the effectiveness of high quality leader-member
exchanges in an organizational setting
 Explain the concepts of Internalization through the use of SDT to convey the importance
of internalization in fostering a high performance Organization.
 Provide possible ways to enhance intrinsic motivation

The below newsletter contains submissions from the team members of the discussion
leader “12 o’clock High”. The submissions seek to go more in depth about the overall theme of
the movie discussion, self-determination theory (SDT). Each entry contains subtopics and key
concepts from articles by Baard et al (2004), Gagne & Deci (2005) and several other supportive
works that examine not only SDT, but also the job demand-resources model, personnel selection
and intrinsic motivation. All five submissions are concluded with two questions that test the
comprehension of the subtopics and the articles discussed throughout the paper.
Job Demand-Resources model: How Job Demands and Resources Affect Motivational
Outcomes Using Self-determination Theory
By: La’Keiya A. Benefield
Learning Objectives:
 Define Job Demands-Resources model
 Describe the association between Job Demands-Resources (JD-R) model and Self-
Determination Theory (SDT)
 Explain implications to employee motivation and effort using industrial-organizational
concepts.
Job Demand-Resources (JD-R) model was developed several years ago and sought to be
an alternative to previous models. The Job Demand Control Model focuses on the negative
consequences of the job (i.e., stress). Effort Reward Imbalance model focuses on negative factors
of the job (i.e., heavy workload, little benefits). JD-R model considers both the positive and
negatives aspects of the job. Demands of the job are aspects that require cognitive and emotional
effort (e.g., time and workload), whereas resources are physical, psychological, social and
organizational. These components reduce job demands, assist in goal-setting, constructive
feedback, managerial support or encourage growth and development. Research suggests that
little attention has brought on employee motivation and how satisfaction of psychological needs
stimulate performance.
There seems to be a linkage between self-determination theory (SDT) and JD-R model.
SDT focuses on need satisfaction as it relates to autonomy, competence, and relatedness, and
employees cannot operate functionally unless all three needs are satisfied (Baard, Deci, & Ryan
2004). Cooman et al. (2013) postulates that job demands require physiologically and
psychological energy that can be distracting to employees from their satisfaction of needs;
moreover, job resources seems to facilitate growth and achievement, thus satisfying needs. It is
important to note that demands and resources affect motivation and performance differently.
That is, jobs that induce more demand than resources may have a negative impact on employee
well-being by excessive amount of stress, burnout, and overall dissatisfaction (Van den Broeck,
Vansteenkiste, Witte, & Lens, 2008). This may decrease the work motivation and productivity of
employees. In contrast, job resources are designed to mediate the effects of demands, improving
motivation and performance. For example, to compensate for a job that requires considerable
amounts of physical effort, health benefits are added to mediate demand. To reiterate, in order
for employees to function optimally, all needs must be satisfied.
Performance appraisals can be used to explain how SDT in conjunction with JD-R affects
effort and motivational outcomes. Appraisals are an important tool for management and serves as
the basis for employee decisions. During performance evaluation, managers assess how well

employees are performing specifics job tasks and constructive feedback allows employees to
understand what areas need improvement and setting goals for proficiency in those areas.
Utilizing JD-R model based on evaluations, employers can assess whether an employee needs
additional training to meet demands or promotions based on performance. This, then, will satisfy
psychological needs by setting goals or accountability (autonomy), managerial support
(relatedness), and achievement (competence). According to job characteristics, they encompass a
broad range of concepts related to job design such as tasks and according to Cooman et al.
(2013), structural job characteristics- decision authority, autonomy, role conflict, skill utilization
and work pressure, are important determinants of work effort. According to Broeck et al. (2008),
job designs incorporate the following characteristics: autonomy, learning and challenges,
interaction, socially and intrinsically meaningful work, progression/skill paths and responsibility
not only satisfy psychological needs, but also increase autonomous motivation. This implies that
higher job resources and lower job demands make work more meaningful which seems to
increase work effort and motivation.
In conclusion, there is some evidence to suggest that job demands and job resources link
to satisfaction of psychological needs mediate motivation and performance. Job designs that
incorporate a variety of job resources such as autonomy, interaction and responsibility producing
better organizational outcomes and employees are motivated in their job performance.
Questions
1. Which models/theory was designed to address limited job characteristics and focus on
positive perspectives of work?
A. Job Demand Control Model
B. Job Demand-Resources model
C. Effort Reward Imbalance model
D. Conservation of resource theory
The correct answer is B. Job Demand-Resource model was developed to address limited job
design variables and discussed positive job resources alongside negative aspects of work. Gave a
much broader view of how job characteristics affect organizational outcomes including
motivation.
Answer A is incorrect because stress is elevated when demand exceeds control. Focus on
emotional strain due to high demands and limited control.
Answer C is incorrect because this model postulates that high effort in combination with low
monetary rewards leads to high tension and stressful imbalance. Purpose for this model is
assessing excessive workloads and low wages.
Answer D is incorrect because although this theory discusses job resources, view is more
negative as basis behind this concept is once resources are depleted employee experience stress
in response to inadequate resolution to impending demands.
2. Which of the following job characteristics is/are more likely to increase dissatisfaction?

