Extrinsic Motivation: A Case Study

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

One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote “Motivation is construct

When a person plans or wants to do something, he or she has a motivation for that specific thing. In other words, when a person does something, that person has a reason why he or she should do that thing. Not always there is a reason to do something, but sometimes may be many reasons that are backing a person to take those actions to do it. This happens not only to humans, or living organisms, but also in nonliving organisms. An example is when a rock which had bounced after it hit the floor while falling down. Scientists may tell some of the reasons why the rock does that kind of action, but they cannot tell all of the reasons that back the rock’s actions. A similar thing, as the scientists, was Alfie Kohn trying to do in his essay, “Why

Motivation is an important aspect of everyday life. "Researchers have consistently found that an approach based on extrinsic rewards and consequences actually reduces children's intrinsic motivation to learn" (Solley). Motivation is lost due to the pressure

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

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

Motivation has become a term as ubiquitous as it is undefinable. What exactly is motivation and how is it used to achieve a desired result? In many circumstances, individuals are motivated by different aspects at different times in their lives. Compounding this issue further are the environmental factors embedded in an individuals motivation. Depending on an individual's background, he or she may be motivated differently than others of similar socio economic circumstances. As such, it is quite difficult to appraise the merits of a single motivational characteristic or theory. This difficulty has given rise to numerous theories of motivation throughout history, each with its own distinct value. The problem with many of these theories is that they are imperfect by nature and do not encompass all possible options of behavior. This document will focus primarily on the achievement motivation theory established by Harackiewicz, Barron, Carter, Lehto, & Elliot in 1997 and how it can and cannot be used effectively within workplace situations.

The success of any business depends on the productivity and satisfaction of its employees. Employees need to be motivated to work. Motivation can be defined as the inner force that drives individuals to accomplish personal and organizational goals. Motivation can be either intrinsic or extrinsic. For an individual to be motivated in a work situation there must be a need, which the individual would have to perceive a possibility of satisfying through some reward. Intrinsic motivation stems from motivations that are inherent and arise from performing the task of the job itself, which the individual gets a feeling of either positive or negative motivation as a result of

In Ganah’s article (2012), motivation is stated as “essential for successful learning as less able students who are highly motivated can achieve greater success than more intelligent students who are not well motivated” (p. 251). I believe this author described motivation dead on. For my students in their Special Olympic competition, motivation was key. We as their coaches along with their fellow athletes stood at the finish line whether it was on the track or at the end of the pool, we stood cheering for them and they would run faster, swim harder, or work harder to finish. Just like motivation is key for the athletes I worked with, it is also key in the classroom. In the short essay, Motivating Factors in Child Learning (1937), the author gives us many factors that can influence a student’s motivation. Although this article was written many many years ago I can see the relevance in some of the methods. In the article I read about how a student’s emotions can effect how they learn (Mast, p.3). This was found true in my students. My students would have off days just like myself and any other human being. We modified their classwork on their bad days so that they could still accomplish some task but they were able to do it in their time. Helping my students was my ultimate goal and so modifying their classwork so they still complete some work only helped

teacher. Even young children can be taught skills by giving them choices to create the intrinsic

Thank you for writing such and intriguing piece on the two motivations we studied this week. I had not thought in the same direction you had on extrinsic and intrinsic motivation and it was nice to see a very different take. I do have to agree with you that motivation is better than control over a classroom. In our textbook Kingdom Living In Your Classroom (2008, pg 110) “Teachers who catch the vision to motivate each student in their classroom find that it revolutionizes their teaching—especially if they were previously bound by the control mind-set.” This way of thinking has taken me a few years to learn, as I am a very tough person when it comes to classroom management. However, working in motivated not controlled classrooms the last few

It is important for everyone especially students to do well in school because it reflects in the foundation of their accomplishments in life. Students are affect their ability to move to the next level when they fail to complete some requirements. It takes many factors to motivate individuals to continue on striving for academic achievements. (Higgins, 2008) It is said that motivation gives big contribution in one individual’s success. Motivation is defined as the organized patterning of three psychological functions that serves to direct, energize, and regulate goal-oriented activity: personal goals, emotional arousal processes, and personal agency beliefs. It is an interactive construct representing the direction a person is going, the

There are different things a teacher can do to trigger this type of motivation in students. “Some examples of

To be an effective educator I will strive to develop a curriculum that gears towards students interests and fosters motivation. Motivation is the key to keep students engaged and actively involved as well as stimulating the mind and passion to continue learning. It is my desire to keep students attention by being creative, engaging the students in hands on activities, involving them in cooperative learning and urging them to think critically. As a teacher I must remain flexible and practice patience to