ABSTRACT
An alternative perspective, more complex and subtle than the one just described, considers the motivation to learn to be a developmental issue. While learning can be wholly controlled and prompted from the outside (i.e., externally regulated), the goal of education is, from the alternative view, the development of personal values for education and self-regulation for learning. This is conceptualized as a movement away from heteronomy and toward autonomy in the acquisition of knowledge, away from reliance on others for the incentives to learn and toward internal satisfaction with accomplishment and the learning process itself.
