INTRINSIC INTRINSIC MOTIVATION: MOTIVATION:

FUELING THE PASSIONFUELING THE PASSION

Damon BurtonDamon Burton

University of IdahoUniversity of Idaho

INTRINSIC MOTIVATIONINTRINSIC MOTIVATIONDEFINEDDEFINED

Intrinsic motivation Intrinsic motivation – engaging in an – engaging in an activity for its own sake, particularly activity for its own sake, particularly the pleasure and satisfaction derived the pleasure and satisfaction derived from playing. from playing.

For exampleFor example, a girl who skis because , a girl who skis because of the fun she has doing what she of the fun she has doing what she wants, challenging herself by trying wants, challenging herself by trying new things and being with her new things and being with her friends skiing new powder on the friends skiing new powder on the mountain. mountain.

COMPONENTS OF COMPONENTS OF INTRINSIC MOTIVATIONINTRINSIC MOTIVATION

Competence – Competence – feeling feeling talented and skilled, talented and skilled,

Autonomy – Autonomy – in control, self-in control, self-determining, & doing what determining, & doing what you want, and you want, and

Relatedness – Relatedness – feeling feeling connected and enjoying connected and enjoying relationships with others.relationships with others.

EXTRINSIC MOTIVATIONEXTRINSIC MOTIVATIONDEFINEDDEFINED

Extrinsic motivationExtrinsic motivation – – engaging engaging in behaviors in order to attain in behaviors in order to attain contingent outcomes beyond of contingent outcomes beyond of the activity itself (i.e., rewards, the activity itself (i.e., rewards, fame, prestige, etc)fame, prestige, etc)

For exampleFor example, , a boy plays a boy plays basketball to be recognized, get basketball to be recognized, get their names in the paper and win their names in the paper and win a college scholarship. a college scholarship.

SELF-DETERMINATION SELF-DETERMINATION THEORY (SDT)THEORY (SDT)

SDTSDT describes the social factors describes the social factors that will promote intrinsic that will promote intrinsic motivation and internalized forms motivation and internalized forms of extrinsic motivation.of extrinsic motivation.

AutonomyAutonomy is necessary to attain is necessary to attain true competence and relatedness.true competence and relatedness.

SDTSDT determines how extrinsic determines how extrinsic rewards will influence intrinsic rewards will influence intrinsic motivation.motivation.

SELF DETERMINATION SELF DETERMINATION CONTINUUMCONTINUUM

AmotivationIntrinsic

MotivationExtrinsic

Motivation

1 2 3 4 5 6 7

1. Amotivation

2. External Regulation

3. Introjected Regulation

4. Identified Regulation

5. Intrinsic Motivation to Experience Stimulation

6. Intrinsic Motivation to Accomplish

7. Intrinsic Motivation to Know

Low High

AMOTIVATIONAMOTIVATION

AmotivationAmotivation – refers to lack – refers to lack of intentionality or absence of intentionality or absence of motivation.of motivation.

High amotivation High amotivation prompts prompts feelings of incompetence feelings of incompetence and low expectancies due and low expectancies due to the belief that success is to the belief that success is uncontrollable.uncontrollable.

EXTERNAL REGULATIONEXTERNAL REGULATIONEXTRINSIC MOTIVATIONEXTRINSIC MOTIVATION

•External regulation (EM-ER) -External regulation (EM-ER) - refers to behavior that is refers to behavior that is regulated through external regulated through external means such as rewards and means such as rewards and constraints.constraints.•For exampleFor example, an athlete might go , an athlete might go

to practice because she wants to to practice because she wants to play in the game tomorrow. play in the game tomorrow.

INTROJECTED REGULATIONINTROJECTED REGULATIONEXTRINSIC MOTIVATIONEXTRINSIC MOTIVATION

• Introjected Regulation (EM-IR) Introjected Regulation (EM-IR) ----individuals begin to internalize the individuals begin to internalize the reasons for their actions. reasons for their actions.

