Intrinsic versus Extrinsic Motivation

Intrinsic Motivation (Brandt 1995/Chance 1992)

The following are traits of human nature:

• To be curious;


• To be active;


• To initiate thought and behavior;


• To make meaning from experience;


• To be effective at what we value;


• Intrinsic motivation occurs when the learning activity and the learning environment elicit motivation in the student.
  

We do not motivate students but rather create, through our teaching, opportunities that can evoke motivation in students.

The following help to create intrinsic motivation:

• When the goals and rewards of the learning are meaningful to the learner;


• When the learning is important to the student;


• When the learning assists the learner in obtaining valued accomplishments;


• When the learning assists the learners in integrating themselves with the world, with others, and promotes self-awareness;

Extrinsic Motivation Ryan and Deci (1996), Kohn (1993)

In the classroom, it is a way of doing things to children rather than working with them" KOHN, 1993 (p.784). This view of management disregards a child's ability to think and reason on their own, not allowing them the chance to develop self-determination or independent thinking.
Punishments or rewards are used to control the motivation of the students.
In situations where one person (the teacher) is clearly in power, extrinsic motivation has a greater opportunity to be effective.
In situations where the students believe their perspectives are valid and their rights are equal to the person distributing the rewards or punishment, there is often the formation of "power-relationships” with a high probability of subversion, conflict, and/or resentment.