Intrinsic Motivation: Difference between revisions
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==Overview== | ==Overview== | ||
Intrinsic motivation is what an individual feels when they engage in an activity to derive intrinsically rewarding feelings from the activity itself, and not for any reward outside of the activity. People often spend long hours engaged in activities such as watching a history documentary, painting a mural, or mastering a particular tennis shot even when there is no clear reward awarded at the end of these activities. Rather, these activities incite certain internal states such as pleasure, relaxation, elimination of boredom or of cognitive dissonance (see also: cognitive dissonance), and feeling competent that they might consider rewarding. <ref>Csikszentmihalyi, M., Nakamura, J. (2014). The Dynamics of Intrinsic Motivation: A Study of Adolescents. In Flow and the Foundations of Positive Psychology. Springer, Dordrecht. <nowiki>https://doi-org.proxy.library.nyu.edu/10.1007/978-94-017-9088-8_12</nowiki></ref>Csikszentmihalyi & Nakamura | Intrinsic motivation is what an individual feels when they engage in an activity to derive intrinsically rewarding feelings from the activity itself, and not for any reward outside of the activity. People often spend long hours engaged in activities such as watching a history documentary, painting a mural, or mastering a particular tennis shot even when there is no clear reward awarded at the end of these activities. Rather, these activities incite certain internal states such as pleasure, relaxation, elimination of boredom or of cognitive dissonance (see also: cognitive dissonance), and feeling competent that they might consider rewarding. <ref>Csikszentmihalyi, M., Nakamura, J. (2014). The Dynamics of Intrinsic Motivation: A Study of Adolescents. In Flow and the Foundations of Positive Psychology. Springer, Dordrecht. <nowiki>https://doi-org.proxy.library.nyu.edu/10.1007/978-94-017-9088-8_12</nowiki></ref>Csikszentmihalyi & Nakamura describe such an internal state as “autotelic” or having its goal within itself, or what they call the “flow experience” (see also: flow). In contrast to extrinsic motivation (see also: extrinsic motivation), an intrinsically motivated individual is considered to be a decisive entity who chooses to do specific things depending on their goals, feelings, and situation. According to <ref>Deci, E.L. (1975). Intrinsic Motivation. New York: Plenum.</ref>Deci, intrinsic motivation is behavior that people engage in to feel competent and autonomous. | ||
Intrinsic motivation is a valuable notion, especially in the context of education. According to <ref>Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631–645. <nowiki>https://doi.org/10.1037/0022-0663.77.6.631</nowiki></ref>Gottfried ( | Intrinsic motivation is a valuable notion, especially in the context of education. According to <ref>Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631–645. <nowiki>https://doi.org/10.1037/0022-0663.77.6.631</nowiki></ref>Gottfried (as cited in <ref>Martinez, M.E. (2010). Complex cognition. In Learning and Cognition: The Design of the Mind, pp. 119-152. Boston: Merrill.</ref> Martinez), intrinsic motivation is positively correlated to academic achievement. It is also associated with creativity (<ref>Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950–967. <nowiki>https://doi.org/10.1037/0022-3514.66.5.950</nowiki></ref>Amabile, Hill, Hennessey, & Tighe, 1994) and meaningful learning. As Martinez states, “excellence and enjoyment coexist and are mutually reinforcing.” It is instrumental to sustain learning, in the sense that it is reinforcing. For example, if I am intrinsically motivated to learn a new watercolor painting technique, the more I practice, the better I get, and in turn, the more I am motivated to paint. I may want to keep learning how to perfect this technique or diversify to other techniques. I might even combine two techniques and create a unique technique of my own. | ||
==Evidence== | ==Evidence== | ||
Revision as of 00:10, 18 November 2022
Overview
Intrinsic motivation is what an individual feels when they engage in an activity to derive intrinsically rewarding feelings from the activity itself, and not for any reward outside of the activity. People often spend long hours engaged in activities such as watching a history documentary, painting a mural, or mastering a particular tennis shot even when there is no clear reward awarded at the end of these activities. Rather, these activities incite certain internal states such as pleasure, relaxation, elimination of boredom or of cognitive dissonance (see also: cognitive dissonance), and feeling competent that they might consider rewarding. [1]Csikszentmihalyi & Nakamura describe such an internal state as “autotelic” or having its goal within itself, or what they call the “flow experience” (see also: flow). In contrast to extrinsic motivation (see also: extrinsic motivation), an intrinsically motivated individual is considered to be a decisive entity who chooses to do specific things depending on their goals, feelings, and situation. According to [2]Deci, intrinsic motivation is behavior that people engage in to feel competent and autonomous.
Intrinsic motivation is a valuable notion, especially in the context of education. According to [3]Gottfried (as cited in [4] Martinez), intrinsic motivation is positively correlated to academic achievement. It is also associated with creativity ([5]Amabile, Hill, Hennessey, & Tighe, 1994) and meaningful learning. As Martinez states, “excellence and enjoyment coexist and are mutually reinforcing.” It is instrumental to sustain learning, in the sense that it is reinforcing. For example, if I am intrinsically motivated to learn a new watercolor painting technique, the more I practice, the better I get, and in turn, the more I am motivated to paint. I may want to keep learning how to perfect this technique or diversify to other techniques. I might even combine two techniques and create a unique technique of my own.
Evidence
Design implications
Challenges
- ↑ Csikszentmihalyi, M., Nakamura, J. (2014). The Dynamics of Intrinsic Motivation: A Study of Adolescents. In Flow and the Foundations of Positive Psychology. Springer, Dordrecht. https://doi-org.proxy.library.nyu.edu/10.1007/978-94-017-9088-8_12
- ↑ Deci, E.L. (1975). Intrinsic Motivation. New York: Plenum.
- ↑ Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631–645. https://doi.org/10.1037/0022-0663.77.6.631
- ↑ Martinez, M.E. (2010). Complex cognition. In Learning and Cognition: The Design of the Mind, pp. 119-152. Boston: Merrill.
- ↑ Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66(5), 950–967. https://doi.org/10.1037/0022-3514.66.5.950