Intrinsic Motivation and Extrinsic Motivation of Individuals - Research Paper Example

Running head: motivation Research paper on Intrinsic vs. Extrinsic Motivation This study explores the differences between intrinsic motivation and extrinsic motivation of individuals. Based on some theoretical foundations and research findings, it further evaluates the impact of both types of motivation on each other and on task outcome. Strategic and practical implications of intrinsic and extrinsic motivation have been discussed in brief followed by highlighting some advantages as well as limitations of each type of motivation. The study concludes with main judgments and some generalized recommendations on motivating individuals. Table of contents 1. Introduction 4 2. Theoretical base 4 3. Literature review 5 4. Strategic and Practical implications of intrinsic versus extrinsic motivation 6 5. Advantages and Limitations 7 6. Conclusions and Recommendations 9 References 1. Introduction: Individual motivation is essential to achieve desired outcomes and perform at the best possible level. This motivation could be innate or derived from external forces/functions, referred to as intrinsic motivation and extrinsic motivation, respectively. Level and/or intensity of these two types of motivation have an impact on individual’s commitment, interest, and ability to perform, learn and progress in all aspects of life, be it learning, working, or performing any other activity. Moreover, individuals are variably inclined towards extrinsic and intrinsic rewards. Extensive theorizing and research have pointed out that both these motivations are impacted by each other and that they either enhance or undermine impact of the other. This study explores this aspect of motivation while comparing and contrasting both types, with support derived from theories, researches and practical applications. 2. Theoretical base: Getting inspired by engaging in activities that produce excitement and challenge is a basic human nature and is one of the core routes towards human development (Sansone & Harackiewicz, 2000). The Cognitive Evaluation Theory explains intrinsic motivation as individual’s opinion or feeling and competence rather than an inner urge itself. Here the control and learning aspects emerge when rewards are attached to task accomplishment. The CET proposes that an individual’s intrinsic motivation is based on control and information. It proposes that if the individual’s locus of control lies outside, then intrinsic motivation is low and if it lies inside, then intrinsic motivation is high; secondly, if the individual has positive information of competence, knowledge, and/or stimulation, then intrinsic motivation is higher and vice versa (Weinberg, 2009). Traditionally, extrinsic rewards were considered as harmful because extrinsic motivation was compared with extrinsic punishment (Cameron & Pierce, 4). The CET theory forms the base for understanding intrinsic and extrinsic motivation as well as many arguments with respect to intrinsic and extrinsic motivation, and impact of rewards or extrinsic motivation on individuals’ intrinsic motivation. 3. Literature review: Hayenga and Corpus differentiate between intrinsic and extrinsic motivation as the tendency of individuals to engage in tasks for its own inherent rewards and to engage in tasks because of external gains attached, respectively (p.371). These two aspects of engagement in tasks, either inherent or for external objectives, coexist in people and vary with situations. While one level of engagement empowers the individual towards accomplishing the task, the other requires guidance and monitoring for completion of task. Researches conducted to study individuals’ motivation have derived interesting and contradictory conclusions. For instance, Hayenga and Corpus’s study concluded that individuals with high intrinsic and low extrinsic motivation achieved higher grades than other students with high extrinsic and low intrinsic motivation. Their study also arrived at the point that intrinsic and extrinsic motivation had a significant impact on student achievements and that it impacted students’ task engagement and optimal learning; this depended on factors associated with students’ personality, such as attention seeking, challenging tasks, learning, control-eliciting reactions, ability or competence etc (Hayenga & Corpus, 379). Although much emphasis has been laid on eliciting the intrinsic drive of individuals, research has also supported use of extrinsic rewards in educational settings for achieving desired outcomes (Sansone & Harackiewicz, 2000). 4. Strategic and Practical implications of intrinsic versus extrinsic motivation : The way organizations and institutions motivate their people has drastically changed during last few decades. Contemporary management supports empowerment of people that fosters choice and participation; encourages its people to take greater responsibilities irrespective of hierarchies; encourage continuous learning and knowledge transfer activities, which require coordination and collaboration with different functions and people (Thomas, 4). All these activities have now gained strategic viewpoint among organizations, and hence incorporated into their strategies. On the other hand, extrinsic rewards are still a part of employee motivation strategy and these rewards reinforce intrinsic motivation to a large extent. Strategically, extrinsic rewards compensate for intrinsic motivational practices. For instance, organizations cannot reward all individuals that aspire to progress through promotions or new roles; in such situations extrinsic rewards in the form of incentives, appreciation, pay etc compensate their intrinsic motivation which would have been possible if they got promoted to take on greater responsibilities. Much earlier, Deci (1975) asserted that intrinsic motivation does not arise from any form of reward except the activity itself (Cameron, Banko & Pierce, 2001). However, according to Thomas (2000), intrinsic motivation is a result of intrinsic rewards such as sense of meaningfulness, sense of choice, sense of competence, and sense of progress. These rewards may be camouflaged by external rewards