Types+of+Motivation

This refers to motivation that stems from within an individual and does not involve outside or external benefits such as money or rewards of some kind. The motivation is purely driven by the pleasure a person gets just by doing and completing the task at hand. 22.
 * What is " Intrinsic Motivation "? **

Intrinsic Motivation as described above starts very early in life, below we find a small child, as yet unable to walk, driven to perform new movements because of the pleasure being derived from the act of dancing:

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In comparison, the internal-external definition states that the environment instigates extrinsic motivation, but internal factors instigate intrinsic motivation. Deprivation of food or water, for example, instigates the extrinsic motives of hunger and thirst 8 ; optimal arousal or cognition instigates the intrinsic motives of curiosity and self-determination ( 7 ; 8 ; 9 ). Intrinsically motivated learners want to learn as they are curious, they want to improve, they seek knowledge and learning gives them satisfaction. McKeachie ( 13 ), reports that intrinsic motivation nurtures and encourages an individual to be a lifelong learner.

Simons( <span style="font-family: 'Times New Roman',Times,serif; font-size: 10px; vertical-align: super;">18 <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">) enhanced views of Deci and Ryan’s to describe the following characteristics of internally regulated learners, they:

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• emphasize personal development or growth

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• are more task oriented

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• are more excited about the course

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• use more deep level learning strategies

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• persist more and perform better

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• have more interests

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• are more confident

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• persist longer

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• receive better exam scores

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">However, according to Muller et al. ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 10px; vertical-align: super;">15 <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">), a person must have their basic psychological needs met before self-determined motivation and the development and maintenance of personal interest can take place. According to Muller, motivation in this case derives from activity level, interest, and curiosity and students often experience “flow”, defined as a feeling of enjoyment that occurs when they have developed a sense of mastery and are concentrating intensely on the task at hand.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">It is interesting to note that there have been some scientific studies done attempting to relate the emotions that we feel to the neurons in our brains. This is an extensive study which relates things we may intrinsically do to increase our level of enjoyment, it has been learned that we release neurons in our brains that make us feel good when doing so. Being motivated and being excited about something releases these neurons and we enjoy the chemical charges within the brain. These charges are stimulating and we will continue doing whatever is working in order to keep the stimulation going.



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<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">This refers to motivation that is ignited by outside factors such as rewards, money, grades, etc. These rewards entice the individual in a way that the task alone would not. 23.
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">What is " <span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 20px;">Extrinsic Motivation <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">"? **

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">Extrinsic motivation is what we are most familiar with in education; it is motivation to act that comes from the external environment, outside of the individual. When we are motivated intrinsically, we act with the anticipation of rewards such as grades, praise, distinctions, awards or some other incentives. For instance, most teachers motivate students to come to class regularly and join in discussions through the use of participatory grades. If used efficiently and thoughtfully, extrinsic motivation can be quite helpful in furthering student learning. We as instructors know that most of the students are concerned about their grades, either because of a desire to continue in school or due to pressure of circumstances and they will do whatever it takes to earn good grades. In words of Morris and Maisto ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 10px; vertical-align: super;">14 <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">), extrinsic motivation refers to rewards that are obtained not from activity, but as a consequence of activity. <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">So we know that grades are important, instructors can use tests and papers to motivate students to build the skills and knowledge we expect them to achieve. We can train them to achieve high order skills by creating papers and tests which require analysis and integration of ideas (Carole, <span style="font-family: 'Times New Roman',Times,serif; font-size: 10px; vertical-align: super;">6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">We must remember that children participate in a learning environment for different reasons than adults, Knowles, in his book on The Modern Practice of Adult Education, from Pedagogy to Andragogy, ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%; vertical-align: super;">11 <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">) (p53) says that “To a child, education is essentially a process of the accumulation of a reservoir of subject matter-knowledge and skills-that might be useful later in life. Children tend, therefore, to enter any educational activity in a subject-centered frame of mind. Adults, on the other hand, tend to have a perspective of immediacy of application toward most of their learning. They engage in learning largely in response to pressures they feel from their current life situation. To adults, education is a process of improving their ability to cope with life problems they face now. They tend, therefore, to enter an educational activity in a problem-centered or performance-centered frame of mind”. Thus extrinsic learning for the adult may be the stimulus needed to learn.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">According to Ryan and Deci ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 10px; vertical-align: super;">16 <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">), the extrinsic motivation is performance of activity in order to attain some separate outcome. Extrinsically (externally) motivated individuals according to Simmons ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 10px; vertical-align: super;">18 <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">) have unique characters, the externally regulated learners: <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• are more approach and avoidance ego-oriented <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• study less regularly <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• show less excitement <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• persist less <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• use more surface level strategies <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• have lower exam results <span style="font-family: 'Times New Roman',Times,serif; font-size: 20px;">• are actually not much interested in the course

<span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Thus we can easily compare persons who are intrinsically motivated and the ones who are extrinsically motivated. When given an interesting task or assignment without being promised reward or punishment upon completion of the task, persons high in intrinsic motivation continue working on the task, whereas persons low in intrinsic motivation stop working. Thus, intrinsic motivation is analogous to an emergency battery that provides energy to action in case of blackout (Deci and Ryan <span style="font-family: 'Times New Roman',Times,serif; font-size: 80%; vertical-align: super;">9 <span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">). Furthermore, in absence of incentives, persons high in intrinsic motivation proactively explore the environment seeking interesting stimuli and opportunities for action, whereas persons low in intrinsic motivation come to a halt and remain passive until the environment provides them with incentives.



<span style="font-family: 'Times New Roman',Times,serif; font-size: 150%;">Motivation can fluctuate. Sometimes we may have lot's or very little of it because of our lives and the things going on in them. Instructors, students, people in general, may posses varying levels of motivation because of our varying interests, desires, circumstances and ways of being. However, motivation is important. Motivation is the "crucial element in setting and attaining goals" (27^) in life whether it is intrinsic or extrinsic.

//<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">“ **<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">Research has shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly. **//<span style="color: #ff0000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">//”// --- <span style="color: #000000; font-family: 'Times New Roman',Times,serif; font-size: 140%;">From Barbara Gross Davis, in Ericksen, 1978. **<span style="font-family: 'Times New Roman',Times,serif; font-size: 130%;">24. **

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