Self-Determination Theory (SDT), developed by Deci and Ryan, emphasizes promoting intrinsic motivation and internalization in education. It focuses on students' interest in learning, valuing education, and confidence in their abilities. These outcomes lead to high-quality learning, conceptual understanding, and personal growth. Schools play a crucial role in shaping students' motivation and adjustment, as they represent a primary socializing influence. SDT identifies three basic psychological needs: competence, relatedness, and autonomy. These needs are essential for motivation, performance, and development. Intrinsic motivation is driven by internal satisfaction, while extrinsic motivation can be regulated in different ways, from external control to internalization. Internalization is a process where external regulation becomes internal, leading to more self-determined behavior. Research shows that students with more self-determined motivation are more likely to stay in school, achieve, and adjust well. Social-contextual factors, such as autonomy support and interpersonal involvement, are crucial for fostering intrinsic motivation and internalization. Teachers and parents who support autonomy and relatedness can enhance students' motivation and self-regulation. Studies indicate that external factors like rewards and performance evaluations can undermine intrinsic motivation if not used in an autonomy-supportive way. Autonomy-supportive environments, where students have choices and feel valued, promote self-determined regulation and better learning outcomes. Conversely, controlling environments can lead to lower motivation and poorer adjustment. Educational policies should prioritize autonomy-supportive practices to foster self-determination, creativity, and personal growth. Teachers' behavior, influenced by school policies and external pressures, can either support or hinder students' motivation. Understanding and promoting autonomy-supportive contexts is essential for effective education.Self-Determination Theory (SDT), developed by Deci and Ryan, emphasizes promoting intrinsic motivation and internalization in education. It focuses on students' interest in learning, valuing education, and confidence in their abilities. These outcomes lead to high-quality learning, conceptual understanding, and personal growth. Schools play a crucial role in shaping students' motivation and adjustment, as they represent a primary socializing influence. SDT identifies three basic psychological needs: competence, relatedness, and autonomy. These needs are essential for motivation, performance, and development. Intrinsic motivation is driven by internal satisfaction, while extrinsic motivation can be regulated in different ways, from external control to internalization. Internalization is a process where external regulation becomes internal, leading to more self-determined behavior. Research shows that students with more self-determined motivation are more likely to stay in school, achieve, and adjust well. Social-contextual factors, such as autonomy support and interpersonal involvement, are crucial for fostering intrinsic motivation and internalization. Teachers and parents who support autonomy and relatedness can enhance students' motivation and self-regulation. Studies indicate that external factors like rewards and performance evaluations can undermine intrinsic motivation if not used in an autonomy-supportive way. Autonomy-supportive environments, where students have choices and feel valued, promote self-determined regulation and better learning outcomes. Conversely, controlling environments can lead to lower motivation and poorer adjustment. Educational policies should prioritize autonomy-supportive practices to foster self-determination, creativity, and personal growth. Teachers' behavior, influenced by school policies and external pressures, can either support or hinder students' motivation. Understanding and promoting autonomy-supportive contexts is essential for effective education.