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Self determination theory positives and negatives
Constructs of self determination theory
Self determination theory positives and negatives
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In this article, Ratelle, Guay, Vallerand, Larose, & Senecal (2007) look at constructs of self-determination theory through a person-oriented lens. According to Ratelle et al (2007) one benefit of using this person-oriented approach to allow natural motivational profiles to surface rather than forcing student responses to fit into existing categories. By using this method, as well as examining areas of academic achievement, Ratelle et al (2007) hope to discover if one existing student motivation profile is more beneficial than another.
Ratelle et al (2007) used components of SDT theory to shape their hypothesis on what types of motivational profiles would emerge in their studies. SDT states that there are three main categories of motivation: intrinsic motivation, extrinsic motivation, and amotivation (AM). Intrinsic motivation refers to the innate feeling of satisfaction or pleasure an individual feels when performing a certain task. Extrinsic motivation refers to behavior exhibited due to external factors, such as money for good grades. “Amotivation refers to the lack or absence of motivation and is observed when individuals do not perceive the contingencies between their actions and their consequences” (Ratelle et al, 2007, 735). Extrinsic motivation can be further broken down into four categories representing varying levels of control or autonomy in student motivation. Students with external regulation are motivated by external factors like rewards, such as praise or financial incentives, or avoiding punishments. Students with introjected regulation “follow rules because of pressure or to avoid anxiety or for ego enhancement, but they do not accept the rule internally…[identified regulation] students accept a regul...
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...-francaise du “Satisfaction with Life Scale” [Validation of the Satisfaction with Life scale]. Canadian Journal of Behavioural Science, 21, 210-223.
Diener, E., Emmons, R.A., Larsen, R.J. & Griffin, S. (1985). The Satisfaction with Life Scale. Journal of Personality Assessment, 49, 71-76.
Ratelle, C., Guay, F., Vallerand, R., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746.
Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Strassburger, J. (2010, February 28). For the liberal arts, rhetoric is not enough. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/For-the-Liberal-Arts-Rhetoric/64356.
Author Daniel Pink argues in his book Drive- The surprising truth about what motivates us that motivation is mostly intrinsic. He defines the three categories of motivation – autonomy, mastery and purpose. For the author, “old fashioned” methods such as “carrots and sticks”, a.k.a. rewards and punishment, should not be regarded by companies, as money is the dominant factor.
Intrinsic motivation has several advantages over extrinsic motivation. First of all, intrinsically motivated learners are more likely to select challenging tasks. Second, evidence suggested that learners gain more knowledge when they read material that they consider intrinsically interesting. Third, the conditions that support intrinsic motivation also promote greater creativity and better conceptual learning. Fourth, intrinsic motivation is associated with greater pleasure and more active involvement in activities.” (p.
Most recent theories on motivation conclude that people will start certain behaviors under the belief that this behavior will accomplish desired goals or outcomes. With Lewin (1936) and Tolman (1932) leading the charge, the goal-oriented behavior led researchers to want to understand more on the psychological value people attribute to goals, people’s expectations on reaching these goals, and the structures which keep people striving to achieve these goals. After some recent findings on goal-oriented behavior, researchers were able to differentiate different types of goals, whereas before researchers assumed that goals that were valued the same, with the same expectations of achievement, would need the same amount
Sometimes people remain driven to do something because of external reward, or the by the avoidance of an objectionable consequence, as when one obeys the permitted speed limit to avoid a costly speeding ticket. When the motivation directs a conclusion that is outside of the self, it is considered an extrinsic motivation. In extrinsic motivation, a person performs an action because it leads to an outcome that is separate from the person (Ryan & Deci, 2000). For instance, giving a student money for every A grade, proffering a bonus to a salesman for the most contracts signed, or tipping a stylist for a good haircut. The student, salesman, and hairdresser remain motivated to labor for the external rewards. On the other hand, intrinsic motivation is the form of motivation in which an individual implements an action because the deed itself is enjoyable, satisfying, interesting, or rewarding in some internal
Veronneau, M. H., Koestner, R. F., & Abela, J. R. (2005). Intrinsic need satisfaction and well-
Motivation is to understand what causes behaviour, what starts the behaviour, why a person does something and why the behaviour stops and what are the forces that determine behaviour’s intensity. There are different types of motivation that influences us from day to day and they have different effects from a short term to long term. As human beings we are inspired in different ways to different motivations. There are two main different types of motivations: Intrinsic motivation and Extrinsic motivation. Sciberras (Lecture 2013-2014).
Once stated by Dwight D. Eisenhower, “Motivation is the art of getting people to do what you want them to do because they want to do it.” The aforementioned ideology places an emphasis on an individual’s internal desires, rather than an outside/external force driving the individual’s consciousness (cognitive evaluation.) Therefore intrinsic motivation is one in which an individual 's own desire comes from within; a relentless and genuine passion for an intended goal. On the contrary, when an individual relies on external factors such as, a reward or any other form of external reinforcement, an extrinsic motivation is exhibited. Although society likes to stress the importance in pursuing an internal motivation, in today 's modern world, an extrinsic factor far outweighs an internal desire to accomplish an objective. As humans, we are too diverse in the way we think and develop, lending the mere classification of an internal motivation to become redundant. Furthermore, as
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum
Intrinsically motivated behaviors are those that one does for enjoyment of the activity itself. There is no external reward for these behaviors, and it is seen as a prototype for autonomous behaviors. Extrinsically motivated behaviors are those that one does to illicit a direct consequence. In some cases, one might behave a certain way to avoid punishment, or alternatively, to receive a reward. Most people are extrinsically motivated to go to work every day. There are four different types of extrinsic motivation: External, introjected, identified, and integrated. For certain activities, Amotivation can occur, which usually has negative effects. This occurs when people’s needs aren’t being satisfied by whatever they are doing. Each of the types of motivation can be located on The Self-Determination
According to Robert E. Quinn(p.205) there are two types of motivation (extrinsic and intrinsic). Extrinsic motivation refers to the source of motivation in which the behavior concern external factors such as money, praise or rewards. Whereas intrinsic motivation is the behavior which is internally concerning an individual.
Benabou, R. & Tirole, J. (2003) Intrinsic and Extrinsic Motivation', The Review of Economic Studies, vol.70, pg.489-520.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
Mullins (2002) also classifies motivation into Intrinsic and Extrinsic types. Intrinsic motivation involves psychological rewards to enhance job satisfaction, such as the opportunity to use one's ability, a sense of achievement, receiving appreciation and positive recognition or being treated in a considerate manner (Mullins, 2002:P490). Such methods ensure employees are constantly motivated while being engaged in activities that are enjoyable and rewarding.
Maccoby, M. (2010). The 4 Rs of Motivation. Research Technology Management, 53(4), 60-61. Retrieved from http://search.proquest.com/docview/726801562?accountid=27313