Intrinsic and Extrinsic Motivation Essay

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Intrinsic and Extrinsic Motivation

Students are generally classified by two different types of motivation, which are, intrinsic and extrinsic motivation. These two types of motivation are the basis for a student’s action and their view of how they perceive schooling and even life. The first type of motivation is intrinsic motivation, which “generally refers to motivation to engage in an activity because that activity is enjoyable and satisfying to do” (Noels, Pelletier, Clément, & Vallerand, pg. 38, 2003). Intrinsic motivation is generally the best type of motivation for students to have, because doing certain activities is not being forced upon them; however, the students are enjoying the activities by themselves. This also leads to
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Four Important Age Groups

Achieving motivation in the classroom setting is a very difficult task especially since every person is motivated differently and different types of motivation must be applied depending on the age group of the students. There are four major groups that are categorized by age. The first major age group is the primary-grade students, which consist of students in elementary school, Kindergarten through fifth grade. Motivation for this age group can be achieved in a positive physical environment and a psychological atmosphere. Creating a positive physical environment for the students could involve having the classroom decorated with brightly colored signs and posters (Doyle, 1986). This environment would create a friendly atmosphere that would inspire students to be interested in what they are doing in the classroom. In Lumsden’s article on students’ motivation to learn, she states, “Young children appear to be propelled by curiosity, driven by an intense need to explore, interact with, and make sense of their environment” (1994). This again proves that a primary-grade student’s motivation can be created through a positive physical environment. An effective way to create a positive psychological atmosphere, according to Raffini, is that when students give incorrect or incomplete answers, the teacher communicates to them that mistakes are a normal. They are a natural part of the
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