Intrinsic Motivation and Learning
Katie Kaya Jones
“To be effective thinkers and learners, students need to be motivated, to have positive attitudes and
need to know how to control their emotional state of mind” (Hartman & Sternberg 1993).
This article explores the relationship between intrinsic variables of motivation and academic achievement. Intrinsic motivation may be defined as “a motivation to engage in activities that enhance or maintain a person's self-concept” (Vockell 2008). External motivation, on the other hand, is motivation that is spurred by outer (external) forces. While academic success may be propelled by both intrinsic and extrinsic motivation, extrinsic motivators may lead to merely short-range activity while actually reducing long-range interest in a topic (Vockell 2008). Intrinsically motivated learning, however, is an enriching educational experience characterized by a focus on process over outcome, a relaxed, persistent approach to learning, and increased knowledge, comprehension and competence (Biehler & Snowman 1990). Sadly, many students do not engage in learning in ways that are intrinsically motivated. Rather, they are extrinsically motivated by grades and other outward performance measures.
While various theorists have postulated upon the variables of intrinsic motivation, three in particular stand out as empirically correlated to academic achievement: interest, self-efficacy beliefs and a learning goal orientation (Long et al. 2007). Self-efficacy may be defined as “how people feel about their ability to perform a specific task or in a particular situation” (Castiglioni 2014). Those who have high self-efficacy beliefs “view difficult tasks as challenges, remain committed to their goals and increase their efforts when faced with failure” (Long et al. 2007). A student with a learning goal orientation is an approach to learning that is driven by an individual's desire to acquire knowledge and understanding through effort (Long et al. 2007).
The following table (Table 1), was created by Professor Edward Vockell of Purdue University provides an overview of additional factors that may increase student motivation.
Below this article is also a very interesting TED Talk (by a former middle school math teacher) on “grit” or perseverance, and academic success.
Reference List
Biehler, Robert F. and Snowman, Jack. (1990). Psychology Applied to Teaching. Boston: Houghton Mifflin.
Castiglioni, Maria L. “Motivation; Culturally Reponsive Teaching; Parent Involvement”. (2014) Powerpoint Presentation.
Long, Joyce F., Monoi, Shinichi, Harper, Brian, Knoblauch, Dee, Murphy, P. Karen. “Academic Motivation and Achievement Among Urban Adolescents”. Urban Education. May. 2007: 196-222. Print.
Vockell, Edward. Educational Psychology:A Practical Approach. Author published. Web. <http://education.purduecal.edu/Vockell/EdPsyBook/>