Foundations of Education

Motivation describes the wants or needs that direct behaviour toward a goal. In addition to biological motives, motivations can be intrinsic (arising from internal factors) or extrinsic (arising from external factors).

Intrinsically motivated behaviours are performed because of the sense of personal satisfaction that they bring, while extrinsically motivated behaviours are performed in order to receive something from others. Intrinsic motivation comes from [I.e., originates from] within the individual, while extrinsic motivation comes from outside the individual.

Watch the video below which compares intrinsic and extrinsic motivation:



Think about why you are currently in college [i.e., university]. Are you here because you enjoy learning and want to pursue an education to make yourself a more well-rounded individual? If so, then you are intrinsically motivated. However, if you are here because you want to get a college degree to make yourself more marketable for a high-paying career or to satisfy the demands of your parents, then your motivation is more extrinsic in nature. In reality, our motivations are often a mix of both intrinsic and extrinsic factors, but the nature of the mix of these factors might change over time...

...In educational settings, students are more likely to experience [an] intrinsic motivation to learn when they feel a sense of belonging and respect in the classroom. This internalization can be enhanced if the evaluative aspects of the classroom are de-emphasized and if students feel that they exercise some control over the learning environment. Furthermore, providing students with activities that are challenging, yet doable, along with a rationale for engaging in various learning activities can enhance intrinsic motivation for those tasks (Niemiec & Ryan, 2009).

Consider Hakim, a first-year law student with two courses this semester: Family Law and Criminal Law. The Family Law professor has a rather intimidating classroom: He likes to put students on the spot with tough questions, which often leaves students feeling belittled or embarrassed. Grades are based exclusively on quizzes and exams, and the instructor posts [the] results of each test on the classroom door. In contrast, the Criminal Law professor facilitates classroom discussions and respectful debates in small groups. The majority of the course grade is not exam-based, but centers on a student-designed research project on a crime issue of the student’s choice.

Research suggests that Hakim will be less intrinsically motivated in his Family Law course, where students are intimidated in the classroom setting, and there is an emphasis on teacher-driven evaluations. Hakim is likely to experience a higher level of intrinsic motivation in his Criminal Law course, where the class setting encourages inclusive collaboration and a respect for ideas, and where students have more influence over their learning activities.

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133–144.

The above anecdote paints a starkly contrasting picture in which intrinsic motivation is described in positive terms and extrinsic motivation is described in mostly negative terms (e.g., the Family Law professor intimidates students).

Reflecting on your own schooling, consider how the above anecdote could be reimagined in a way that paints a more positive picture of extrinsic motivation and a more negative picture of intrinsic motivation.

Hint: Think about a past K-12 school experience in which you were positively motivated by the promise of an extrinsic reward. Also think about a past K-12 school experience in which you were presented with an opportunity to follow your own interests, but, despite this, weren't sufficiently motivated.

Log into the LMS and answer the following forum question which is a graded task: