LANGUAGE IN INDIA

Motivation: Extrinsic and Intrinsic

B. Reena, M.A., M.Phil., Ph.D. Candidate
Rosalia H. Bonjour, Ph.D.

Abstract

Intrinsic and extrinsic types of motivation have been widely studied and the difference between them will throw light on both developmental and educational practices. In this paper, we revisit the classic definitions of intrinsic and extrinsic motivation. Intrinsic motivation remains an important construction, reflecting the natural human tendency to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative independence and thus can either reflect external control or true self regulation. Both these motivations are related to basic human needs for independence, proficiency and relatedness, and these we discuss in our paper after having experimented in the class room through some activities.

Introduction

Motivating students in the class room is an integral part of teaching and must spill over to outside the precincts as well. Teaching of English needs to be made more appealing and attractive to the learners. Today, students need to be constantly motivated to perform better. With changing times and too much of media influence, the teacher in the classroom must evolve into a motivator, facilitator and guide, inside and outside the class.

Intrinsic and extrinsic motivations are both adaptable, but these change, however, in response to specific situations and life occurrences.

Intrinsic motivation can be described as internal desires to perform a particular task. People do certain activities because these activities give them pleasure, develop a particular skill, or these are morally the right thing to do.

Extrinsic motivation can be described as factors external to the individual and unrelated to the task they are performing.

Performance in Class

Intrinsically motivated students do much better in classroom activities, because they are willing and eager to learn new things. Their learning experience is more meaningful and they go deeper into the subject to fully understand it. On the other hand extrinsically motivated students may have to be 'bribed' to perform the same tasks.

In 1999, Deci Koestner and Ryan (1985) found that intrinsic motivation is negatively affected when real extrinsic motivation is attached to the behaviour of an individual. This undermining of intrinsic motivation is postulated to be the result of a perceived decrease in independence and proficiency by the individual receiving the extrinsic reward.

Self Determination Theory

The Self determination theory states that humans have three inherent needs: independence, proficiency and relatedness (Ryan, Kuhi, & Deci 1997).

In the year 2002, in his book Human Motivation, Franken stated that intrinsic motivation can be changed by adding an extrinsic motivating component. Deci (Deci, E.L. 1971) states that intrinsic motivation can also be enhanced by increasing an individual's perception of independence and proficiency. He showed that research supported the idea that the impact of extrinsic motivation on intrinsic motivation was influenced by the controlling nature of extrinsic rewards.

How can we motivate students intrinsically?

A theorist by the name of Abraham Maslow (Maslow, A.1943, A theory of human Motivation, Psychological Review, 50,370-396, retrieved June 2001) concluded that before we can be intrinsically motivated, some more basic human needs must be first satisfied. According to Maslow there are five basic levels of human needs.

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