This paper explores international experiences in the field of formation of motivation for self-independent development in students. Drawing upon examples from Finland, Singapore, the United States, and other countries, the paper examines innovative approaches, best practices, and challenges encountered in fostering intrinsic motivation and self-determination among students. Through a comparative analysis, the paper highlights the importance of creating learning environments that support student agency, cultivate personal interests, and prioritize holistic development. Furthermore, the paper discusses the role of educators, policymakers, parents, and communities in nurturing motivation and self-determination in students and addresses considerations for future research and practice.

motivation, self-independent development, intrinsic motivation, self-determination, student agency, holistic development, international experiences, education, learning environments.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680.

Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senécal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746.

Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 76(2), 483-501.