Intrinsic and Extrinsic Motivation

2660 Words6 Pages
bulb-icon

Recommended: The impact of technology on student achievement

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 students creating interesting and self determining solutions for how to problem solve because they are working hard in order to solve the problem or do the activity. An example of intrinsic motivation can be seen everyday when a student thoroughly enjoys a class that they are taking. For example, let us say that a student is taking a math class and they are enticed by math. That student will most likely go home and work on the math homework first and devote the most time to it, because the student is intrinsically motivated to do it. The second major type of motivation is extrinsic motivation. According to Wlodkowski, in extrinsic motivation systems, teachers are perceived to motivate students through the engineering of rewards and punishments (1999). This type of motivation is used when students are not intrinsically motivated and must have some type of “push” in order to complete an assignment or learn a certain type of area. The main goal for teachers is to try and make students intrinsically ...

... middle of paper ...

...nternet on-line courses. Retrieved November 10, 2004 from http://www.elmhurst.edu/~chm/diseduc/home.html

A good website that discusses the importance of the internet in the classroom and how it will affect the future of student learning and motivation.

Technologies for Communication. (1993, September). Retrieved September 27, 2004, from http://www.ed.gov/pubs/EdReformStudies/TechReforms/chap2e.html

This article describes how communication can be used effectively in the classroom in order to achieve motivation in students.

Tuckman, B. (2000). Using frequent testing to increase students’ motivation to achieve. Retrieved November 21, 2004 from http://dennislearningcenter.osu.edu/belgium-paper/BWT-belgium-paper.htm

A teacher at Ohio State University who says that frequent testing will motivate students to learn. Gives an example of a study he did in 2000

Show More
Related

  • Joseph Hirsch 's Painting Analysis

    1019 Words  | 3 Pages

    As Hirsch intended, the painting is meant to teach a lesson in judgement and retribution. Hirsch’s painting showed the how we as human are susceptible to greed and it is something we need to overcome or we will be judged and punished.

    Read More

  • Adam and Eve

    700 Words  | 2 Pages

    Author Jonathan Swift states, “Vision is the art of seeing what is invisible to others”. Known as the greatest painter of his time, Masaccio, the brilliant artist, produces artwork with purity and language. Through Masaccio’s detailed artwork, The Expulsion of Eden, constructs a painting bursting with emotion that touches the viewer. The story of Adam and Eve depicts two people of opposite gender, and their journey through discovering the root of guilt, and the consequences of knowledge. After Eve (and eventually Adam) eats the attractive forbidden fruit from the tree of life - being tempted by the serpent, Adam and Eve are forever punished from the Garden of Eden, liberating both from innocence. Due to Masaccio's genius paintwork, he portrays the Expulsion of Adam and Eve from the Garden of Eden with precise detail and emotion that matches and, in some parts, enhances the actual Biblical story.

    Read More

  • Nt1310 Unit 4 Assignment

    414 Words  | 1 Pages

    Students are being tested on elements that were seen on their pre-test. More specifically, the students are being tested on elements of the pre-test that they did not score well on. After more than four weeks of instruction on these elements, this assessment will project the evidence of student learning in regard to five specific learning goals. I will collect this data by having students complete the test with their answers for this assessment. By using a multiple choice test, students can receive immediate feedback on their assessment because a machine automatically tabulates correct and incorrect answers as the test is fed through the machine. My rationale for this data-collection method is based on the fact that it provides immediate feedback to the students and myself. Quick turnaround is essential when evaluating the evidence of student

    Read More

  • Intrinsic Vs Extrinsic Motivation Essay

    487 Words  | 1 Pages

    Based on the different reasons or goals that give rise to an action, motivation can be classified into intrinsic motivation and extrinsic motivation (Ryan and Deci, 2000). The first type, intrinsic motivation, refers to doing something because “it is inherently interesting or enjoyable” (Ryan and Deci, 2000, p. 55). This type of motivation refers to the reasons for L2 learning that are derived from one’s inherent pleasure and interest in the activity and the activity is performed because of the spontaneous satisfaction associated with it (Noels, 2001). Researchers (e.g. (Vallerand, 1997; Vallerand et al., 1992; Noels et al., 2000) have categorized intrinsic motivation into three subtypes: (1) intrinsic motivation-Knowledge, which is the motivation

    Read More

  • The Critical Importance Of Retrieval For Learning Analysis

    703 Words  | 2 Pages

    Developing studying skills that incorporate testing myself will take the ease of being overwhelmed, as well as help with concentration, and becoming more comfortable and confident. Practicing recalling information over time will help in recalling for an actual assessment, by retaking study guides, and creating at home pre-test. 3The information provided by Karpicke and Roediger can me as an educator and other educators by considering various methods of learning. Using test as an instrument of learning rather than solely an assessment on knowledge can be essential in helping students’ learning effectiveness. Since the experiment showed that the learning conditions where retrieval was repeated caused students to have 80% of the pairs recalled compared to the 33% of where retrieval was not practice shows that testing can be used as a tool of learning. In my classroom I would implement take pre-test for homework and/or extra credit assignments, as well as implement classroom activities such as games where testing occurs in a communal group setting. Retrieval is easier when related pieces of information are stored in close association with one another (Ormord p. 212). Therefore, I would have students get in pairs and test each other on the information as soon as the lesson is over as a form of review and test