• Behavior not self-determined Behavior not self-determined because because they experience self-imposed they experience self-imposed pressure through guilt and anxiety.pressure through guilt and anxiety.

• For example, For example, athletes go to practice athletes go to practice because they feel guilty if they miss a because they feel guilty if they miss a session. session.

IDENTIFIED REGULATION IDENTIFIED REGULATION EXTRINSIC MOTIVATIONEXTRINSIC MOTIVATIONEM-IREM-IR emitted out of choice.emitted out of choice.Under EM-IRUnder EM-IR, , athletes highly athletes highly

value the activity, judge it to be value the activity, judge it to be important and choose to engage important and choose to engage in it.in it.

For exampleFor example, , a soccer player a soccer player doesn’t enjoy weight training doesn’t enjoy weight training but lifts to become a better but lifts to become a better player.player.

INTRINSIC MOTIVATION TO INTRINSIC MOTIVATION TO EXPERIENCE STIMULATIONEXPERIENCE STIMULATION

IM-ESIM-ES describes when one describes when one performs the activity to performs the activity to experience pleasant sensations experience pleasant sensations (i.e., sensory and aesthetic (i.e., sensory and aesthetic pleasure).pleasure).

For exampleFor example, , a swimmer swims a swimmer swims because she enjoys the pleasant because she enjoys the pleasant sensations of her body gliding sensations of her body gliding through the water. through the water.

INTRINSIC MOTIVATION INTRINSIC MOTIVATION TO ACCOMPLISH (IM-A)TO ACCOMPLISH (IM-A)

IM-AIM-A involves engaging in an involves engaging in an activity for the pleasure and activity for the pleasure and satisfaction gained from satisfaction gained from attemptingattempting to accomplish or to accomplish or create something or to surpass create something or to surpass your previous performance.your previous performance.

For exampleFor example, a tennis player , a tennis player who works on his serve for the who works on his serve for the pleasure they experience while pleasure they experience while tryingtrying to hit an ace. to hit an ace.

INTRINSIC MOTIVATIONINTRINSIC MOTIVATION TO KNOW (IM-K) TO KNOW (IM-K)

IM-KIM-K refers to engaging in a activity refers to engaging in a activity for the pleasure and satisfaction for the pleasure and satisfaction experienced while learning, experienced while learning, exploring or exploring or tryingtrying to understand to understand something new.something new.

For example, For example, a basketball player a basketball player practice a new press offense practice a new press offense because they enjoy learning new because they enjoy learning new ways to attack the opponents’ ways to attack the opponents’ press. press.

HIERARCHICAL INTRINSIC HIERARCHICAL INTRINSIC MOTIVATION MODELMOTIVATION MODEL

MOTIVATION AS A MOTIVATION AS A SOCIAL PHENOMENONSOCIAL PHENOMENON

The impact of social factors on The impact of social factors on motivation is mediated by motivation is mediated by perceptions of competence, perceptions of competence, autonomy and relatedness.autonomy and relatedness.Motivation is not influenced by Motivation is not influenced by social factors directly.social factors directly.The way individuals interpret social The way individuals interpret social factors depends how they facilitate factors depends how they facilitate their needs for competence, their needs for competence, autonomy and relatedness.autonomy and relatedness.Individuals are motivated to engage Individuals are motivated to engage in activities to meet these needs.in activities to meet these needs.

SOCIAL FACTORS REDUCING SOCIAL FACTORS REDUCING INTRINSIC MOTIVATIONINTRINSIC MOTIVATION

Social factors reducing intrinsic Social factors reducing intrinsic motivationmotivation include: competition, include: competition, evaluation/feedback and rewards.evaluation/feedback and rewards.CompetitionCompetition reduces IMreduces IMWinning and playing well Winning and playing well enhances enhances IM whereas losing and playing poorly IM whereas losing and playing poorly lowers IM. lowers IM. Positive feedback Positive feedback increases IM while increases IM while negative feedback reduces IM.negative feedback reduces IM.RewardsRewards can both raise and lower IM can both raise and lower IM in different situations.in different situations.

