Intrinsic+and+Extrinsic+Motivation

Intrinsic motivation is engaging in an activity for its own sake. Intrinsic motivation study has spawned additional research including the study of a person’s will (capacity of a person to satisfy his/her needs) and self-determination (the act of using one’s will). Deci and Ryan studied how the need for competence, autonomy and relatedness impact intrinsic motivation. If a person has autonomy and feels a sense of control over a task or activity along with personal beliefs about themselves and a feeling of belonging, the assumption is that the person will be more intrinsically motivated and thereby more successful. Extrinsic motivation is to engage in an activity as a means to an end. This includes the use of rewards and incentives to motivate a person. An interesting fact is that utilizing extrinsic rewards, perks, etc. can actually demotivate a person. How can a teacher use this? First and foremost, understanding that incentives and rewards can actually demotivate is a huge eye-opener for any teacher. Most teachers are taught to utilize these, but are not taught how not to overuse or misuse. Considering this and learning to use rewards in a different manner could create a huge difference in the classroom. media type="youtube" key="hbkJ5MKEVEE" height="377" Intrinsic/Extrinsic Motivation __**

=Case Study: =

 Extrinsic motivation is the opposite of intrinsic motivation. intrinsic motivation is motivation that comes from within.... to want to do a good job at something because it's something that YOU yourself want for yourself. it comes from a feeling of accomplishment and pride from within. extrinsic motivation is motivation through pribary. it's the idea of doing something because there is something in it for you outside of just a feeling of accomplishment. fot example, your parents giving you money for good grades is extrinsic motivation. if i bribe my 2 year old for pooping on the potty with a popcicle, it is an example of extrinsic motivation. just getting good grades or pooping on the potty for your own feeling of achievement is intrinsic motivation. I hope this clarifies the difference between the two a bit for you!! 

=Related Articles= Judy L. (2011): Got Motivation? Six Great Resources for Instructors at Every Level. //College// //Teaching, 59//(4), 150-153. (1) Lovoie. (2007) [|The Motivation Breakthrough] (2) Brophy (2010) [|Motivating Students to Learn] Emphasis on learning, mastery, and depth; relevance; creating cognitive dissonance (3) Pink. (2009). [|Drive: The Surprising Truth About What Motivates Us] Awaken motivation and achieve a state of flow within our work is the goal. (4) Ciaccio. (2004) [|Totally Positive Teaching: A Five Stage Approach to Energizing Students and Teachers] Emphasizes a positive approach in teacher-student interactions; showing compassion and empathy is essential. (5) Zull (2002). [|The Art of Changing the Brain: Enriching Teaching by Exploring the Biology of Learning] Biological emphasis on how the brain processes information (6) Amen (2010). [|Change Your Brain, Change Your Body] Amazing research into the biological mechanisms of things like blood flow in different centers of the brain and how this affects learning and motivation. 

** What do the experts say? **
 * Intrinsic and Extrinsic Motivation **

**Paula King, Middle School teacher **

I received my undergraduate degree from Tennessee Tech and Master's and Master's plus 30 from the University of the Cumberlands. I have degrees in Elementary Education (Grades 1-8), Master's in Middle School Math and Science, MA plus 30 in Administration. I have been teaching for 11 years. Both of my parents taught at LaFollette Middle School. My dad was a 6th grade Math teacher and my mom taught 6th grade English. I currently teach 6th grade science at Hillcrest Middle School in Greeneville, SC.

**1. White and Harter are two theorists within Intrinsic and Extrinsic Motivation. White focused on effects of success whereas Harter added "failure". We can have both positive and negative experiences that effects our motivation. What are some ways that you as an educator Master motivation in the classroom? Share both successes and failures if available. **

I use to give a simple reward for making an A on a test or quiz. I now reward based on improvement. If a student makes a 50 one week, and a 60 next week, the student is still rewarded as long as the student continues to improve. Not every student has the motivation or ability to make an A. If the student sees that improvement equals a reward, it may help them try harder.

**2. Locus of Control. Rotter expanded his social learning theory to include locus of control, which is generalized belief about the extent to which behaviors influence outcomes(successes, failures). People with an external locus of control believe their actions have little impact on outcomes and there is little they can do to alter them. Those with an internal locus of control believe that outcomes are contingent on their actions are largely under their control. Locus of control is postulated to affect learning, motivation and behavior. The internal locus control bears some similarity to White's effectance motive. How can educators, parents and peers increase the locus of control? How will it change the learning, motivation and behavior **

<span style="font-family: 'Georgia','serif'; font-size: 14px;">In my school we often talk about bullying, and how it impacts everyone. When a student gets in trouble in my class, I often ask the student how his/her behavior effected him, the class, and myself....I really don't understand what the instructor is looking for.

