emphasizes humans' natural growth toward positive motivation, development, and personal fulfillment. However, this prevents the SDT's purpose if the basic needs go unfulfilled. Although thwarting of an individual's basic needs might occur, recent studies argue that such prevention has its own influence on well-being. Motivations SDT claims to offer a different approach to motivation, considering what motivates a person at any given time, rather than viewing motivation as a single concept. SDT makes distinctions between different types of motivation and what results from them. White and deCharms proposed that the need for competence and autonomy is the basis of intrinsic motivation and behaviour. This idea is a link between people's basic needs and their motivations. Intrinsic motivation Intrinsic motivation is the natural, inherent drive to seek out challenges and new possibilities that SDT associates with cognitive and social development. Cognitive evaluation theory (CET) is a sub-theory of SDT that specifies factors explaining intrinsic motivation and variability with it and looks at how social and environmental factors help or hinder intrinsic motivations. CET focuses on the needs of competence and autonomy. CET is offered as an explanation of the phenomenon known as motivational "crowding out". Claiming social context events like feedback on work or rewards lead to feelings of competence and so enhance intrinsic motivations. Deci found positive feedback enhanced intrinsic motivations and negative feedback diminished it. Vallerand and Reid went further and found that these effects were being mediated by perceived control. Autonomy, however, must accompany competence for people to see their behaviours as self determined by intrinsic motivation. There must be immediate contextual support for both needs or inner resources based on prior development for this to happen. CET and intrinsic motivation are also linked to relatedness through the hypothesis that intrinsic motivation flourishes if linked with a sense of security and relatedness. Grolnick and Ryan found lower intrinsic motivation in children who believed their teachers to be uncaring or cold and so not fulfilling their relatedness needs. There is an interesting correlation between intrinsic motivation and educational performance according to Augustyniak, et al. They studied intrinsic motivation in second year medical students and discovered that students with lower intrinsic motivation had lower test scores and overall grades. They also noted these students lacked interest and enjoyment in their studies. They suggest that it may be beneficial to find out if a student lacks intrinsic motivation when they are