A. autonomy
B. skill utilization
C. work pressure
D. career opportunities
The correct answer is C. According to Job Demand-Resources, aspects of work that are too
taxing to employees’ adaptive capabilities or exceeds physically and/or psychological effort
increases dissatisfaction.
Answers A, B, and D are incorrect because these are job resources that reduce negative effects
of job demands and allow for career growth and achievement.
Personnel Selection: How to Select the Best Candidate to Fulfill Maximum Motivation and
Task Performance
By: Holli Dawkins
 Define personnel selection and task performance
 Discuss potential selection issues within the workforce of Industrial-Organizational
Psychology
 Examine the implications of personnel selection and social media
Selection, recruitment and assessment make up one of the oldest and most respected areas
of the Industrial-Organizational field (Garcia-Izquierdo, Derous, & Searle, 2013). Personnel
selection, also known as recruitment selection, is the process that organizations go through in
order to find the best candidate to fit the available job. The organization uses different practices
and activities to attract the best-qualified applicants to their organization (Klotz, Veiga, Buckley
& Gavin, 2013). Once thought of as a predictor-criterion relationship, academic researchers
within the last five years have started to recognize recruitment and selection processes as an
interactional, social-motivational process (Garcia-Izquierdo, Derous, & Searle, 2013). Task
performance is defined as “the effectiveness with which job incumbents perform activities that
contribute to the organization’s technical core directly by implementing a part of is technological
process, or indirectly by providing it with needed materials or services” (Borman & Motowidlo,
1997). It is very important for organizations to carefully implement the recruitment or selection
process so that their incumbents can effectively perform the job.
There are several issues that have been raised regarding personnel selection and the
workforce, specifically in the Industrial-Organization field. A big issue is how members of the
selection team will be able to predict an applicant’s future job performance given the ever-
changing performance criteria of an organization. Also, the dynamics regarding personnel
selection have drastically shifted from a traditional paradigm to that of a social negotiation where
applicants’ perspectives are given more weight during the process (Garia-Izquierdo, Derous, &
Searle, 2013). Often times the hiring process lacks information that make it hard for recruiters to

discover the ability of potential employees; this results in a large make up of ambiguity and
uncertainty within the selection process (Hendricks, DeBrock, & Koenker, 2003). Another
issue facing the selection process is the establishment of trustworthiness between an applicant
and the recruiter or hiring team. Research shows that trust in the workforce (i.e. incumbent to
employer) positively relates to outcomes such as: higher levels of job satisfaction, better
employee performance, leadership effectiveness and more teamwork (Klotz et. al, 2013).
Today a lot of organizations are looking to Social Networking Sites (SNSs) to find out
more information about the potential employees and to help make a decision during the selection
process. Although information on a potential applicant from their SNS may be useful during the
selection process, the information received may be out of date, incomplete or even fraudulent
(Pike, Bateman & Butler, 2013). The biggest issue that researchers have seen from employers
using SNSs to aid in the selection process is the potential risk of discrimination charges against
the organization. Because of the access to publicly available pictures, videos, biographical
information or other shared information it is easier for a recruiter to identify the applicant and
match them to a protected class (Brown & Vaughn, 2011). Organizations need to be very careful
in using this tool during their selection process. The use of SNSs should be minimal and used
only as a supplement to the information that the applicant has volunteered throughout the
process.
Questions
1. Limited information from the potential employee makes it hard for the selection team to
discover which factor?
A. Candidate’s love for the organization
B. Candidate’s history
C. Candidate’s potential
D. Candidate’s ability
The correct answer is D in accordance to the Garcia- Izquierdo, Derous and Searle article that
states “when the hiring process lacks information it is hard for recruiters to discover the ability of
potential employees; this results in a large make up of ambiguity and uncertainty”.
Answer A is incorrect because there is no way to test or completely know a potential candidate’s
love for the organization while they are going through the selection process. Candidates do not
necessarily have to love their job to be a good worker.
Answer B is incorrect because there is often always a background check that accompanies the
application in any personnel selection process.
Answer C is incorrect since ability is not a factor that measured through the selection process. A
candidate can look good on paper, but it is really how they do their job when their ability can be
seen.
2. What is a risk that employers can take when accessing a potential employee’s SNS?
A. Employee backlash

