Extrinsic Motivation Paper

Motivation often is classified as intrinsic or extrinsic. Students who are motivated intrinsically have an internal drive to succeed and a personal interest in the material. Students with extrinsic motivation engage in activities to obtain external incentives, such as grades or rewards (Sedden & Clark, 2016). Although, instructors note that intrinsic motivation is best for students, many

The theories relating to the motivational methods and techniques I have chosen to reinforce the information are the two-factor and expectancy theory. The two-factor theory was developed by Frederick Herzberg’s and falls under two categories the satisfier and hygiene factors. The two are linked and are identified as being turned

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

The first type of motivation is intrinsic motivation, and it is when a person engages in an activity in order to get a personal reward. Some intrinsic motivations that I experience include completing puzzles, such as word searches or crosswords, and playing different games. Both of these examples are intrinsic because while I am doing these challenges, I internally enjoy the difficulties that show up, and then trying to find a solution to overcome those problems. Another example of intrinsic motivation that I encounter is competing in various competitions.

Intrinsic motivation is doing an activity for the satisfaction it gives you (Deci and Richard). It comes from doing things that are important to you or that are part of something bigger. It comes from doing important work and doing work that produces tangible results. In an experiment by Dan Ariely, participants were asked to build Lego robots for a sum of money. Each robot they built they received decreasingly less compensation and after every robot was built the robot was placed under the

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.

I support both extrinsic motivation and intrinsic motivation. Extrinsic motivation is a motivation that students perform well to obtain awards or avoid some type isolation from others. Intrinsic motivation is a motivation that students undertake an activity for their own sake. (McCullough, 2008) I choose both to motivate my students because both help students want to strive more on their success. Encouraging student more to want to learn more is a good thing for students. Yes, I would blend the two in the classroom. I believe when students do good in their classwork and other things they should be rewarded for it, but I also believe that when they are not doing their class work or on task it should be consequences should be taking place.

The use of material rewards to encourage and reinforce good behavior among children is a common phenomenon for many years, especially used by parents, teachers and any adult figure in their lives. However, throughout the years, many research conducted challenged these behavioral learning theories (Grey & Bjorklund, 2014). Research and experimental work have highlighted that material and external rewards, tends to have a detrimental effect on learning, resulting in a decline of intrinsic motivation and the performance of the previously unrewarded activity (Leppen, Greene & Nisbett, 1973). This outcome is coined as the ‘overjustification effect’. This result presumably occurs because children will perceive external rewards as their main motivation of performing activities, overpowering their initial intrinsic motivation (Morgen, 1983).

Intrinsic Motivation in Public Organizations is an essential principal. It is clear that employee engagement and motivation is a vital part of the workplace. We spend almost more time with them as a full time employee than our own family. Fellow workers become our second family with the workplace acting as a home away from home. Everyone wants a healthy environment to come to. The public sector and organizations are more challenging to motivate due to the application of ethical guidelines and outside influence from others. Society sees the public sector as overpaid and underworked. Unfortunately, this leads to low morale and negatively impact employee positive engagement. The public organizations also suffer from a lack of funds compared to

I think intrinsic motivation leans more towards being personally rewarding. Doing something because you enjoy, rather than the thought that you're going to get something out of it. Extrinsic motivation is the motivation that is brought on by external factors. For example, my job offers more pay if I stay late and take more calls, I'm going to stay late because I want to money, not because I love to stay late after work.

Intrinsically motivated behaviours are behaviours or tasks that are displayed or completed with no apparent reward other than the activity itself (Deci, 1975). Intrinsic motivation is fueled by personal enjoyment, interest or pleasure. In a classroom setting, intrinsic motivation refers to the student completing an activity or displaying a desired behaviour purely for its inherent satisfaction (Ryan and Deci, 2000, as cited in Oudeyer and Kaplan, 2007). Salmon (2007), states that intrinsic motivation enhances enquiry and can lead to high levels of learning. Intrinsically motivated students typically enjoy the challenges of learning new skills or information, are likely to advance their learning with a mastery-approach, thought to develop a greater understanding of their learning and appear more resistant to discouragement in the event of a poor grade (Hoskin and Newstead, 2009, as cited in Murray, n.d).

Let’s take a closer look at how motivation ties in with these intrinsic and extrinsic theories for motivation. It is clear that motivation is one of the most prominent driving forces by which humans pursue and ultimately achieve their goals. Motivation, quite simply, is rooted in the human instinct to minimize pain and maximize pleasure. The characteristics of such a basic theory would usually be about as clear cut as they come. However, motivation relies heavily on one’s personal psychology as well as specific situations. As noted before in the survey, it also has two very distinct and different sides to it, those being intrinsic motivation and extrinsic motivation.

Marsh (2008) states, “motivation is a very important force that affects and directs our behaviour. As a consequence it is a vital factor for teachers to understand and to apply in their teaching” (p.46). The question however is which motivation will you use and how? It would be nice to think that your classes will all be intrinsically motivated, but this may not always be the case; how will extrinsic rewards fit with my future classroom model? (Groundwater-Smith et al, 2006). As an answer to this, Marsh states that teachers need to employ a trial and error approach to

Motivation is define as, “the driving force in any situation that leads to action. Motivation itself refers to a combination of the learner’s attitudes, desires and willingness to expend effort in order to learn the Second Language.” Motivation is further divided into two types: Intrinsic motivation and extrinsic motivation. Intrinsic motivation define as; “enjoyment of language learning itself”, and extrinsic motivation define as; “motivation that derive by parental pressure, societal expectations, academic requirements or the other sources of rewards and punishments.” Richards, (2002: P.343)

People entering into a learning environment do so for different reason and so will have different levels of incentive of motivation for doing so. Types of motivation can be put into two groups. Intrinsic motivation, where the learner wants to better their knowledge, themselves or have a better understanding of a topic they are interested in. The second is extrinsic motivation when the person is learning for a purpose such as a wage rise, promotion or a requirement for a job role.