Intrinsic+Motivation

=EXTRINSIC VERSUS INTRINSIC MOTIVATION=

Intrinsic motivation is a powerful force
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Extrinsic and Intrinsic Motivation

 * Extrinsic motivation** - the student is motivated by an external focus, whether they get a degree or diploma, a better job, or paid more money. The extrinsic student will often choose a course or program for the prestige rather than interest. The desire to learn comes from a reward, money or praise.
 * Intrinsic motivation** - the student is motivated by an internal focus, to have a personal goal achieved, to gain information on a subject of their interest, or to learn a skill that will enhance a lifestyle. The intrinsic student will choose a course because they enjoy it and the enjoyment is sufficient enough reward. They don't care about any praise or other rewards other than their own success and gain of knowledge.

Intrinsically Motivated Students
Intrinsically motivated students, will take on a larger challenge and think in greater depths. Intrinsically motivated students are ideal because they are often self-motivated and don't require constant supervision. The student does well and is successful because they are willing to learn new material. The intrinsically motivated student has a feeling of satisfaction in their accomplishments and realizing their potential, they enjoy a challenge and are very capable.

Steven Reiss is Emeritus Professor of Psychology and Psychiatry at The Ohio State University.
Steven Reiss's theory on Intrinsic and Extrinsic Motivation: " I believe that intrinsic - extrinsic motivation is an invalid distinction. I would argue that intrinsic-extrinsic motivation is a modern version of mind-body dualism, such that intrinsic motives (e.g., curiosity, self-determination) are those of the mind, while extrinsic motives are those of the body. In any event, I do not think that motives can be divided into just two types. On the contrary, I think there are 16 intrinsic motives (or "needs") and no extrinsic motives. I have no idea how to even state undermining theory when it is appreciated that any of 16 intrinsic needs can motivate interest in an activity, and any of 16 needs can motivate interest in a reward."(Reiss) Reiss goes on to state, "Intrinsic-extrinsic motivation has become a dead end. I have seen teachers mope around saying they can't do anything to help students because "the intrinsic motivation has been beaten out of them." Our schools do not need a theory that can function as an excuse for inaction."(Reiss)

Richard M. Ryan and Edward L. Deci, University of Rochester
In Self-Determination Theory (SDT; Deci & Ryan, 1985) we distinguish between different types of motivation based on the different reasons or goals that give rise to an action. The most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome. Over three decades of research has shown that the quality of experience and performance can be very different when one is behaving for intrinsic versus extrinsic reasons. One purpose of this review is to revisit this classic distinction between intrinsic and extrinsic motivation and to summarize the functional differences of these two general types of motivation.(Deci and Ryan) Intrinsic motivation has emerged as an important phenomena for educators-a natural wellspring of learning and achievement that can be systematically catalyzed or undermined by parent and teacher practices(Ryan & Stiller,1991). Because intrinsic motivation results in high-quality learning and creativity, it is especially important to detail the factors and forces that engender versus undermine it.(Deci & Ryan)

Behavioral Economics of Intrinsic Motivation media type="youtube" key="hbkJ5MKEVEE?version=3" height="283" width="433" =Intrinsic vs. Extrinsic Motivation=

From P2P Foundation
Jump to: [|navigation], [|search] This graphic below shows that only intrinsic motivation, without rewards and punishments really consistently works, and it is of course the main motivational logic of peer production. ===Intrinsic Motivation: You're keen to do well because the task deserves your best effort> Extrinsic Motivation: You want to achieve the goal for the reward at the end===

Classroom Application
How this theory can be applied to the classroom setting.
 * A teacher will want to promote intrinsic motivation so the student enjoys the learning process rather than just going through the motions.
 * A teacher can stimulate intrinsic motvation by assigning projects that relate to the student's lives.
 * A student needs to be able to not only learn to get through the course, but to apply their knowledge.
 * Teach the lessons so the material becomes alive within your students.
 * Make the students minds grow in curiousity of the subject.
 * When teaching, close the lesson with a question to consider, so the student continues to think about the lesson content.

Links
Extrinsic and Intrinsic links: Intrinsic Motivation Motivation Intrinsic and Extrinsic Motivation The Happy Manager Motivation Resources

** References: **
LingualLinks Library, Version 4.0, published on CD-ROM by SIL International(1999) retrieved Apr. 21, 2011, [] Psychology and Society.com, Intrinsic and Extrinsic Motivation, retrieved Apr. 22, 2011,[] Google Search, retrieved on Apr. 22, 2011, Motivational graphic: [] Intrinsic/ Extrinsic Motivation and Hierachy of Needs, retrieved Apr. 22, 2011, [] Luke, Ali, Pick the Brain, Intrinsic and Extrinsic Motivation, Which do you Need, Retrieved Apr. 23, 2011, [] Reiss, Steven, Psychology Today Blog, //The Myths of Intrinsic-Extrinsic Motivation// http://pidp3250motivation.wikispaces.com/Intrinsic+Motivation "Extrinsic vs Intrinsic Motivation." __123HelpMe.com__. 22 Apr 2011 . Motivation online reference: [] Photo Credit Retrieved Apr. 21, 2011, motivation black image by pdesign from Fotolia.com Read more: [] Ryan, Richard M., Deci, Edward L. (1985) Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions, Contemporary Educational Psychology 25, 54-67 (2000) Retrieved Apr. 20, 2011 [] Wlodkowski, Raymond, J., Ginsberg, Margery B.(2009) //Diversity and Motivation,// culturally responsive teaching in college