B. Discrimination charges
C. Fraudulent information
D. Incorrect information
Answers B and C are both correct. As stated in Pike, Bateman & Butler, 2013 and Brown &
Vaughn, 2011; although information from a potential employee’s SNS may be useful during the
process, information received can be out of date, incomplete or fraudulent. Also, because of the
accessed information being publicly available (i.e., pictures, videos and biographical
information) it can be easier for a recruiter or selection team to identify a person that is in a
protected class.
Answer A is incorrect because the information received during the selection process would have
been pulled from publicly accessed sites or areas.
Answer D is incorrect since the employers run the risk of getting this information on their own.
Should Organizations Focus on Creating Climates with High Quality Leader-Member
Exchanges?
By: Samuel E. Dunham
Primary Objective
 Analyze research findings to determine the effectiveness of high quality leader-member
exchanges in an organizational setting
Secondary Objectives
 Explain the concept of the leader-member exchange
 Discuss potential investments that leader-member exchanges require of organizational
leaders
 Diagnose issues that need to be addressed in future research
The concept of employee self-determination has been linked to many different proposed
correlational factors such as from autonomy, competence, and relatedness (Baard, Deci, & Ryan,
2004). These factors form the basis of Self-Determination Theory (SDT). However, one factor
that has not been discussed as much in the literature is the relationship between leader-member
exchange and SDT. Leader-Member Exchange Theory (LMX) postulates that there is a
relationship between a leader and each of their employees on an individual basis (Graen &
Scandura, 1987). The relationship can range from a low-quality relationship to a high-quality
relationship. Because the leader-member relationship quality is on a continuum, the more
impersonal and contractual the relationship is, the lower the relationship quality. The more
personal and respectful the relationship is, the more high-quality it is (Graen & Uhl-Bien, 1995).
These relationships tend to have high levels of trust between the parties involved. It would
appear that having high-quality leader-member exchanges in the workplace would be ideal for all
organizations.
However, before any high-quality leader-member exchange can be formed, there are
investments that must be made in order to obtain that exchange level. Relationships take time
and shared experiences to be formed. This requires the supervisors to take time during work
hours to understand their employees on a more personal level. This requires a substantial

investment. Due to the power associated with supervisors, they play a larger role in developing
the exchange relationships than the employees (Graves & Luciano, 2013). This likely would also
lead to a temporary decrease in productivity, which would lead to a decrease in revenue. There is
also an emotional investment that comes in the form of openness from the supervisor to the
employee. They must be willing to be more relatable to their employees.
The question then becomes whether or not it is worth developing high-quality leader-
member exchanges in the organizational setting. According to Graves and Luciano (2013), the
answer is a resounding yes. They found that having high-quality leader-member exchanges led to
higher levels of employee psychological need satisfaction. That then leads to an increase in
autonomous motivation, which leads to more positive organizational outcomes. Those outcomes
include increased productivity, organizational loyalty, and an increase in the occurrence of
organization citizenship behaviors (OCBs). These factors are important because having high
levels of these in the organization decreases the turnover rate, which eliminates the high costs of
turnover. Erdogen and Enders (2007) also found that perceived organizational support (POS)
moderated the relationship between leader-member exchange, job satisfaction, and job
performance, which helps to explain the relationship even more.
However, there are some questions concerning this relationship that have not been
adequately addressed in the current literature. For instance, the type of organization may
determine how high the leader-member exchanges need to be in their organization. This should
be examined because there are some industries where teamwork is not an extremely important
factor in the daily work experience (e.g., the technology industry). The generalizability of Graves
and Luciano (2013) will need to be examined for these types of industries. Another factor that
will need to be examined is whether the relationship between leader-member exchange and the
positive organizational outcomes has a positive correlation or a Yerkes-Dodson curvilinear
relationship (Yerkes & Dodson, 1908). Openness is good, but it is also possible that employees
could become too “friendly” with their leaders and lose the sense of authority that the leader has.
This could, in turn, lead to less compliance, less work motivation, and possibly poorer levels of
performance.
To recap, the leader-member exchange has been found to correlate with positive organizational
outcomes with the factors of perceived organizational support and employee psychological needs
satisfaction moderating that relationship. There are organizational investments that must be made
in order to create an organizational climate characterized by high quality leader-member
exchanges. There is research to suggest that the benefits outweigh the costs concerning these
relationships, but there are some questions that will need to be addressed to determine how
generalizable these findings are for organizations in different types of industries.
Questions
1. Which of the following four factors has been found to moderate the relationship between
leader-member exchange and job performance?
A. Leader-Member Relationship Length
B. Type of Organizational Industry the Relationship Occurs In
C. Leader Productivity
D. Level of Satisfaction of Employee Psychological Needs

