younger and it may be possible to develop as they grow up. Extrinsic motivation Extrinsic motivation comes from external sources. Deci and Ryan developed organismic integration theory (OIT) as a sub-theory of SDT to explain the different ways extrinsically motivated behaviour is regulated. OIT details the different forms of extrinsic motivation and the contexts in which they come about. The context of such motivation concerns the SDT theory as these contexts affect whether the motivations are internalised and so integrated into the sense of self. OIT describes four different types of extrinsic motivations that often vary in terms of their relative autonomy: Externally regulated behaviour: Is the least autonomous, it is performed because of external demand or possible reward. Such actions can be seen to have an externally perceived locus of control. Introjected regulation of behaviour: describes taking on regulations to behaviour but not fully accepting said regulations as your own. Deci and Ryan claim such behaviour normally represents regulation by contingent self-esteem, citing ego involvement as a classic form of introjections. This is the kind of behaviour where people feel motivated to demonstrate ability to maintain self-worth. While this is internally driven, introjected behavior has an external perceived locus of causality or not coming from one's self. Since the causality of the behavior is perceived as external, the behavior is considered non-self-determined. Regulation through identification: a more autonomously driven form of extrinsic motivation. It involves consciously valuing a goal or regulation so that said action is accepted as personally important. Integrated Regulation: Is the most autonomous kind of extrinsic motivation. Occurring when regulations are fully assimilated with self so they are included in a person's self-evaluations and beliefs on personal needs. Because of this, integrated motivations share qualities with intrinsic motivation but are still classified as extrinsic because the goals that are trying to be achieved are for reasons extrinsic to the self, rather than the inherent enjoyment or interest in the task. Extrinsically motivated behaviours can be integrated into self. OIT proposes that internalization is more likely to occur when there is a sense of relatedness. Ryan, Stiller and Lynch found that children internalize school's extrinsic regulations when they feel secure and cared for by parents and teachers. Internalisation of extrinsic motivation is also linked to competence. OIT suggests that feelings of competence in activities should facilitate internalisation of said actions. Autonomy is particularly important when trying to