    Read More

  • Theories of Motivation

    473 Words  | 1 Pages

    Theories of Motivation What is the motivation for this? According to the text, motivation is defined as a set of factors that activate, direct, and maintain behavior, usually toward a certain goal. Motivation is the energy that makes us do things; this is a result of our individual needs being satisfied so that we have inspiration to complete the mission. These needs vary from person to person as everybody has their individual needs to motivate themselves.

    Read More

  • A Constructivist Approach in the Classroom

    1174 Words  | 3 Pages

    Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.

    Read More

  • Theories of Teaching and Learning

    1940 Words  | 4 Pages

    “Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)

    Read More

  • Critical Analysis Essay: Critical Evaluation Of A Personal Life

    1428 Words  | 3 Pages

    Although our research project continues—it is far from finished—there were several considerations which brought us to the decision to write this book. First, in none of our publications had we spelled out the theoretical framework within which we have operated. It is consequently, with the relationships of our findings to each other, as well as to broader psychological issues, have not been discussed in a manner satisfactory to us. Second, is about we had a fair amount of unpublished data which we felt could only be evaluated within the context of all we have done. Third, is about we became increasingly aware that our work had important implications for psychological practices and procedures in the public schools. This awareness was due not only to our interpretation of our formal findings, or to the fact that we spent a great deal of time in the school setting, but also to the response of various school personnel who felt that our studies could be of great relevance in the development of testing procedures which would be more meaningful than those currently employed in our schools. The final factor entering into the decision to write this book was our inability, for reasons beyond our control, to remain together as a research team. We have worked intimately together for several years, all of us participating in the over-all

    Read More

  • The Importance of Reward in Motivation

    1732 Words  | 4 Pages

    In daily life, we need motivation to improve our performance in our job or in studies. Motivation is an internal force, dependent on the needs that drive a person to achieve. In the other words, motivation is a consequence of expectations of the future while satisfaction is a consequence of past events (Carr, 2005). We need to give reward to our self when we did correctly or we has achieve our target. Reward is something that we are given because we have behaved well, worked hard, or provided a service to the community. Theories of motivation can be used to explain the behavior and attitude of employees (Rowley, 1996; Weaver, 1998). The theories include content theories, based on assumptions that people have individual needs, which motivate their action. Meanwhile according to Robbins (2001), motivation is a needs-satisfying process, which means that when a person's needs are satisfied by certain factors, the person will exert superior effort toward attaining organizational goals. Schulze and Steyn (2003) affirmed that in order to understand people’s behavior at work, managers or supervisors must be aware of the concept of needs or motives which will help “move” their employees to act.Theories such as Maslow (1954), McClelland (1961), Herzberg (1966) and Alderfer (1969) are renowned for their works in this field. The intrinsic reward or also be known as motivators factors is the part of Herzberg motivation theory. Motivators are involve factors built into the job or the studies itself such as achievement, recognition, responsibility and advancement. Hygiene factors are extrinsic to the job such as interpersonal relationship, salary, supervision and company policy (Herzberg, 1966. There have two factors that are called hygiene fac...

    Read More

  • School Is A Waste Of Time Essay

    1066 Words  | 3 Pages

    Because motivation is a very strong will power to support students to complete their goal or stay focus to overcome laziness. Next, students can reward themselves after they done something good or finish their schoolwork. The reward don’t have to be big or good, a little thing like pizza or go play game to relax their brain will help them, and make them feel accomplish. The last thing to do is stay active at all time, after done schoolwork, students can go workout or just go outside and run around for thirty minutes will help them clear their brain and make them

    Read More

  • True Education

    1156 Words  | 3 Pages

    Testing is one of the big issues in our education system. The idea that the whole school curriculum should be planned around tests is a foolish one, if we want to get a quality education that we can actually learn something valuable from. Having students cram empty facts and memorize test answers is not teaching them it is just encouraging more stress and late nights. On some occasions, tests are a necessary evil to see if the student has actually learned anything from what they have been taught, but to gear the whole class a...

    Read More

  • Factors That Affect Student Motivation

    2973 Words  | 6 Pages

    Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.

    Read More

  • The Importance of Grading in Education

    1193 Words  | 3 Pages

    Goodman, Paul. “A Proposal to Abolish Testing.” Forming a Critical Perspective, Ed, Ann Spurlock. 1st. Boston, MA: Pearson Learning Solutions, 2010. 191-193. Print.

    Read More

  • The Importance of Teacher Feedback in The Educational Environment

    1927 Words  | 4 Pages

    Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.

    Read More

More about Intrinsic and Extrinsic Motivation

Open Document