The correct answer is D. This moderating effect was found in Graves and Luciano (2013). The
high quality leader-member exchange leads to higher levels of employee satisfaction of their
psychological needs. That leads to increased job satisfaction and job performance.
Answer A is incorrect because the relationship length has not been found to moderate the
relationship in the present literature. There is a possibility that the quality of the exchange is not
dependent on the length of time it. In other words, the quality of the relationship may matter
more than the quantity of time of the relationship.
Answer B is incorrect because the effect of the organization industry on how important leader-
member exchange is has not been examined. More research will need to examine this potential
factor.
Answer C is incorrect because the present research has not found a moderating effect with this
factor. Employees would have difficulty in evaluating leader productivity because they do not
have access to performance records or the leader’s assigned tasks. Because this cannot
objectively measured by the employee, it likely would not moderate the relationship between
leader-member exchange and job performance.
2. Which of the following four traits would not characterize a high quality leader-member
exchange?
A. Openness
B. Respect
C. Overall Time Spent Together
D. Experience Sharing
The correct answer is C. Though a lot of time can be spent between the leader and member, that
does not mean that the time spent was productive or even enjoyable. A member who initially
finds their leader to be obnoxious will likely find more instances of that obnoxiousness as they
spend more time with them due to confirmation bias (Darley & Gross, 2000).
Answer A is incorrect because openness leads to the member finding the leader more relatable.
As they become more relatable, the member begins to trust the leader and respect their openness
(Lewicki & Bunker, 1996).
Answer B is incorrect because mutual respect is a key component of any relationship and that
also applies in the work setting. Mutual respect tends to lead to higher quality leader-member
exchanges.
Answer D is incorrect because experience sharing involves a sense of camaraderie that helps the
parties to bond over similarities. Shared experiences help the leader and member understand each
other better whether the situation is positive or negative.

The Importance of Internalization on Autonomous Extrinsic Motivation to Promote or Re-
establish Self-Determination
By: Kalan Norris
Primary Objective
 Explain the concepts of Internalization through the use of SDT to convey the importance
of internalization in fostering a high performance Organization.
Secondary Objectives
 Explain the facets of Internalization
 Provide the basic psychological needs for intrinsic motivation and internalization to
functionally operate
 Discuss three steps that can be implemented within an organization to build
psychological needs
According to Gagne and Deci (2005), Internalization is defined as people taking in
values, attitudes, or regulatory structures, such that the external regulation of a behavior is
transformed into an internal regulation and thus no longer requires the presence of an external
contingency. Internalization has three processes which are introjection, identification and
integration which provide the basis of the three regulations. Introjection is when a regulation has
not been taken in but not accepted. Identification is when employees experience greater sense of
freedom because the beliefs are in line with their personal beliefs. Integration allows extrinsic
motivation to become fully autonomous. According to Gagne and Deci (2005), with integrated
regulation, people have a full sense that the behavior is an integral part of who they are, that it
emanates from their sense of self and is thus self-determined.
There are three basic psychological needs that must be fulfilled for intrinsic motivation
and internalization to operate effectively. According to Gagne and Deci (2005), self -
determination theory (SDT) defines needs as universal necessities, essential for optimal human
development and integrity. The three basic needs are competence, autonomy and relatedness.
Competence can be defined as succeeding at challenging tasks while obtaining desired outcomes.
Autonomy can be defined as having a choice in determining one’s actions within the workplace.
Relatedness can be defined as having a mutual respect for others while be able to rely on them.
When organizations satisfy employees three basic needs, employees will fully internalize
extrinsic motivation which in turn moves the organization towards set goals. According to Gagne
and Deci (2005), employees will exhibit new work outcomes such as persistence and maintained
behavior change, effective performance, job satisfaction, organizational citizenship behaviors
(OCB’s) and psychological adjustment.
There has been research conducted both in the laboratory and in the field that supports
the use of autonomous extrinsic motivation in the workplace. According to Vallerand et al.
(1992), managerial autonomy support positively predicted subordinates’ autonomous motivation
and, in turn, the quality of the subordinates’ performance. According to Baard, Deci, and Ryan
(2004), studies have found that managers’ autonomy support led to greater satisfaction of the
needs for competence, relatedness, and autonomy and, in turn, to more job satisfaction, higher
performance evaluations, greater persistence, greater acceptance of organizational change, and
better psychological adjustment.

