RESEARCH
QUESTİON- IS THE INTRINSIC MOTIVATION MORE USEFUL FOR STUDENTS THAN THE EXTRINSIC MOTIVATION ?
-Is The Intrinsic Motivation More Useful For Students Than The Extrinsic Motivation ?
-Yes, it is !
I believe that
intrinsic motivation is more useful for students than the extrinsic
motivation.The first, I want to talk about the differences between the two
types of motivation. There are a lot of theories about what
motivates students. In actuality, you are motivated by both internal and external
factors, as there is always a mixture of reasons why you do, achieve, behave,
learn and react. Personality and self-concept often identify whether or not you
will be intrinsically or extrinsically motivated. Some theorists (e.g., Combs,
1982; Purkey & Schmidt, 1987; Purkey & Stanley, 1991) maintain that
there is only a single kind of intrinsic motivation, which can be described as
a motivation to engage in activities that enhance or maintain a person's
self-concept. Most theorists (e.g., Malone and Lepper, 1987) define the term
more broadly.Intrinsic means internal or inside of yourself. When you are
intrinsically motivated, you enjoy an activity, course or skill development
solely for the satisfaction of learning and having fun. There is not external inducement
when this motivation is the key to behavior or outcome. In contrast, extrinsic
motivation means external or outside of yourself. When you are motivated to
behave, achieve, learn or do based on a highly regarded outcome, rather than
for the fun, development or learning provided within an experience so, this
type of motivation is not additive. Extrinsic motivators can often distract students from learning the
subject at hand. It can be challenging to devise appropriate rewards and
punishments for student behaviors. Often, one needs to escalate the
rewards and punishments over time to maintain a certain effect level.
Also, extrinsic motivators typically do not work over the long term.
Once the rewards or punishments are removed, students lose their
motivation.
I think that intrinsic motivation is best.
Intrinsic motivation can be long-lasting and self-sustaining. Efforts
to build this kind of motivation are also typically efforts at promoting
student learning. Such efforts often focus on the subject rather than
rewards or punishments. Certain behaviors should not be made for rewards. People should perform an activity for its own
sake rather than the desire for some external reward. Thus, they
expect rewards to do something through life and this condition affects them
negatively and also creates personality disorders in humans. For example, when
they prepare assignments, they think the only grades but normally they should
try to learn something from their homework. The another example, if they participate in a sport, they find the activity enjoyable but some of them
participate in a sport in order to win awards.
James Middleton, Joan Littlefield, and Rich Lehrer have suggested the following model of intrinsic academic motivation.First, given the opportunity to engage in a learning activity, a student determines if the activity is one that is known to be interesting. If so, the student engages in the activity.If not, then the student evaluates the activity on two factors—the stimulation (e.g. challenge, curiosity, fantasy) it provides and the personal control (e.g. free choice, not too difficult) it affords.If the student perceives the activity as stimulating and
controllable, then the student tentatively labels the activity as
interesting and engages in it. If either condition becomes
insufficient, then the student disengages from the activity—unless some
extrinsic motivator influences the student to continue.If the activity is repeatedly deemed stimulating and controllable,
then the student may deem the activity interesting. Then the student
will be more likely to engage in the activity in the future.If over time activities that are deemed interesting provide little
stimulation or control, then the student will remove the activity from
his or her mental list of interesting activities.
The challenge, then, is to provide teaching and learning activities
that are both stimulating and offer students a degree of personal
control.
http://education.purduecal.edu/Vockell/EdPsyBook/Edpsy5/Edpsy5_intrinsic.htm
