.png)
Autonomy, Competence and Relatedness: Understanding the Three Universal Needs of Self-Determination Theory
- Dr Laura Allen
- 4 days ago
- 5 min read
This site contains product affiliate links. We may receive a small commission if you make a purchase after clicking on one of these links.
Self-Determination Theory (SDT), developed by psychologists Edward Deci and Richard Ryan, is one of the most influential motivation theories in contemporary psychology. At its core, the theory proposes that human wellbeing, motivation and psychological growth depend on the satisfaction of three innate and universal psychological needs: autonomy, competence and relatedness.
These needs are not cultural preferences or personality traits. Rather, they are fundamental psychological requirements that underpin intrinsic motivation, emotional wellbeing and sustainable behaviour change. As such, Self-Determination Theory has been widely applied across psychotherapy, coaching, education, organisational psychology, health behaviour change and positive psychology.
This article explores autonomy, competence and relatedness in depth, explains their relevance across different contexts and outlines practical approaches informed by SDT.
Self-Determination Theory: An Overview
Self-Determination Theory is a macro-theory of human motivation that distinguishes between intrinsic motivation (engaging in an activity because it is inherently meaningful or enjoyable) and extrinsic motivation (engaging due to external pressure, reward, or avoidance of punishment – colloquially referred to as the carrot-and-stick method of motivation).
According to Ryan and Deci (2000), motivation exists along a continuum, ranging from amotivation to controlled motivation and, ultimately, autonomous motivation (Self-Determination Theory: Basics). What determines where a person falls on this continuum is the extent to which their basic psychological needs are met.
The three universal needs - autonomy, competence and relatedness form the foundation of this theory and are essential for psychological wellbeing and optimal functioning.
The concept of basic psychological needs is central to Self-Determination Theory, which posits that autonomy, competence, and relatedness are essential for psychological growth, integrity, and well-being.
Ryan, R. M., & Deci, E. L. (2017)
Autonomy: The Need for Choice and Self-Direction
Autonomy refers to the experience of volition, choice and psychological freedom. It does not mean independence or selfishness, but rather the sense that one’s actions are self-endorsed and aligned with personal values.
When autonomy is supported, individuals feel they are acting because they want to, not because they have to. Research shows that autonomy support enhances intrinsic motivation, emotional regulation, resilience and long-term engagement (Deci & Ryan, 2012).
When people perceive their behaviour to be autonomously regulated, they experience greater interest, enjoyment, and confidence.
Deci, E. L., & Ryan, R. M. (2000)
Autonomy-Supporting Approaches
Person-centred therapy
Strengths-based approaches
Trauma-informed practice
In workplace and educational settings, autonomy is fostered through choice, collaborative goal-setting and meaningful rationales rather than rigid control. For example, employees and students would be provided with a range of options that they could choose from when asked to complete a task.
In therapy and coaching, autonomy is supported when clients are empowered as active agents in their own change process. Using the guiding conversational technique (from motivational interviewing), clients would be asked to share their views or posit their thoughts on how to move forward.
Competence: The Need to Feel Effective and Capable
Competence refers to the need to feel effective in one’s interactions with the environment and to experience mastery, growth and accomplishment. According to personality psychologist, Robert White, 'people yearn so strongly for competence' that it 'could be thought of as a fundamental human need,' (Why We Do What We Do).
Humans are naturally motivated to learn, develop skills and overcome challenges provided these challenges are optimally matched to their abilities. Thus when competence is supported, individuals experience increased confidence, persistence and engagement. But when it is thwarted through excessive criticism, unrealistic expectations, or lack of feedback, motivation and self-esteem often decline.
Competence-Enhancing Strategies
Clear, achievable goals
Constructive and specific feedback
Skill-building interventions
Scaffolding in education and coaching
Psychoeducation in therapy
From an Self-Determination Theory perspective, competence is not about performance comparison but about personal growth and mastery. This makes it particularly relevant to wellbeing focused interventions, coaching psychology and learning environments.
Relatedness: The Need for Connection and Belonging
Relatedness refers to the need to feel connected, valued and cared for by others. Humans are inherently social beings and meaningful relationships play a critical role in emotional regulation, resilience and mental health.
When relatedness needs are met, individuals experience greater wellbeing, trust and emotional safety. When these needs are unmet through isolation, rejection, or relational trauma – psychological distress is more likely to emerge.
People are more likely to internalise values and regulations when they feel respected, understood, and connected to others.
Ryan, R. M., & Deci, E. L. (2000)
Relational Approaches That Support Relatedness
Attachment-informed therapy
Group coaching and group therapy
Relational and systemic approaches
Therapeutic alliance-focused practice
In organisational and educational contexts, relatedness is enhanced through inclusive cultures, psychological safety and collaborative learning. In therapy and coaching, the quality of the relational alliance itself often becomes a key vehicle for change.
Autonomy, Competence and Relatedness in Practice
The power of autonomy, competence and relatedness lies in their interdependence. While each need is distinct, they work synergistically to support wellbeing and sustainable motivation.
For example
A client may have autonomy (choice) but lack competence (skills), leading to frustration.
A workplace may foster competence but undermine autonomy through micromanagement.
A learning environment may support autonomy and competence but neglect relatedness, resulting in disengagement.
Effective interventions therefore aim to support all three psychological needs, rather than focusing on motivation as a trait or mindset.
Applying Autonomy, Competence and Relatedness Across Contexts
In Therapy and Coaching
SDT aligns strongly with humanistic, relational and integrative approaches. By supporting autonomy, competence and relatedness, practitioners foster intrinsic motivation and long-term change rather than dependency or compliance.
In Education
Autonomy-supportive teaching improves engagement, learning outcomes and emotional wellbeing. Students thrive when they feel capable, supported and meaningfully involved in their learning.
In the Workplace
SDT-informed leadership is associated with higher job satisfaction, engagement and retention. Autonomy-supportive management consistently predicts better performance, wellbeing, fewer absences and reduced staff turnover.
Conclusion
Self-Determination Theory offers a robust, evidence-based framework for understanding human motivation and wellbeing. By recognising autonomy, competence and relatedness as universal psychological needs, the theory moves beyond simplistic reward-based models and highlights what truly sustains growth, engagement and mental health.
Whether applied in therapy, coaching, education, or organisational settings supporting these three needs creates the conditions in which people can flourish not because they are pressured to change, but because change feels meaningful, achievable and relationally supported.
References
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press.
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010). The development of the five mini-theories of self-determination theory. Advances in Motivation and Achievement, 16, 105–165.
About Dr Laura Allen –
A Chartered Psychologist & Integrative Therapist, Dr Allen specialises in a broad range of therapeutic methods. She is a published author of numerous research papers and Interactive Courses in the field of Psychology. Dr Allen works one-to-one with clients and supervises other practitioners. She is also a proud member of the British Psychological Society assessment team supporting psychologists in training.