INTRINSIC MOTIVATION: FUELING THE PASSION

1
INTRINSIC MOTIVATION FUELING THE PASSION

• Damon Burton
• University of Idaho

2
INTRINSIC MOTIVATIONDEFINED

• Intrinsic motivation engaging in an activity
  for its own sake, particularly the pleasure and
  satisfaction derived from playing.
• For example, a girl who skis because of the fun
  she has doing what she wants, challenging herself
  by trying new things and being with her friends
  skiing new powder on the mountain.

3
COMPONENTS OF INTRINSIC MOTIVATION

• Competence feeling talented and skilled,
• Autonomy in control, self-determining, doing
  what you want, and
• Relatedness feeling connected and enjoying
  relationships with others.

4
EXTRINSIC MOTIVATIONDEFINED

• Extrinsic motivation engaging in behaviors in
  order to attain contingent outcomes beyond of the
  activity itself (i.e., rewards, fame, prestige,
  etc)
• For example, a boy plays basketball to be
  recognized, get their names in the paper and win
  a college scholarship.

5
SELF-DETERMINATION THEORY (SDT)

• SDT describes the social factors that will
  promote intrinsic motivation and internalized
  forms of extrinsic motivation.
• Autonomy is necessary to attain true competence
  and relatedness.
• SDT determines how extrinsic rewards will
  influence intrinsic motivation.

6
SELF DETERMINATION CONTINUUM
1 2 3 4
5 6 7
Low
High
Intrinsic Motivation
Extrinsic Motivation
Amotivation

• Amotivation
• External Regulation
• 3. Introjected Regulation
• 4. Identified Regulation
• 5. Intrinsic Motivation to Experience Stimulation
• 6. Intrinsic Motivation to Accomplish
• 7. Intrinsic Motivation to Know

7
AMOTIVATION

• Amotivation refers to lack of intentionality or
  absence of motivation.
• High amotivation prompts feelings of incompetence
  and low expectancies due to the belief that
  success is uncontrollable.

8
EXTERNAL REGULATIONEXTRINSIC MOTIVATION

• External regulation (EM-ER) - refers to behavior
  that is regulated through external means such as
  rewards and constraints.
• For example, an athlete might go to practice
  because she wants to play in the game tomorrow.

9
INTROJECTED REGULATIONEXTRINSIC MOTIVATION

• Introjected Regulation (EM-IR) --individuals
  begin to internalize the reasons for their
  actions.
• Behavior not self-determined because they
  experience self-imposed pressure through guilt
  and anxiety.
• For example, athletes go to practice because they
  feel guilty if they miss a session.

10
IDENTIFIED REGULATION EXTRINSIC MOTIVATION

• EM-IR emitted out of choice.
• Under EM-IR, athletes highly value the activity,
  judge it to be important and choose to engage in
  it.
• For example, a soccer player doesnt enjoy weight
  training but lifts to become a better player.

11
INTRINSIC MOTIVATION TO EXPERIENCE STIMULATION

• IM-ES describes when one performs the activity
  to experience pleasant sensations (i.e., sensory
  and aesthetic pleasure).
• For example, a swimmer swims because she enjoys
  the pleasant sensations of her body gliding
  through the water.

12
INTRINSIC MOTIVATION TO ACCOMPLISH (IM-A)

• IM-A involves engaging in an activity for the
  pleasure and satisfaction gained from attempting
  to accomplish or create something or to surpass
  your previous performance.
• For example, a tennis player who works on his
  serve for the pleasure they experience while
  trying to hit an ace.

13
INTRINSIC MOTIVATION TO KNOW (IM-K)

• IM-K refers to engaging in a activity for the
  pleasure and satisfaction experienced while
  learning, exploring or trying to understand
  something new.
• For example, a basketball player practice a new
  press offense because they enjoy learning new
  ways to attack the opponents press.

14
HIERARCHICAL INTRINSIC MOTIVATION MODEL
15
MOTIVATION AS A SOCIAL PHENOMENON

• The impact of social factors on motivation is
  mediated by perceptions of competence, autonomy
  and relatedness.
• Motivation is not influenced by social factors
  directly.
• The way individuals interpret social factors
  depends how they facilitate their needs for
  competence, autonomy and relatedness.
• Individuals are motivated to engage in activities
  to meet these needs.

16
SOCIAL FACTORS REDUCING INTRINSIC MOTIVATION

• Social factors reducing intrinsic motivation
  include competition, evaluation/feedback and
  rewards.
• Competition reduces IM
• Winning and playing well enhances IM whereas
  losing and playing poorly lowers IM.
• Positive feedback increases IM while negative
  feedback reduces IM.
• Rewards can both raise and lower IM in different
  situations.

17
LEPPER GREENE (1968) REWARD STUDY

• Baseline 1 monitored amount of time
  preschoolers played with markers during free-play
  time
• Expected Reward Group promised reward
  received one
• Unexpected Reward Group not promised reward but
  received one
• Control Group not promised reward and didnt
  receive one.
• Baseline 2 monitored time played with markers
  during free-play time.

18
HOW DO REWARDS IMPACT INTRINSIC MOTIVATION

• Reward impact not determined by number or size of
  rewards.
• Impact determined by message behind the reward.
• How well does the reward enhance perceptions of
  competence, autonomy and relatedness?

19
RELATIONSHIP BETWEEN INTRINSIC EXTRINSIC
MOTIVATION

• EM IM TOTAL MOTIVATION (TM)
• IM TM
• EM
• IM TM
• If EM lowers perceived competence, autonomy
  and/or relatedness, IM and TM decline.
• If EM increases perceived competence, autonomy
  and/or relatedness, IM and TM improve.

1
2
20
REWARDS PROMOTING INTRINSIC MOTIVATION

• Contingent Rewards received for attaining a
  standard of excellence (e.g., trophy for winning
  a tourney)
• Noncontingent Rewards no standard of excellence
  (e.g., winning lottery)
• Contingent rewards normally increase IM because
  they increase feelings of competence and
  autonomy.
• Noncontingent rewards reduce IM.

21
PERCEPTIONS KEY HOW MESSAGE INTERPRETED

• How athletes perceive the reason rewards are
  given is the key to IM.
• Autonomy is necessary to develop strong
  competence and relatedness.
• If rewards are view as controlling, it lowers
  feelings of competence and relatedness too,
  reducing IM.
• If rewards are viewed as informational about
  competence, autonomy and IM must be high as well.

22
FACTORS PROMOTING INTRINSIC MOTIVATION

• Autonomy support from coaches, parents and
  peers,
• The competitive structure of the league (i.e.,
  varsity versus intramural sports)
• Motivational climate mastery versus outcome

23

• The
• End