Intrinsic motivation

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Intrinsic motivation

Young children are compelled to learn because of their natural curiosity in life. Older children seem to need a push in the direction to learn. This describes the two types of motivation. Intrinsic motivation describes the young child. It is motivation from within and the desire someone feels to complete a task, including natural curiosity. Intrinsic motivation is anything we do to motivate ourselves without rewards from an outside source. “In relation to learning, one is compelled to learn by a motive to understand, originating from their own curiosity” (Rehmke-Ribary, 2003 p.intrinsic).

There are different things a teacher can do to trigger this type of motivation in students. “Some examples of intrinsic rewards are task completion, feedback or result, acquisition of knowledge or skills, and a sense of mastery” (Witzel, 2003 p.88). When intrinsic motivation is mastered in a student, extrinsic motivation becomes null. This student will now be motivated to do things for his or herself without the presence of a tangible reward. This child will have much hope for success in the future.

Extrinsic motivation

When a student needs that extra boost to do well in school, many times this student becomes engaged for a tangible reward of some type. This describes extrinsic motivation. Extrinsic motivation is the will to do something based on encouragement from an outside source. This type of motivation is said to not be productive for the future. Many times, teachers use extrinsic motivation in the classroom. It may be productive for that class, but the student will continue to have problems with motivation in the future. When a child completes a task or behavior based solely on a reward, t...

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Nancy E. Perry, Karen O. VandeKamp, Louise K. Mercer, Carla J. Nordby. Investigating Teacher-Student Interactions That Foster Self-Regulated Learning. Educational Psychologist, Volume 37, Number 1 (March 1, 2002) Retrieved from the web on May 5, 2003 http://ernesto.ingentaselect.com/vl=2593702/cl=45/nw=1/fm=docpdf/rpsv/catchword/erlbaum/00461520/v37n1/s2/p5_s.pdf

Tubman, Jonathan G. The Influence of Parental and Peer Attachment On College Students’ Academic Achievement. Psychology in the Schools, Vol. 39(5), 2002 Wiley Periodicals, Inc. Published online in Wiley InterScience. Retrieved from the web on May 5, 2003 at http://download.interscience.wiley.com/cgi-bin/fulltext?ID=97517456&PLACEBO=IE.pdf&mode=pdf

Merriam-Webster’s Dictionary Online. 2003. Retrieved from the web on May 5, 2003 at http://www.m-w.com/cgi-bin/dictionary

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