To increase autonomous extrinsic motivation in any organization, you must have
internalization within your organization. Integration is the fullest form of internalization and can
be achieved by fulfilling the basic psychological needs of the employees. According to Stone
(2009), three steps that you can implement in any organization to increase the needs of
employees which are; Asking subordinates questions in regards to solving important problems,
provide positive and sincere feedback that acknowledges employee effort and develop talent and
share knowledge between all employees to enhance competence and autonomy.
Questions
1. Which of the following is not a component of internalization?
A. Integrated
B. Productivity
C. Identified
D. Introjection
The correct answer is B. Productivity is not a component of internalization
Answer A is incorrect because integrated regulation is when people have a full sense
that the behavior is an integral part of who they are, that it emanates from their sense of self and
is thus self-determined.
Answer C is incorrect because identification is when employees experience greater sense of
freedom because the beliefs are in line with their personal beliefs
Answer D is incorrect because Introjection is when a regulation has not been taken in but not
accepted
2. To succeed at challenging tasks while attaining desired outcomes falls under what basic
psychological need?
A. Autonomy
B. Competence
C. Time Spent Together
D. Relatedness
The correct answer is B. Employees needs all three basic needs fulfilled and this definition
correlates with competence. Employees need to feel they are performing their task correctly.
Answer A is incorrect because it does not align with the definition presented.
Answer C is incorrect because time spent together is not a basic need
Answer D is incorrect because it does not align with the definition presented.

Intrinsic Motivation: What is intrinsic motivation and how do we enhance it?
By: Kamau Tookes
 Define intrinsic motivation
 Communicate the differences between intrinsic and extrinsic motivation
 Provide possible ways to enhance intrinsic motivation
Intrinsic motivation refers to being involved in an activity for the sheer pleasure that such
involvement elicits (Ryan & Deci, 2000). Of course there are many different definitions of
intrinsic motivation. An additional definition of intrinsic motivation defines it as doing
something because it is inherently interesting or enjoyable. Whereas, another definition states
that “intrinsic motivation refers to the reason why we perform certain activities for inherent
satisfaction or pleasure: you might say performing one of these activities in reinforcing in-and-of
itself” (Brown, 2007). Examples of intrinsically motivated behaviors include: participating in a
football game because you enjoy it, playing chess because you find it challenging and
interesting, and playing a video game because you find it exciting. But no matter how one may
phrase it, intrinsic motivation is about what motivates you as a person. It is a type of motivation
that arises from within oneself. Conversely, extrinsic motivation concerns external forces
influencing or motivating you as a person. More specifically, extrinsic motivation refers to one’s
participation in an activity that is tied to the presence or absence of external rewards (Ryan &
Deci, 2000). In other words, it is a type of motivation that arises from outside the individual.
Examples of behaviors that are extrinsically motivated include: studying because you want a
good grade, playing basketball in order to win various awards, and performing various tasks at
work in order to receive a paycheck.
Granting all this, most people would suggest that intrinsic motivation is the better of the
two, even though it is not always possible in every situation. So how does one enhance intrinsic
motivation if it isn’t even possible in every situation? The "Cognitive Evaluation Theory (CET),
which is considered a sub-theory of self-determination theory, argues that interpersonal events
and structures that conduce toward feelings of competence during action can enhance intrinsic
motivation for that action because they allow satisfaction of the basic psychological need for
competence” (Ryan & Deci, 2000). As a result, optimal challenges, effectance promoting
feedback, and lack of demeaning evaluations are all predicted to enhance intrinsic motivation.
Furthermore, CET also states that feelings of competence will not enhance intrinsic motivation
unless they are accompanied by a sense of autonomy (deCharms, 1968). In other words, people
must experience satisfaction of the needs for competence and autonomy together. Additionally,
several early studies showed that positive performance feedback enhanced intrinsic motivation as
well. But as mentioned previously, negative performance feedback diminished intrinsic
motivation. Coupled with the other factors stated above, curiosity, fantasy, recognition,
competition and cooperation are all factors that promote intrinsic motivation. Curiosity is a factor
that can be aroused without involving other people. It’s stimulated when something in our
environment attracts our attention. Fantasy is another factor influencing intrinsic motivation due
to the fact a person can use his or her imagination to motivate learning. Next, recognition can
enhance intrinsic motivation because people enjoy having their accomplishments recognized by
others. Finally, cooperation and competition are factors that enhance intrinsic motivation because

