1.8 C Problem 1
(Un)Motivated to Learn
Intrinsic and Extrinsic Motivation
Trait theory- motivation is based on individual characteristics eg. interested in art, so
spend hours in an art gallery
State theory- motivation is a temporary state eg. have a test tomorrow so temporarily
motivated to read all about the art pieces that the test is on
Motivation usually combo- trait + state eg. study the info about the art pieces as you’re
interested in it and because you have a test on it
Amotivation- lack of any intent to act, no engagement at all, no motivation
Intrinsic motivation- motivated by natural human tendency to seek and conquer
challenges as we pursue personal interests and exercise our capabilities
During this, don’t need incentives or punishments as satisfied by activity itself
Eg. read books about art because you love it
Extrinsic motivation- motivated causes by external factors such as rewards and
punishments
Little to do with task itself, only care about what we will gain from completing the
activity
o Associated with:
Negative emotions
Poor academic achievement
Maladaptive learning strategies
Provides incentives to try new things
Pushes to get started
Helps persist to complete difficult task
Difference between ex/intrinsic motivation is locus of causality- whether the student’s
reason for the action is internal or external
o Internal locus of control, intrinsic motivation: external locus of control, extrinsic
motivation
Division between the two is usually too either/or
Explanations of motivation
1. Activities fall in a continuum from fully self-determined (intrinsic) to full
determined by others (extrinsic)
o Four types of extrinsic motivation (based on level of internal
drive to engage)
External regulation- completely controlled by outside consequences
Introjected regulation- engage in task to avoid guilt/negative self-
perception
Identification- participating despite lack of interest as it serves larger
goal that’s personally motivating
Integrated regulation- participating in task because it’s interesting and
has extrinsic reward value
2. Motivations are not two ends of a continuum: extrinsic/intrinsic tendencies are
two independent possibilities
o Can be motivated by both types of factors at anytime
Teacher Lessons
Encourage/nurture intrinsic motivation & extrinsic to support learning
Both motivation types decline with age
Views
, Needs and Self-Determination (Chronologically)
1. Preliminary research: motivation is trait like needs, 3 main needs: achievement,
power, affiliation
2. Maslow’s Hierarchy of Needs
o Humans have seven levels of needs in hierarchy from (low level) survival -
> self-actualisation (high level)
(self-actualisation- fulfilling one’s potential)
o Deficiency needs- four lower levels of Maslow’s Hierarchy: survival,
safety, belonging, self-esteem
When satisfied, motivation for fulfilling them decreases
o Being needs- three higher levels of Maslow’s Hierarch: cognitive needs,
aesthetic needs, self-actualisation
When satisfied, motivation increases as can never fully fill these
Eg. more successful you are in exams, the more you will
strive to improve further
People don’t always behave as theory predicts
o move among different need types
o can be motivated by many needs at once
eg. feel unsafe at uni, likelier concerned with safety than learning
views the student as a whole, with physical, emotional, intellectual needs
being interrelated
eg. hungry student likely struggles to focus
3. Self Determination Theory
o Need to feel competent and capable to have sense of autonomy and
control over our lives and be connected to others in relationships
o Need for competence- individual’s need to demonstrate ability or
mastery over tasks at hand
- Satisfaction= accomplishment, promotes self-efficacy, helps
establish learning goals for future tasks
o Need for autonomy- desire to have our own wishes and choices, rather
than external rewards or pressures determining our actions
o Need for relatedness- desire to belong and establish close emotional
bonds and attachments with others who care about use
Like preliminary research:
Achievement > competence
Power > autonomy and control
Affiliation > relatedness
May not be universal
Study (Jang Et Al.)- experiences of competence, autonomy, relatedness,
associated with satisfying learning experiences in Korean high
school
(Un)Motivated to Learn
Intrinsic and Extrinsic Motivation
Trait theory- motivation is based on individual characteristics eg. interested in art, so
spend hours in an art gallery
State theory- motivation is a temporary state eg. have a test tomorrow so temporarily
motivated to read all about the art pieces that the test is on
Motivation usually combo- trait + state eg. study the info about the art pieces as you’re
interested in it and because you have a test on it
Amotivation- lack of any intent to act, no engagement at all, no motivation
Intrinsic motivation- motivated by natural human tendency to seek and conquer
challenges as we pursue personal interests and exercise our capabilities
During this, don’t need incentives or punishments as satisfied by activity itself
Eg. read books about art because you love it
Extrinsic motivation- motivated causes by external factors such as rewards and
punishments
Little to do with task itself, only care about what we will gain from completing the
activity
o Associated with:
Negative emotions
Poor academic achievement
Maladaptive learning strategies
Provides incentives to try new things
Pushes to get started
Helps persist to complete difficult task
Difference between ex/intrinsic motivation is locus of causality- whether the student’s
reason for the action is internal or external
o Internal locus of control, intrinsic motivation: external locus of control, extrinsic
motivation
Division between the two is usually too either/or
Explanations of motivation
1. Activities fall in a continuum from fully self-determined (intrinsic) to full
determined by others (extrinsic)
o Four types of extrinsic motivation (based on level of internal
drive to engage)
External regulation- completely controlled by outside consequences
Introjected regulation- engage in task to avoid guilt/negative self-
perception
Identification- participating despite lack of interest as it serves larger
goal that’s personally motivating
Integrated regulation- participating in task because it’s interesting and
has extrinsic reward value
2. Motivations are not two ends of a continuum: extrinsic/intrinsic tendencies are
two independent possibilities
o Can be motivated by both types of factors at anytime
Teacher Lessons
Encourage/nurture intrinsic motivation & extrinsic to support learning
Both motivation types decline with age
Views
, Needs and Self-Determination (Chronologically)
1. Preliminary research: motivation is trait like needs, 3 main needs: achievement,
power, affiliation
2. Maslow’s Hierarchy of Needs
o Humans have seven levels of needs in hierarchy from (low level) survival -
> self-actualisation (high level)
(self-actualisation- fulfilling one’s potential)
o Deficiency needs- four lower levels of Maslow’s Hierarchy: survival,
safety, belonging, self-esteem
When satisfied, motivation for fulfilling them decreases
o Being needs- three higher levels of Maslow’s Hierarch: cognitive needs,
aesthetic needs, self-actualisation
When satisfied, motivation increases as can never fully fill these
Eg. more successful you are in exams, the more you will
strive to improve further
People don’t always behave as theory predicts
o move among different need types
o can be motivated by many needs at once
eg. feel unsafe at uni, likelier concerned with safety than learning
views the student as a whole, with physical, emotional, intellectual needs
being interrelated
eg. hungry student likely struggles to focus
3. Self Determination Theory
o Need to feel competent and capable to have sense of autonomy and
control over our lives and be connected to others in relationships
o Need for competence- individual’s need to demonstrate ability or
mastery over tasks at hand
- Satisfaction= accomplishment, promotes self-efficacy, helps
establish learning goals for future tasks
o Need for autonomy- desire to have our own wishes and choices, rather
than external rewards or pressures determining our actions
o Need for relatedness- desire to belong and establish close emotional
bonds and attachments with others who care about use
Like preliminary research:
Achievement > competence
Power > autonomy and control
Affiliation > relatedness
May not be universal
Study (Jang Et Al.)- experiences of competence, autonomy, relatedness,
associated with satisfying learning experiences in Korean high
school