**<span style="color: green; font-family: 'Georgia','serif';">3. Should successes go without reward? How do you or do you reward students for their intrinsic motivation? **

<span style="font-family: 'Georgia','serif'; font-size: 14px;">No, success should be rewarded...it is in the job market as well. I reward with student of the month, positive office referrals, candy or a treat out of the Keeper of Treats, movie days related with topic of study, and praise

**<span style="color: green; font-family: 'Georgia','serif';">4. How are you motivated? How do you influence others? **

<span style="font-family: 'Georgia','serif'; font-size: 14px;">I am motivated by competition. For example we are doing a 6 week challenge at the gym, and until then I was unmotivated, but add some competition, and I did 900 burpees on top of my weekend! I would have never done that!

**<span style="color: green; font-family: 'Georgia','serif';">5. How do you encourage parents to get involved? Do parents effect the students motivation? **

<span style="color: #333333; font-family: 'Georgia','serif'; font-size: 14px;">I have a classroom blog for the students and the parents. Our PTA is very active as well, we send out phone blast, mailings, etc. The parents can schedule conferences, check their child's grades online, and call or email us anytime! For me the blog is a great way for parents to know what is happening in the classroom. Personally, I think parents have the most impact of motivating a child, either negative or positive. Sadly, I see this in school everyday. Within the first week, the teachers usually know the students whose parents care about their education. = = = =

=Bibliography of Resources=

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= = = <span style="color: #231f1f; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Biography of a Theorist =

<span style="color: #231f1f; font-family: 'Comic Sans MS',cursive;">__** EDWARD DECI **__ Edward L. Deci is professor of psychology and Gowen Professor in the Social Sciences at the University of Rochester, where he is a member of the Human Motivation Program in the Department of Psychology. He holds a Ph.D. in psychology from Carnegie-Mellon University, studied at the University of Pennsylvania (Wharton School), the University of London (London School of Economics), and Hamilton College. He was an interdisciplinary postdoctoral fellow at Stanford University.

<span style="color: #231f1f; display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">For 40 years Deci has been engaged in a program of research on human motivation that has led to and been organized by Self-Determination Theory. He has published ten books, including: Intrinsic Motivation (Plenum, 1975); The Psychology of Self-Determination (D.C. Heath, 1980); Intrinsic Motivation and Self-Determination in Human Behavior (co-authored with R. M. Ryan, Plenum, 1985); and Why We Do What We Do (Putnam, 1995; Viking/Penguin, 1996). His writings have been translated into seven languages, including Japanese, German, and Spanish.

<span style="color: #231f1f; font-family: 'Comic Sans MS',cursive;">__ Richard Ryan __ <span style="display: block; font-family: 'times new roman',times,serif; font-size: 110%; text-align: left;"><span style="color: #231f1f; font-family: 'Comic Sans MS',cursive;">Richard Ryan is a clinical faculty member whose research focuses on the effects of social contexts on human motivation, personality development, and well-being. His current research interests include: the acquisition and impact of materialism and other extrinsic goals in human development and culture; facilitation versus undermining of intrinsic motivation and self-determination; the determinants of subjective vitality and "energy"; and the sources of within-person variability in attachment, well-being, and life satisfaction. He is also involved in applied motivational research in the domains of health care, education, sport, religion, work, psychotherapy and virtual environments. For more detail, see the [|**Self-Determination Theory website**].
 * Edward Deci**Department of Clinical and Social Sciences in Psychology University of Rochester RC Box 270266Rochester, NY 14627E-mail: deci@psych.rochester.edu[|SDT publications] [|Webpage]

<span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Department of Clinical and Social Sciences in Psychology <span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">University of Rochester <span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">RC Box 270266 <span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Rochester, NY 14627 <span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">E-mail: ryan@psych.rochester.edu <span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">[|SDT publications] <span style="color: #231f1f; font-family: 'Comic Sans MS',cursive; font-size: 110%;">[|Webpage]

<span style="color: #231f1f; font-family: 'Comic Sans MS',cursive;">__** DAVID McCLELLAND **__

<span style="color: #231f1f; font-family: 'Comic Sans MS',cursive;">American David Clarence McClelland (1917-98) achieved his doctorate in psychology at Yale in 1941 and became professor at Wesleyan University. He then taught and lectured, including a spell at Harvard from 1956, where with colleagues for twenty years he studied particularly motivation and the achievement need. He began his McBer consultancy in 1963, helping industry assess and train staff, and later taught at Boston University, from 1987 until his death. McClelland is chiefly known for his work on achievement motivation, but his research interests extended to personality and consciousness. David McClelland pioneered workplace motivational thinking, developing achievement-based motivational theory and models, and promoted improvements in employee assessment methods, advocating competency-based assessments and tests, arguing them to be better than traditional IQ and personality-based tests. His ideas have since been widely adopted in many organisations, and relate closely to the theory of [|Frederick Herzberg].

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