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The Definition Of Intrinsic Motivation

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bengreyThe Definition Of Intrinsic Motivation

by TeachThought Staff

A decent working definition of intrinsic motivation is “motivation that stems directly from an action rather than a reward.” Dr. Richard Ryan and Edward Deci explain in their Intrinsic and Extrinsic Motivations: Classic Definitions & New Directions.

Intrinsic motivation is defined as the doing of an activity for its inherent satisfaction rather than for some separable consequence.

When intrinsically motivated, a person is moved to act for the fun or challenge entailed rather than because of external products, pressures, or rewards….In Self-Determination Theory, we distinguish between different types of motivation based on the different reason or goals that give rise to an action. The most basic distinction is between intrinsic motivation, which refers to doing something because it is inherently interesting or enjoyable, and extrinsic motivation, which refers to doing something because it leads to a separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing an activity simply for the enjoyment of the activity itself, rather than its instrumental value.”

Put another way, if a student studies for a test to make a qualifying grade to play for the basketball team, that would be an example of extrinsic motivation. Another example? Studying to “get good grades.” And as you probably know by now, its polar opposite, intrinsic motivation, is the more powerful of the two, though not necessarily more common.

In the following video, Daniel Pink explores the incredible impact of intrinsic motivation on performance, innovation, and the way we learn. While he frames the idea around “business,” he is clearly discussing learning and performance, which is ground zero for educators.

The Definition Of Intrinsic Motivation; image attribution flickr user bengrey

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 Kyle Pearce

Thanks for your insight. I think we’ve all heard teachers say that their students lack “intrinsic motivation” without realizing that our delivery of course content is a huge factor in whether we will ever see students motivated intrinsically. If we teach using authentic tasks and provide ways for students to take pride in their work by sharing it with others for feedback, I think we can see students begin to show this often overlooked necessary trait for success and happiness in life.