Lecture 2: Part 1

INTRINSIC AND EXTRINSIC

MOTIVATION

Chapter 5
in Reeve Book
 Outline

 Intrinsic and Extrinsic Motivations

Incentives
 External Regulation of Motivation Consequences
Rewards
 Hidden Costs of Rewards

 Cognitive Evaluation Theory External Regulation

Introjected Regulation
 Types of Extrinsic Motivation Identified Regulation
Integrated Regulation

 Motivating Others To Do Uninteresting Activities

Intrinsic Motivation

The inherent desire to engage one’s interests and to exercise and develop
one’s capacities.

“I am doing this because it is ….” type of motivation

engaged activity interesting,

fun, enjoyable,
satisfying psychological needs
(i.e., autonomy, competence, relatedness)
 Origins of Intrinsic Motivation
Intrinsic Motivation

Psychological
Need Satisfaction

Autonomy Competence Relatedness

Autonomy support Competence support Relatedness support

from the from the from the
environment and environment and environment and
one’s relationships one’s relationships one’s relationships
Benefits of Intrinsic Motivation

The higher the intrinsic motivation,

Persistence the greater the persistence on the task

The greater the interest, enjoyment, satisfaction,

Creativity and challenge of the work itself, the higher the
creativity

Flexible thinking,
Conceptual Understanding/ Active information processing,
High-Quality Learning Learning in conceptual way

Greater self-actualization,
Greater subjective vitality,
Optimal Functioning & Well-Being
Less anxiety and depression,
Greater self-esteem
 Extrinsic Motivation

An environmentally created reason (e.g., incentives or consequences)

to engage in an action or activity.

“Do this in order to get that” type of motivation

requested behavior extrinsic incentive or consequence

“What’s in it for me?” type of motivation

 External Regulation of Motivation:
Three central concepts

Incentives Consequences Rewards

An
Anenvironmental
environmental 1.1. Positive
PositiveReinforcers
Reinforcers Any offering from
event
eventthatthatattracts
attracts vs.
vs. one person given to
or
orrepels
repelsaaperson
person Negative
NegativeReinforcers
Reinforcers another person in
toward
towardor oraway
away exchange for his or her
from
frominitiating
initiating service or achievement.
aaparticular
particularcourse
course 2.2. Punishers
Punishers
of
ofaction.
action.

(e.g.,
(e.g.,S:
S:R)
R)

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Negative Reinforcement or Punishment?
Indicate whether the following examples reflect negative reinforcement or
punishment.

Negative Punishment
Reinforcement
1. The baby quiets easily after Mom picks her up to
soothe her.
2. The dog stays out of the garbage can after he was
hit with a newspaper for trying to retrieve last-
night’s leftovers.
3. Juan always wears his seatbelt since he had an
automobile accident.
4. Jane takes off her jacket whenever she starts to get
too hot.
5. Mark stops speeding after he has to pay an
expensive fine.
6. Philip retires from a life of crime after being
spanked for stealing his brother’s candy bar.

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Some clarification about reinforcers and
punishment
Reinforcers increase the Punisher-decreases or stops
likelihood of behavior the likelihood of behavior
• Negative reinforcers— • Example: A mother
involve removal of an reprimands her child for
undesirable situation cluttering his room. Is the
• Positive reinforcers— reprimand a punisher or a
involve administration of negative reinforcer?
something positive • Reprimand is a punisher
if the child stops room-
cluttering
• Reprimand is a negative
reinforcer if the child
starts and continues
cleaning his room
 Rewards

How Rewards Work—Do They Facilitate Desirable Behavior?

 Signals a personal gain  Brain’s sensitivity to the signal

 Enlivens positive emotion
and facilitates behavior
of the unexpected gain
 If events take an unexpected
turn for the better
 dopamine release
 behavioral activation
system starts to work
 Hidden Cost of Rewards:

Using A Reward To Engage Someone In An Activity

Intended Primary Unintended

Effect Primary Effect

 Promotes compliance  Undermines intrinsic

motivation
 Interferes with the quality and
process of learning
 Interferes with the capacity for
autonomous self-regulation
 Hidden Cost of Rewards:
A classical experiment by Lepper and his colleagues (1970’s)

Preschoolars who have high interest in drawing were asked if they would like to draw

Group 3: Unexpected
Group 2: No reward
Group 1: Expected reward
reward: A Good
Children were asked if Children were asked if
Player Certificate
they would like to they would like to
draw; received no draw;
Children were asked if
reward then unexpectedly
they would like to
draw to win the received the reward
reward, then received
the reward

After a week, children in Group 1 spent less time in drawing

than children in Groups 2 & 3, indicating a decline in intrinsic motivation
 Which type of rewards undermine
intrinsic motivation?
 Expected rewards or unexpected rewards?

 Tangible rewards (e.g., money, awards, food) or

verbal rewards (e.g., praise, symbolic)?

TED Talk by Dan Pink: The puzzle of motivation:

Traditional rewards aren't always as effective as we
think

http://www.ted.com/talks/dan_pink_on_motivation.html
 Do Punishers Work?
Do They Suppress Undesirable Behavior?
Research shows that punishment is an ineffective motivational strategy
(popular yet ineffective )

“side effects”

Negative Emotionality Impaired relationship Negative modeling

Immediate and Long-Term Consequences of Corporal Punishment
 Cognitive Evaluation Theory

 A way for predicting the effects of an extrinsic event on motivation

 Explains how an extrinsic event (e.g., money, grade, deadline) affects

intrinsic and extrinsic motivations, as mediated by the event’s effect on
the psychological needs for competence and autonomy

External events have two functions:

Control behavior
(or)
Inform competence

The salient function determines how the external event

will affect intrinsic and extrinsic motivation
 Basic Propositions of
Cognitive Evaluation Theory

 Proposition 1: External locus of causality

(ELC) promotes extrinsic motivation;
internal locus of causality (ILC) promotes
intrinsic motivation
 Proposition 2: Perceived competence (PC)
promotes intrinsic motivation; lack of PC
enhances extrinsic motivation
 Proposition 3:
 Informational aspect increases ILC and
PC and hence intrinsic motivation;
 Controlling aspect increases ELC and
decreases PC; hence it increases extrinsic
motivation
 Any External Event

Controlling Function Informational Function

“Because you
“If you do X, were able to do X,
that means
then you get Y” you are effective,
competent”

1. Decreases intrinsic motivation 1. Increases intrinsic motivation

2. Interferes with quality of learning 2. Enhances high-quality learning
3. Increases external regulation 3. Enhances self-regulation
4. Undermines self-regulation
Two Examples
 The same event can be communicated in a
relatively informational or controlling manner
 Which of the following is informational or
controlling?
 Praise
 Excellent job! You were very good in managing the tasks
and productivity increased by 10 %
 Excellent job! You did just as you should
 Competition
 We have good techniques and we worked hard to master
them; now will do our best
 We will beat the others and win the cup
 Types of Extrinsic Motivation
Types of motivation along a continuum of self-determination or perceived locus of
causality

Extrinsic Motivation

External Introjected Identified Integrated

Regulation Regulation Regulation Regulation
Figure 5.6

Self-Determination Continuum Showing Types of Motivation

Table 5.2
Four Types of Extrinsic Motivation, Illustrated by Different Reasons of “Why I Recycle”
Motivating Others To Do Uninteresting Activities

Ways to promote more autonomous types of extrinsic

motivation

Providing a Rationale Building Interest

to explain why the uninteresting Involves first catching

activity is important and useful
enough to warrant one’s volitional
engagement
one’s situational
interest in an activity
and then holding that
initial interest over
time by developing an
individual interest in
the activity

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