Motivational Patterns
Main Motivational Patterns in Self-Determination Theory
3 Main Categories of Motivation:
Intrinsic, Extrinsic, and Amotivation
4 Subcategories of Extrinsic Motivation
External Regulation, Introjection, Identification and Integration
Below is a map of the human motivation. Think of motivation as a spectrum the far left amotivation and as you move to the right gaining more autonomy and less control over intrinsic motivation. "...psychological needs - namely, the innate needs for competence, autonomy, and relatedness..." (Ryan & Deci, 2000, p. 57).
Less Autonomy 👈
👉 More Autonomy
The 3 Main Categories of Motivation
Amotivation:
Lack of any motivation to do a task or activity.
Example:
A student with zero motivation to do a homework because they see no purpose of doing so.
Extrinsic Motivation:
Doing a task or activity to only receive a external reward after doing task or activity. (Tangible items, grades, etc.)
Example:
A student only doing homework because they will receive a sticker if completed.
Intrinsic Motivation:
Doing a task or activity because of simple satisfaction and enjoyment.
Example:
A student wants to do homework because they enjoy doing so.
The 4 Subcategories of Extrinsic Motivation
External Regulation:
Doing a task or activity to satisfy external demand and possible reward. This is the most controlling of the extrinsic motivation subcategories. External regulation is the only motivation that is considered by operant theorists like Skinner.
Example:
A student will only do more work in class, in order to receive a toy from doing so. The student will continue to expect a toy each time they do class work.
Introjection:
Doing a task or behavior because of pressures in order to avoid guilt, anxieties, shames or to improve ego, feelings of pride and value. This is still controlling, but not as controlling as external regulation. The most popular form is to maintains ones self-esteem and feeling of worth.
Example:
A student will stay on top of homework and assignments only to gloats about ones achievements to other students in the classroom.
Identification:
Doing a task or activity because of one understands the importance of doing so. They identified the significance and value in the tasks and activities and take it apon themselves to finish. Person has more autonomy than the previous two.
Example:
A student doesn't have the motivation to studying for their upcoming exam, but understands by studying then the student will get a passing grade on the exam.
Integration:
Doing a task or activity because of self-desire and self-examination with ones values and needs. The most autonomous subcategory in extrinsic motivation. Person becomes determined to to do activities and tasks. Integration is still in extrinsic because motivation is is done for value with some outcome that is separate from the action.
Example:
A student likes to run around the playground and is motivated to do so because they know it is important for the body health and well-being.