such as reward and recognition which create sense of meaningfulness towards the job or task performed by the individual; or in the form of acquiring or imparting learning and knowledge, or a new role, which will enhance sense of competence; or in the form of promotion or greater responsibilities, or achievement of desired results provide a sense of progress. Contrary to Thomas’s (2000) proposition, and based on Vroom’s (1964) Expectancy theory of motivation, these external rewards attached to the task or jobs actually enhance intrinsic motivation of the individuals depending upon what intrinsic reward they want to achieve. For instance, individuals might want to take up specific additional responsibilities with an expectation of learning something new that will add value to their role in some way or other. If the individuals are expecting a promotion, then their internal desire to learn and take on greater responsibilities will be high, and hence would be intrinsically motivated to achieve the intrinsic rewards attached with specific tasks. Failure to achieve the attached extrinsic rewards, in this case promotion, will most certainly affect the individuals’ intrinsic motivation to continue to learn and/or take on higher responsibilities. Practically, the impact of extrinsic rewards affects one’s intrinsic motivation because originally an individual who engages in an activity based on intrinsic drive tends to attach his/her perceived purpose to the rewards attached rather than his/her own intrinsic drive; this experience makes the individual continue to attach his/her purpose with extrinsic reward (Sansone & Harackiewicz, 2000). 5. Advantages and limitations: Practically, extrinsic motivation through rewards and recognition sets some standards for people to meet, which in turn addresses issues of nonperformance. Extrinsic rewards also provide a reason for people to perform better, even if their urge to perform better is not intrinsic. Evidences do indicate that external rewards have enhanced performance in many ways. However, driving individuals towards earning these external rewards is short-term and requires continuous push from external sources. Extrinsic rewards improve motivation and commitment of individuals towards monotonous and routine tasks. However, extrinsic rewards produce short-lived extrinsic motivation, and hence rewards should be continued to sustain motivation, unlike intrinsic motivation which does not depend upon external forces. Secondly, extrinsic rewards also tend to limit one’s potential because they kind of set limits to performance. For instance, if learners are asked to follow standardized procedures in performing a specific testing, the results will be uniform and they will not be able to put their imagination and creativity to proper use, which would be required in experimental situations. Monotonous work and achievements will further lower their intrinsic motivation to learn and/or perform. In this sense, it would be right to accept that extrinsic rewards will negatively impact intrinsic motivation. Intrinsic motivation induces sense of commitment, creativity, and/or learning among individuals and the same are induced even through extrinsic motivation; however the latter is short-lived theoretically. Intrinsic motivation helps individuals to attain continuous progress provided situations are congruent. This means, individuals with higher inner locus of control and with positive notion about knowledge will tend to put in greater efforts towards learning than would individuals with external control and no particular inclination towards knowledge; the latter may not even be motivated with external rewards to accomplish tough learning/tasks. In such situations, it is individuals’ intrinsic motivation that drives them towards accomplishment of tasks (Whitney & Hirsch, 2007). 6. Conclusions and Recommendations: In conclusion, intrinsic motivation is the innate urge to accomplish something whereas extrinsic motivation refers to the external factors that drive an individual towards accomplishment. Both extrinsic and intrinsic motivations are equally valuable and necessary for individuals to perform and accomplish desired outcomes. While intrinsic motivation helps in driving the individual towards desired goals through behavioral attempts, extrinsic motivation helps in accomplishing tasks through materialistic rewards/gains. Much argument in literature favors one or other type, whereas it is important to also take into account that both motivational types can have reinforcing and impeding impact on each other. Moreover, no one type of motivation is steady in an individual, and hence features enhancing both types of motivation need to be used by leaders, teachers, and parents to keep their employees, students and children continuously motivated. Moreover, individuals’ type of motivation and intensity are subject to situations, types of rewards, and individuals’ attitudes. Hence, it is advisable not to ascertain specific type of motivation and rewards to individuals all the time. It is important to study their behavior, expectations and attitudes before attempting to motivate them in different ways. References Cameron, J, Banko, K.M and Pierce, D.W. (2001). Pervasive Negative Effects of Rewards on Intrinsic Motivation: The Myth Continues. The Behavior Analyst. 24(1): 1-44. Retrieved November 18 2011 from, http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2731358/pdf/behavan00009-0003.pdf Cameron, J and Pierce, D. (2002). Rewards and intrinsic motivation: resolving the controversy. New York: Bergin & Garvey. Hayenga, A. O and Corpus, J.H. (2010). Profiles of Intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Motivation and Emotion, 34: 371-383. Sansone, C and Harackiewicz, J.M. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. San Diego, CA: Academic Press. Thomas, K W. (2000). Intrinsic motivation at work: Building energy & commitment. San Francisco, CA: Berrett-Koehler. Weinberg, R.S. (2009). Motivation. Brewer, B.W. (Ed). Sport psychology. West Sussex, UK: John Wiley & Sons. Whitney, C.S and Hirsch, G. (2007). A love for learning: motivation and the gifted child. Scottsdale, AZ: Great Potential Press, Inc. Read More