Instinsic and Extrinsic Motivation

First of all, it is important for teachers to create a learning environment where students learn to be intrinsically motivated. Intrinsic motivation occurs when students willingly participate in an activity because they find enjoyment in the activity. When students become intrinsically motivated they are willing to take

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020

Deci, E.L., Koestner, R. & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.

In this set of materials, the reading passage mentioned two classification of motivation and the lecture presented story about the term mentioned in it.

Motivation is defined as the psychological processes that arouse and direct goal–directed behavior. In a simple model of motivation, people have certain needs that motivate them to perform specific behaviors for which they receive rewards that feed back and satisfy the original need. Rewards are of two types: (1) An extrinsic reward is the payoff, such as money, a person receives from others for performing a particular task. (2) An intrinsic reward is the satisfaction, such as a feeling of accomplishment, that a person receives from performing the particular task itself.

Dan Pink also speaks of the discrepancy between what science knows and how we motivate others. The evidence he showed was giving an extrinsic reward produces substandard results when individuals where asked to complete a job where critical thinking was needed to complete the task at hand. Individuals become less creative and unable to solve problems when they are given a reward in the end. Dan showed that people are motivated by cognitive task than those who are rewarded.

“Motivation refer to a desire, need, or drive that contributes to and explains behavioral changes” (Boundless, 2015). Motivation is either intrinsic, influenced by internal factors, or extrinsic, when it is influenced by external factors. Intrinsic motivated staff perform their roles to satisfy their inner zeal to do things correctly while the extrinsic motivated perform their roles due to the attached benefit such as recognition, increased pay, or reward or to avoid a negative action such as losing their job. To motivate an intrinsically motivated individual, I would seek to know what they need to best do the job, delegate roles and responsibility that will make them feel they contributed to the running of the unit. Extrinsically motivated

The instructor played a song by Eminem, and a trailer from his movie. Afterwards, she explained the lyrics of the song, and held a discussion about how the artist did not let his geography define his destiny. I thought this was such a great idea. The students were then given an Ipad and asked to look up a song that meant the most to them, and they would be able to play the song and share it with the class. This directly exemplified motivation/incentive to me. It was motivation, in the sense that they wanted to use the Ipad and look up music to show the class their favorite song. Intrinsic motivation to be exact. The Journal of Education For Business defines intrinsic motivation as “an activity whose initial impulse originates from self-motivation”, (Rassuli, 2012, 86.) This was obviously portrayed, because the students liked the activity they were participating in, so they voluntarily did it without any prize or reward at the end. I also saw examples of extrinsic motivation during my time there. A short quiz was done at the beginning of class based on the lesson from the previous day. Each student was given a card that said true or false, and was asked to hold up his or her answer when the question was asked. The game started off slow, it was the end of the day and the students were just not cooperating. The teacher then said, “You will get a prize if you win, it’s behind this box.” Just like that, the students started throwing their signs up and trying to beat each other for the right answers. I learned that intrinsic and extrinsic motivations and incentives are directly seen in the classroom, and most of it depends on the lesson and the circumstances it is being taught

Motivation is a very important factor no matter what sport you coach or what the team or athlete goals are. A true coach must be able to understand their athlete and be able to tap into their motivation, maximizing their performance. Chapter four was written about two particular types of motivation, intrinsic and extrinsic. No matter what theory you believe, all theories boil down to these two types of motivation. Knowing the difference between intrinsic and extrinsic motivation, can help you hone in on athletes, their goals, and help them maximize their performance. Succeeding in sports, really boils down to three main characteristics, helping athletes set goals and work towards them, conducting reviews of athlete’s performance with the athlete, and conduct team sessions.

Motivation is a key factor in determining business success or failure. Successful organizations relentlessly seek to operate with a clear understanding of employee needs , and develop specific focus’ on how to meet them. Two key theories in organizational motivation are expectancy theory and equity theory. Both theories focus on the outcomes of a given decision or system rather than on individual employee needs. The goal of both process theories is to increase output.

Motivation is a reason or set or reasons for engaging in a particular behavior, especially human behavior as studied in psychology and neuropsychology. The reasons may include basic needs (e.g., food, water, shelter) or an object, goal, state of being, or ideal that is desirable, which may or may not be viewed as "positive," such as seeking a state of being in which pain is absent. The motivation for a behavior may also be attributed to less-apparent reasons such as altruism or morality.

Motivation can be described as the needs and wants that guide our behaviour towards a goal or purpose. Motivation can also be seen as a movement to a behaviour, or a cause to repeat a certain behaviour (Rani & Sameer, 2012). Three stand-out theories of motivation are the Drive-Reduction theory, the Incentive theory, and the Evolutionary theory or Instinct theory. The Drive-Reduction theory looks at the homeostasis of an individual and states that the motivation of said individual greatly depends on the discomfort experienced due to homeostatic imbalance. The Incentive theory uses positive reinforcement to create a stimulus; motivation is then based off this incentive, driving an individual towards a goal or action. The

Motivation refers to the way in which urges, drives, desires, aspirations, strivings, needs, directs or control or explain the behaviour of human beings. —D.E. McFarland

While intrinsically motivated students exhibit the apex of self-determination, conversely, students motivated by extrinsic rewards can also perform well. High school students are often

For increasing the motivation among students schools are providing several extrinsic rewards like grades, prizes etc. This will cause extrinsic motivation. Thus intrinsic motivation is some thing comes from student’s interest in subject and extrinsic motivation from the reward expectation. But there is a view that extrinsic motivation reduces intrinsic motivation. According to Lepper and Colleagues (2006) extrinsic rewards will reduce intrinsic interest and when students are informed that they are being watched it was found same effect as of extrinsic