## 2 Background and Literature Review  
### Self-Determination Theory  
Self-determination theory (SDT) majorly divided motivation into intrinsic motivation and extrinsic motivation in order to understand the reasons causing people's behaviors [14]. First, intrinsic motivation comes from inside an individual, involving in a certain activity which makes the individual enjoyable, interesting, and satisfying [15]. Then, [PERSON] described the achievement as a major sense of intrinsic motivation [16]. When an individual accomplishes an activity, the achievement perception should bring confidence and satisfaction [17]. Additionally, intrinsic motivation can be defined simply as doing something because it is inherently interesting or enjoyable [18; 19]. On the other hand, extrinsic motivation can be defined as when an individual who implements an activity because of perceived external pressure. Extrinsic motivation is controlled by the company or other authority, and it is non-self-determined [20]. According to [PERSON] [18], extrinsic motivation is a vital construct that provides various causes about why people involve in particular behaviors, such as external reward or punishment. Moreover, extrinsic motivation is the reason to implement an activity since it may lead to valuable outcomes [21]. Scholars have been interested in motivation learning-related research; for example, [PERSON] [22] studied the influence of the school environment on adolescents' creative potential, motivation, and well-being. Their results showed significant influences between motivation and creativity constructs. Then, [PERSON] and [PERSON] [15] studied in extracurricular activities as an encouraging opportunity for improving students' school motivation from disadvantaged neighborhoods. Their results demonstrated the motivation effects of the extracurricular activity positively impacting the school context. Moreover, [PERSON] [23] studied the self-determination theory applied in the intervention on children of low socioeconomic status. As their research, autonomy, support and intrinsic motivation played as singular mediation roles while the intervention indirectly improved moderate-to-vigorous physical activity. Furthermore, [PERSON], et al. [24] were interested in the mediation effects of achievement motivation on perfectionism and the subjective well-being of Chinese university students. The study results showed a positive relationship between perfectionism and subjective well-being. They had proved that there was a partial mediation effect of achievement motivation while perfectionism impacting subjective well-being. Finally, results from a study concerning how intrinsic and extrinsic motivation affect university adaptation and academic performance of university students showed that intrinsic motivation was related to better subjective well-being, including life and academic performance. However, extrinsic motivation was related to fewer influences on these variables [25]. Additionally, intrinsic motivation as a construct has been applied in different fields and research methods; for example, [PERSON], [PERSON], and [PERSON] [19] conducted a meta-analysis to study about if adding anthropomorphic faces or pleasant colors could increase intrinsic motivation and other variables. Intrinsic motivation had a robust positive affect. Then, [PERSON], et al. focused on if intrinsic motivation, work-related opportunities, and well-being would change bureaucratic corruptibility from public employees in China. They proposed a conceptual framework and tested the relationship among these variables by a survey containing more than 1300 workers. The results showed that intrinsic motivation and well-being had direct coefficients on corruptibility [26]. Moreover, [PERSON] and [PERSON] [14] focused on employees' pro-environmental behaviors (PEBs) to explore the factors by leadership and motivation theories. They found that employees' internal motivation was positively influenced by self-reported PEBs.