Motivation, as vital component of the learning process, is supported by three major theories, namely that of self-efficacy, of self-worth, and of self-determination (Module 17: Self Theories), which are altogether based on competence in shaping the self. Self-efficacy can be defined as an individual's expectation that he is capable of successfully performing an activity. According to the self-worth theory, individuals need a constant positive appraisal of their own value as persons, and the way to protect their self-worth is by entertaining the belief that they are competent. Finally, the self-determination theory asserts that human beings possess universal, inherent needs for autonomy, competence, and relatedness.

What transpires from the three theories of motivation is the fact that human beings need to envision their selves as competent, which would entirely justify an inherent desire to explore and attempt mastery of certain skills. At the very root of self-efficacy is the personal belief that one has the knowledge or skills to succeed in a given activity, whereas self-worth is grounded in the basic need to defend individual perception of competence. Lastly, the need to feel competent is central to the motivational striving for self-determination. Interestingly, students with a high level of self-efficacy are more likely to "engage in self-regulatory processes such as goal setting, self-monitoring, self-evaluation, and effective strategy use" (Module 17: Self Theories).

Moreover, in order to successfully initiate activities in the surrounding environment for the purpose of achieving and maintaining competence, an individual also needs to feel safe while doing so, and the feeling of security comes from the existence of relatedness, or the social awareness of being connected to others. Additionally, it would be interesting to note that behavior is viewed as internally regulated in all three theories, and thus is not of a pressured or otherwise externally controlled origin. Self-efficacy is domain-specific, which means that it involves expectations about reaching a particular goal. Similarly, self-determination is domain-specific insofar as the...

In essence, the self-efficacy and self-worth theories both focus on the perception of competence, in other words, on whether individuals believe their selves to be able. On the other hand, the self-determination theory capitalizes on the necessity of performing acts pertaining to competence, and thus fulfilling the actual need to acquire mastery of theoretical and practical skills. In other words, an individual develops self-determination by means of an internalization process which begins from more extrinsically motivated coordinates and evolves towards self-determined behavior.
In conclusion, it can be asserted that autonomy, competence, and relatedness, along with the necessity to protect self-worth, are generally valid human characteristics, insomuch as they are valuable factors in forming and expressing the self in a continuous learning process. The three motivation theories, taken together with the two main intelligence theories, exist for the purpose of optimizing education, so that it becomes a process whereby an individual can actively unfold his entire potential. Seeing as the human self is in itself a developing process, and not a static expression, life as a whole is a learning experience, and thus it is important that people educate themselves into using the proper tools for the creation and recreation of their selves.