there are some situation where people gain satisfaction from helping others and also where they
are able to compare their performance to others.
Questions (More than one answer can be true)
1. Which of the following characterizes a person who is only intrinsically motivated?
A. People who work because they enjoy the paycheck.
B. People who work because they enjoy their work.
C. People who work because they enjoy the recognition and awards.
D. People who work because they enjoy the competition and benefits.
The correct answer is B. Think of the definition of intrinsic motivation and look closely at the
question. Remember: Intrinsic motivation is defined as an activity for the sheer pleasure or
enjoyment that such involvement elicits (Ryan & Deci, 2000). Although, every definition has the
word “enjoy” in it, you have to look carefully at every sentence. Additionally, the question
placed emphasis on the word “only”.
Answer A is incorrect due to fact that they are motivated by receiving their paycheck.
Answer C is incorrect because they are also motivated by awards. Yes, recognition can improve
internal motivation. But receiving awards is something that promotes extrinsic motivation.
Answer D is incorrect because they are also motivated by the benefits they receive. Yes,
competition can promote intrinsic motivation; however, receiving benefits is a factor that
promotes extrinsic motivation.
2. The use of extrinsic rewards can _______________.
A. undermine intrinsic motivation when it is used for control
B. increase intrinsic motivation when awards are contingent upon the quality of
performance
C. have no effect on intrinsic motivation ever
D. control only the extrinsically motivated
The correct answer is both A and B. Extrinsic motivation refers to ones participation in an
activity that is tied to the presence or absence of external rewards (Ryan & Deci, 2000). “One
common criticism of the use of extrinsic rewards is that they decrease intrinsic motivation to
achieve because students shift their focus away from the material to be learned and instead
concentrate solely on the reward” (Cameron & Pierce, 1996). Additionally, Slavin (1999) found
that “the use of rewards more often increases intrinsic motivation, especially when rewards are
contingent upon the quality of performance rather than on mere participation in an activity, when
rewards are seen as recognition of competence, and when the task in question is not very
interesting”.
Answer C is incorrect because the use of extrinsic rewards can have an effect intrinsic
motivation.
Answer D is incorrect because the use of extrinsic rewards can control more than the
extrinsically motivated. “Extrinsic rewards can be used to control (to regulate behavior) or to
inform (to make an individual aware that their efforts are paying off)” (Dev, 1997). As you can

see, it doesn’t state the use of extrinsic rewards can control only the extrinsically motivated.
Additionally, the word “only” should be a clue as well. As we know, almost everything in
psychology depends on more than one factor.
In conclusion, the goal of our newsletter was to provide our readers with a scope of the
Self-determination theory and an idea of what it encompasses. More specifically, we wanted to
describe the association between Job Demand-Resources (JD-R) model and Self-Determination
Theory (SDT), as well as explain the differences between intrinsic and extrinsic motivation.
Additionally, we wanted to discuss potential selection issues within the workforce of Industrial-
Organizational Psychology, analyze research findings to determine the effectiveness of high
quality leader-member exchanges in an organizational setting, and explain the concepts of
Internalization through the use of SDT to convey the importance of internalization in fostering a
high performance Organization. We hope all these goals and objectives were explained clearly
and we thank you for reading.

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