Intrinsic versus extrinsic motivation

I had a great affinity for maths throughout high school. I cherished doing math problems on my
own. When the teacher could set homework on a particular subject, I would go above and above
and complete the entire activity. I did this because I was aware that the more sums I worked out,
the more proficient I became in math. Because I had mastered many concepts and could enjoy
demonstrating to my fellow students how to approach particular amounts, mathematics was
simply fascinating for me. The accomplishment of mastering many of the procedures and
formulas utilized in high school mathematics was what ultimately inspired me.
My performance on the last test was excellent thanks to this enjoyment. However, I worked hard
to achieve an A on every math test since the head of the department of mathematics had offered
brand-new math tools to any student who could achieve an A. And you may make some serious
money if you got the A, a second time. This motivated me to work harder so that I wouldn't
forfeit any of the HOD rewards.
I was intrinsically motivated in the first scenario while extrinsically motivated in the second.
When someone is motivated just by the enjoyment of the action, they are more likely to act
(Ryan, 2000). Inborn psychological demands, such as those for competence, autonomy, and
relatedness, are satisfied by intrinsic motivation (Reiss, 2012). After hearing about the example, I
was inspired to do more sums since I wanted to be good at math. I found the procedure enjoyable
because I wanted to improve my skills.
In the second scenario, even though I was driven to excel in mathematics, my motivation came
from outside rewards. That was an external driving force. Extrinsic motivation, according to
Deci (2000), occurs when a person engages in a behavior in order to get a distinct result. I had
put forth extra effort since I was confident that I would eventually have some money or new
mathematical equipment.
Intrinsic motivation was the most effective of the two sorts of motivation for me; it enabled me
to develop the mathematical skills I desired and helped me rise to the top of my class in this
subject. The alternative form of motivation wouldn't function if the incentives were taken away;
hence, I wouldn't have put in the effort and ultimately developed the mathematical abilities I do
today. I was confident that my mathematical proficiency was improving as I worked on the
calculations that I enjoyed. While I was pleased to receive a reward, I also felt that my only
motivation for working was to earn incentives. It didn't lead to self-fulfillment.
I'm inspired to learn because I enjoy learning new things. I have an internal motivation to learn
since I enjoy learning new things. I am motivated to study new things by the skills I will acquire
rather than how many good scores I will receive. Anytime I am motivated by skills,
grades happen.

References.
Richard M., Deci EL., (2000) Contemporary education psychology, pg 54-67
Deci EL., (1971), Journal of personality and social psychology
https://doi.org/10.1006/ceps.1999.1020
Reiss, S. (2012). Intrinsic and Extrinsic Motivation. Teaching of Psychology, 39(2), 152-156.
https://doi.org/10.1177/0098628312437704

Ryan, R. M., & Deci, E. L. (1999). Intrinsic and Extrinsic Motivations: Classic Definitions and
New Directions. Contemporary Educational Psychology, 25(1), 54-67.
https://doi.org/10.1006/ceps.1999.1020