Topic #1: What is the difference between “Extrinsic” & “Intrinsic” Motivation?

Image: Internal desire vs. external rewards

Motivation is the desire or willingness to behave in a specific manner, driving students to work in distinctive, energized and sustained ways. Woolfolk & Perry (2015), discuss how motivation is closely tied to self-regulation, and that personal actions and emotions influence the internal need to complete a specific task. For example, a child who requests to practice dribbling the soccer ball after school or in his/her free time demonstrates motivation. However, what is the driving force behind this particular desire? Is the child motivated through intrinsic or extrinsic factors? Does practicing bring joy to this child, or is it a result of external pressure? Thus, throughout this inquiry project, I will delve into the concepts of both types of motivation, and the risks involved in implementing too many extrinsic rewards in the classroom. This inquiry will analyze and critique both types of reinforcement, and determine the most successful approach to enhancing student’s motivation in a healthy manner; focusing on benefiting a student’s long-term goals and achievements.

How are students motivated? Often-times, children engage in a task to avoid certain consequences such as punishment, or to seek approval from an adult (i.e. parent). They may concentrate and work hard in order to obtain a passing grade, or stay on task only if the teacher rewards with a candy bar or free play time (Woolfolk & Perry, 2015). These types of reinforcers will readily produce behavior changes, and typically do not require much preparation- leading to pleasant consequences in a short period of time. A teacher who has difficulty managing a class may encourage students to behave a specific way in order to receive a reward. If students do not engage in appropriate behaviors, this reward will be jeopardized. For some educators, this means of reinforcement is viewed as the “easy way out,” and often does not require extensive knowledge of individual students (Bain, 2004). In contrast, a student who is intrinsically motivated is fascinated with the topic they are studying, and is eager to learn as a result of the pleasure that it brings (Woolfolk & Perry 2015). Intrinsic motivation provides a long-lasting and self-sustained interest in the exploration of learning (DeLong & Winter, 2002). This encourages students to become curious about topics they find enjoyment in and enables them to find a sense of self-determination. However, the issue that arises with intrinsic reinforcement is that it can be slow to effect behavior, and requires lengthy preparation. In addition, a variety of approaches will be needed to motivate different students interests and learning needs (DeLong & Winter, 2002).

Some educators feel that extrinsic motivation is essential for encouraging students to engage in respectful behaviors, and helps stimulate personal interest. This differs widely from others, who believe that extrinsic factors interfere with learning, and do not set out clear expectations for their students.These educators view rewards as pure bribery, and feel that extrinsic motivation only works short-term. Thus, through this inquiry, I will be discussing with various professionals (teachers and counselors), as well as students to discover how intrinsic and extrinsic motivation influences behaviors in specific ways. I will also determine what the best approach is to finding “green zone behavior,” and develop methods to help those students who require extra attention/self-regulation. By analyzing my own past history, a balance of intrinsic and extrinsic reinforcement was key in my development, and I am hopeful to uncover a balance between both motivation techniques in my research!