Motivation
to engage a task can have both an intrinsic and an extrinsic
component (Lepper, Corpus & Iyengar, 2005). The intrinsic
component stimulates task engagement out of a desire for challenge,
pleasure and interest (Lepper et al, 2005). This is called intrinsic
motivation.
The
extrinsic component stimulates task engagement out of a desire for
external reward or dodging punishment. This is called extrinsic
motivation. If there's no internal or external stimulus to engage a
task it's called amotivation (Deci & Ryan, 1985).
These motivation components are non-homeostatic
drive-forces to engage a task (Gorman, 2004, White, 1959), motivation
that holds no relation to direct physical needs like hunger and
thirst. The concepts of intrinsic and extrinsic motivation have
originated from the comments of White (1959) on the drive theories of
motivation (Deci & Ryan, 1985; Harter, 1978; White, 1959). The
drive theories of motivation ascribe task motivation and desire to
learn to a desire for external rewards or dodging of punishment.
White (1959) used a variety of sources to show that external stimuli
alone, are inadequate to explain the full range of human behaver like
discovery, play, and a desire to deal with one's surroundings
competently.
White
(1959) proposed that many behaviors are explained better from a
desire to deal with one's surroundings competent and effectively.
Harter (1978, 1981), Deci and Ryan (1985) and others after him have
operationalised the concepts White (1959) proposed too subsequently
test it. His critique has since been tested and supported with
evidence. A large part of this research has been done in the context
of children and their development in education, some even
longitudinal.
Both intrinsic and
extrinsic motivation have their place during the development of
children. Though time after time research has shown a correlation
between school results and intrinsic motivation for school (Lepper
et. al, 2005). Partly because of this, intrinsic motivation is seen
as superior to extrinsic motivation. However if a child is amotivated
to engage in a certain task at school, rewards may be applied to
increase task motivation through extrinsic motivation (Deci &
Ryan, 1985, pp. 263-264).
Literature
Deci,
E. L., & Ryan, R. M. (1985). Intrinsic
motivation and self determination in human behavior.
New York: Plenum.
Deci,
E. L., & Ryan, R. M. (1987). The Support of Autonomy and the
Control of Behavior. Journal
of Personality and Social Psychology, 53,
1024-1037.
Eisenberger,
R., Pierce, W. D., Cameron, J. (1999). Effects of Reward on Intrinsic
Motivation- Negative, Neutral, and Positive: Comment on Deci,
Koestner, and Ryan. Psychological Bulletin, 125, 677-691.
Gorman,
P. (2004). Motivation
and Emotion. New
York: Routledge.
Harter,
S. (1981). A new self-report scale of intrinsic versus extrinsic
orientation
in the classroom: Motivational and informational components.
Developmental
Psychology, 17,
300–312.
Lepper,
M. (1983). Extrinsic Reward and Intrinsic Motivation: Implications
for the Classroom. In Levine, J.M. & Wang M.C. (Eds.), Teacher
and Students Perceptions: Implications for Learning.
New York: Lawrence Erlbaum
Lepper,
M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and
extrinsic motivational orientations in the classroom: Age differences
and academic correlates. Journal
of
Educational
Psychology, 97(2),
pp.184–196.
White,
R.W.(1959). Motivation reconsidered: The concept of competence.
Psychological Review, 66(5).
