Motivation is the reason someone is inspired to accomplish something. There are two key points of variation in motivation between individuals: level (how much) and orientation (what kind). Our focus is primarily on the orientation, that is, the actual causes and sources of motivation. Motivation can be either extrinsic, primarily produced by an outside source, or intrinsic, coming from within the individual.
Extrinsic Motivation
Intrinsic Motivation
Extrinsic motivation is related to separable outcomes. This implies doing something for the sake of some external consequence. This could be something like a grade, positive reinforcement, or avoiding punishment.
Intrinsic motivation is an internalized form of motivation based on the inherent satisfaction of an activity. This often looks like doing something because it is fun or it presents a challenge.
Three Psychological Needs
Self-Determination Theory focuses on three basic psychological needs: Competence, Autonomy, and Relatedness. When these needs are being met, the conditions are in place for Intrinsic motivation to develop.
Spectrum of Motivation
Modalities of motivation range from no motivation whatsoever to purely intrinsic. People tend to become more intrinsically motivated as they get older. This is not necessarily a step-by-step process towards intrinsic motivation. There are levels of extrinsic motivation, starting from completely external, and becoming more internalized as the spectrum shifts right.
Modes of Extrinsic Motivation
External Regulation
External regulation exists at the far left of the above spectrum because it is the most extrinsic modality of motivation. External regulation means students do something only for the promise of reward or to satisfy an external demand. A student who is in this mode of motivation does their homework so that they don't get a "zero." Students who only respond to rewards like candy, extra credit, or class rewards like having a lesson outside would fall into the external regulation category.
Introjected Regulation
Introjected Regulation takes a small step towards intrinsic motivational qualities. This mode of motivation relates to a desire to succeed for ego related reasons. This could be seeking positive affirmation or maybe seeking to avoid negative consequences like guilt or scrutiny. Students in this mode are motivated internally by external perceptions. One of these students will study harder and look to succeed by the class standards. They are motivated by positive praise and social standings.
Identification
Integrated Regulation
When students begin to identify with the personal importance of their behaviors and actions, they begin to take more autonomy in their own motivation and start to self-regulate. In this mode, students are beginning to internalize their motivation for internal reasons, as opposed to the ego-driven motivation present in introjected regulation. This may be in the form of a student who begins to realize they enjoy writing because it allows them to express themselves. In the identification mode, this student will begin to seek out opportunities to improve their writing.
Integrated Regulation occurs when the regulations that begin in the Identification phase become fully realized within the student. This is the most autonomous and intrinsic mode of Motivation short of pure intrinsic motivation. With the same student who was in the identification phase, when they begin turning writing into a habit, and self-regulate their own improvement, they have now moved into the integrated regulation phase. This means they have now taken accountability for their own learning and improvement in this content area.
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