LEPPER & GREENE (1968) LEPPER & GREENE (1968) REWARD STUDYREWARD STUDY

Baseline 1Baseline 1 – monitored amount of time – monitored amount of time preschoolers played with markers during preschoolers played with markers during free-play timefree-play time

Expected Reward Group Expected Reward Group – promised – promised reward & received onereward & received one

Unexpected Reward Group Unexpected Reward Group – not promised – not promised reward but received onereward but received one

Control Group Control Group – not promised reward and – not promised reward and didn’t receive one.didn’t receive one.

Baseline 2Baseline 2 – monitored time played with – monitored time played with markers during free-play time.markers during free-play time.

HOW DO REWARDS HOW DO REWARDS IMPACT INTRINSIC IMPACT INTRINSIC

MOTIVATIONMOTIVATION

Reward impact Reward impact not not determined determined by by number or size of rewards.number or size of rewards.

Impact determined by Impact determined by “message”“message” behind the reward. behind the reward.

How well does the reward How well does the reward enhance enhance perceptions of perceptions of competence, autonomy and competence, autonomy and relatedness?relatedness?

RELATIONSHIP BETWEEN RELATIONSHIP BETWEEN INTRINSIC INTRINSIC

& EXTRINSIC MOTIVATION& EXTRINSIC MOTIVATION

EM + IM = TOTAL MOTIVATION (TM)EM + IM = TOTAL MOTIVATION (TM)

IM = TMIM = TM

EMEM

IM = TM IM = TM 1.1.If EM lowers perceived competence, If EM lowers perceived competence,

autonomy and/or relatedness, IM and autonomy and/or relatedness, IM and TM decline.TM decline.

2.2.If EM increases perceived competence, If EM increases perceived competence, autonomy and/or relatedness, IM and autonomy and/or relatedness, IM and TM improve.TM improve.

1

2

REWARDS PROMOTING REWARDS PROMOTING INTRINSIC MOTIVATIONINTRINSIC MOTIVATION

Contingent Rewards Contingent Rewards – received for – received for attaining a standard of excellence attaining a standard of excellence (e.g., trophy for winning a tourney)(e.g., trophy for winning a tourney)

Noncontingent Rewards Noncontingent Rewards – – no standard no standard of excellence (e.g., winning lottery)of excellence (e.g., winning lottery)

Contingent rewards normally increase Contingent rewards normally increase IM because they increase feelings of IM because they increase feelings of competence and autonomy. competence and autonomy.

Noncontingent rewards reduce IM. Noncontingent rewards reduce IM.

PERCEPTIONS KEY HOW PERCEPTIONS KEY HOW MESSAGE INTERPRETEDMESSAGE INTERPRETED

How athletes perceive the reason How athletes perceive the reason rewards are given is the key to IM.rewards are given is the key to IM.

Autonomy is necessary to develop Autonomy is necessary to develop strong competence and relatednessstrong competence and relatedness..

If rewards are view as If rewards are view as controllingcontrolling, it , it lowers feelings of competence and lowers feelings of competence and relatedness too, relatedness too, reducing IMreducing IM..

If rewards are viewed as If rewards are viewed as informational about competenceinformational about competence, , autonomy and IM must be high as autonomy and IM must be high as well. well.

FACTORS PROMOTING FACTORS PROMOTING INTRINSIC MOTIVATIONINTRINSIC MOTIVATION

““Autonomy support” Autonomy support” from from coaches, parents and peers,coaches, parents and peers,

TheThe competitive structure competitive structure of the league (i.e., varsity of the league (i.e., varsity versus intramural sports)versus intramural sports)

Motivational climate Motivational climate – – mastery versus outcomemastery versus outcome

TheThe

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