The authors investigated 3 commonly cited experiential qualities to propose a model of the essential nature of perceived self-determination in intrinsic motivation-internal locus, volition, and perceived choice. In 3 studies, they used structural equation modeling to compare a series of nested models in which 1, 2, or all 3 of these qualities were used to identify the best fitting conceptual model. Results consistently supported the model in which internal locus and volition, but not perceived choice, constitute valid indicators of self-determination. In light of the findings, the authors proposed a modified definition for perceived self-determination and discussed the conundrum of choice by proposing the conditions under which teachers can (and cannot) expect choice to increase students' intrinsic motivation.

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