“…Although the benefits of intrinsic motivation in education have been supported (Lepper, Corpus, & Iyengar, 2005;Miserandino, 1996;Otis, Grouzet, & Pelletier, 2005;Ryan & Connell, 1989;Vansteenkiste, Sierens, Soenens, Luyckx, & Lens, 2009), this theory allows to examine how mixed or accompanying levels of extrinsic motivation would influence academic functioning and achievement (see Corpus & Wormington, 2014;Deci & Ryan, 2011;Guay, Ratelle, & Chanal, 2008;Ratelle, Guay, Vallerand, Larose, & Senécal, 2007;Wormington, Corpus, & Anderson, 2012). In addition, the SDT lies within the perspective of the social construction Psychology of both metacognition and self-regulated learning (see Caprara, Vecchione, Alessandri, Gerbino, & Barbaranelli, 2011;Efklides, 2014;Iiskala, Vauras, Lehtinen, & Salonen, 2011;Volet, Summers, & Thurman, 2009;Zimmerman & Martinez-Ponz, 1990).…”