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Intrinsic Vs Extrinsic Motivation

962 Words4 Pages

In this present chapter of this research paper, it will be described and analyzed the theoretical elements of this research focus as they follow: Motivation, extrinsic motivation, intrinsic

motivation , motivation to learn and intrinsic vs extrinsic motivation.

What is Motivation?

Motivation is described as the processes that arouse a particular desire to research a behavior, continue to allow a behavior to persit, or simply lead to choosing a preferring a particualr

behavior as stated by Woldokowski (1986). In terms related to education, Crump (1995) describe it as kindling the student's mind to aprhend an instruction. From her researches we can point

out that she found that excitement, interest and enthusiasm concerning learning …show more content…

She points out three types of motivation: intrinsic motivation, extrinsic motivation and motivation to learn.

Extrinsic motivation ,Instrinsic motivation, and motivation to learn.

As mentioned before, motivation is divided into three types. The first one: Extrinsic motivation, as Spaulding (1992) definited as "the goal" (i.e., high grades, approving the course , and so

on) and not the "doing" which explained performance, while it was the actual "doing" which explanied the main reason for intrinsic motivation; grades are the most outstanding example of an

extrinsic reward. esxtrinsic motivated students take part of the class only to receive a reward or to dogde punishment. On the other hand, intrinsically motivated students participate in a

determinated actitivity for the sake of enjoyment, the desire to learn and the sense of accomplishment. As reported by Marshall (1987), who referres motivation to learn to the meaningfulness,

value and benefits of academic tasks whether these were instrinsically interesting or not. Thus, it can inferred that student motivation to learn might come from intrinsic or from …show more content…

L. (1972b). Intrinsic motivation, extrinsic reinforcement, and inequity. Journal of Personality and Social Psychology, 22(1), 113-120.

DORNYEI, Z. (1996a). Moving language learning motivation to a larger platform for theory and practice. In R. L. Oxford (ed.),
Language teaming motivation:pathways to the new century, 89—101

Marshall, H. H. (1987). Motivational strategies of three fifth-grade teachers. The Elementary School Journal, 88, 133-150.

Lepper, M. R. (1988). Motivational considerations in the study of instruction. Cognition and Instruction, 5, 289-309.

Lepper, M. R., & Green, D. (1975). Turning play into work: Effects of adult surveillance and extrinsic motivation. Journal of Personality and Social Psychology, 31, 479-486.

Lepper, M. R., Green, D., & Nisbett, R. (1973). Undermining children's intrinsic interest with extrinsic rewards: A test of the overjustification hypothesis. Journal of Personality and Social

Psychology, 28, 129-137.

Lumsden, L. S. (1994). Student motivation to learn. ERIC Digest, 92.

Spaulding, C. L. (1992). Motivation in the Classroom. New York: McGraw-Hill.

Wlodkowski, R. J. (1986). Motivation and Teaching. Washington: National Education

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