fulfilled people's need for competence. Additionally, SDT influences the fulfillment of meaning-making, well-being, and finding value within internal growth and motivation. Giving positive feedback on a task served only to increase people's intrinsic motivation and decreased extrinsic motivation for the task. Vallerand and Reid found negative feedback has the opposite effect (i.e., decreasing intrinsic motivation by taking away from people's need for competence). In a study conducted by Felnhofer et al., the level of competence and view of attributing competence is judged in regards to the scope of age differences, gender, and attitude variances of an individual within a given society. The effect of the different variances between individuals subsidize the negative influence that may lead to decreasing intrinsic motivation. Relatedness Will to interact with, be connected to, and experience caring for others. During a study on the relationship between infants' attachment styles, their exhibition of mastery-oriented behaviour, and their affect during play, Frodi, Bridges and Grolnick failed to find significant effects: "Perhaps somewhat surprising was the finding that the quality of attachment assessed at 12 months failed to significantly predict either mastery motivation, competence, or affect 8 months later, when other investigators have demonstrated an association between similar constructs ..." Yet they note that larger sample sizes could be able to uncover such effects: "A comparison of the secure/stable and the insecure/stable groups, however, did suggest that the secure/stable group was superior to the insecure/stable groups on all mastery-related measures. Obviously, replications of all the attachment-motivation relations are needed with different and larger samples." Deci and Ryan claim that there are three essential elements of the theory: Humans are inherently proactive with their potential and mastery of their inner forces (such as drives and emotions) Humans have an inherent tendency toward growth development and integrated functioning Optimal development and actions are inherent in humans but they do not happen automatically In an additional study focusing on the relatedness of adolescents, connection to other individuals' predisposed behaviors from relatedness satisfaction or frustration. The fulfillment or dissatisfaction of relatedness either promotes necessary psychological functioning or undermines developmental growth through deprivation. Across both study examples, the essential need for nurturing from a social environment goes beyond obvious and simple interactions for adolescents and promotes the actualization of inherent potential. If this happens, there are positive consequences (e.g. well-being and growth) but if not, there are negative consequences (e.g. dissatisfaction and deprivation). SDT