Motivational Patterns of Self-Determination

Main Motivational Patterns

Self-determination Theory focuses on the development of intrinsic motivation over extrinsic motivation in order to support lasting learning. 

Intrinsic motivation - doing an activity for inherent satisfaction (fun, challenge, pride, interest, etc.) rather than separable consequences. Do it because you want to!

Extrinsic motivation - doing something external satisfaction (praise, grades, avoiding punishment, reward, etc.) Do it because someone/ something is making you.

The Importance of Intrinsic Motivation:

Students who are intrinsically motivated will complete their work with little to no prompting. They will actively seek out challenge and persist through hardships because they actually care about the topic they are learning. Intrinsically motivated students are generally more creative and enthused as they learn, and will work towards deeper understanding rather than doing the bare minimum for the sake of an external reward. For them, learning is fun and meaningful. Extrinsic motivation is a starting point to broach the subject, but intrinsic motivation should be developed as soon as possible.  

The Journey from Extrinsic to Intrinsic:

According to Ryan and Deci, motivation happens on a continuum of self-regulation. 

1. Amotivation --> he behavior won't be performed at all. 

Ex: I don't do my homework

2. External regulation --> behaviors are preformed to satisfy an external demand or obtain an external reward

Ex: I do my homework because my Mom makes me

3. Introjection --> behaviors are preformed in order to avoid guilt/anxiety or attain ego-enhancements / pride

Ex: I do my homework because I don't want to be considered one of the "bad kids"

4. Identification --> behaviors are identified as personally important 

Ex: I do homework because it helps me understand what's going on in class

5. Integration --> Behaviors are now part of self-identity 

     Ex: I do my homework because I want to be a good student

6. Intrinsic Motivation!!! --> behavior is fully internalized 

Ex: I do my homework because I want to develop my skills and I'm interested in this content

Students may start at any point on this continuum. 

Source: Ryan, Richard M, and Edward  L Deci. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Article Archive, Sept. 2000, learningandexperienceblog.wordpress.com/article-archive/.

(Source 1) 

(Alexis)

Factors that influence these patterns

One of the factor that influence this motivational patterns includes drive. Drive pushes us to get things done or do the things that we love to do. Drive can either be intrinsic motivation or extrinsic motivation. why I said so is because, either way you to have the drive to do something.

Instinct also leads us to behave a certain way. instinct brings arousal which leads to the drive of wanting to do something.

(Tena)

How Rewards Influence Learning 

Reward = Extrinsic motivation

Students tend to thrive when some type of tangible reward or pay off is offered. However, in some cases offering rewards could decrease a students appreciation for learning. When it comes to extrinsically motivated students, removal of rewards can cause them to have no inclination to finish/do their school work, especially when the task is seen as boring. For the intrinsically motivated student, the presence of rewards can cause them to lose their motivation, it can cause the present intrinsic motivation to diminish and cause the student to not do the activity the get a reward for. This idea is called over justification - an already justifiable activity loses its value when the promise of rewards is given to the student (Covington 2000).

In addition, the presence of rewards can cause to students to compete with one another. This added competition can create a motivation for school that is based on showing up their peers, not based on the actual learning (Covington 2000). 

Covington, M. V. (2000). Intrinsic Versus Extrinsic Motivation in Schools. Current Directions in Psychological Science, 9(1), 22–25. https://doi.org/10.1111/1467-8721.00052

(Libby)

Affective Teaching Methods

Three C’s of motivation:

Content– what content is interesting for students and benefits their future.

Community– safe environments to ask for help, care about peers, sharing.

Choice– constantly remind students to think about what they’re doing, how, with who, why, and to make good choices based on those reflections (para 38).

(source 5)

Brandt, Ron. “Punished by Rewards?: A Conversation with Alfie Kohn.” Alfie Kohn, Association for Supervision and Curriculum Development, 14 Nov. 2014, www.alfiekohn.org/article/punished-rewards-article/.

Types of Rewards (good and bad): 

Verbal - enhances intrinsic motivation but might be more useful for children as opposed to older adults

Tangible - control immediate behaviors; less effective than verbal rewards, more negative effects on children than on older adults 

Unexpected - not detrimental to intrinsic motivation

Task-non contingent - not likely to affect intrinsic motivation

Engagement-contingent - significantly diminished intrinsic motivation for all age groups

Completion-contingent - undermine intrinsic motivation, but no lasting affects on any age group (almost identical to engagement-contingent rewards)

Task-contingent - undermine intrinsic motivation, worse for children

Performance-contingent - undermine free-choice behavior, significantly decreases intrinsic motivation

It's important to focus on how to "facilitate intrinsic motivation".

Deci, E. L., Keostner, R., & Ryan, R. M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Rediscovered Once Again. Review of Education Research, 1-27.

(Source 4)

(Elizabeth, Maggie)