Analyzing Behavior: Intrinsic Versus Extrinsic Motivation - Research Paper Example

? Analyzing Behavior: Intrinsic Versus Extrinsic Motivation Analyzing Behavior: Intrinsic Versus Extrinsic Motivation Abstract Intrinsic and extrinsic aspects of are different in their meanings as well as the provisions they present. Whenever an individual engages in an activity the targets range in two broad categories, it is always happen that the individual want to demonstrate the prowess to other people or the person would like to fulfill individualistic targets. This then defines the existence of the intrinsic and extrinsic motivation. The intrinsic motivation has numerous causes that enable its manifestations in individuals. Extrinsic motivation has also diverse prompts permitting its evidence in individuals. Over the years, researchers have posed a number of questions since the factors promote motivation of given extents yet they are different. Between the extrinsic and the intrinsic motivation factors there is a sense of relevance with respect to situations. Motivation is an aspect that is almost required in every activity since motivation determines the extent and the dexterity of executing a particular task. the motivation operates together with the intention of the individual performing the activity. in this case, the primary role might be simply determining the roles of the intrinsic and the extrinsic roles of the factors critically and determining the exact areas where each apply best. Postulations have been made by different researchers and scholars on the variations of the intrinsic and the extrinsic factors of motivation. Throughout this research, there will be attempts to elucidate the fact that human beings are greatly encouraged to perform at higher categories by the non-incentivized rewards gains insinuating that higher performance in any activity can be anticipated for individuals who are motivated intrinsically. Introduction There is a vital need for understanding the premise onto which the motivation ideas operate. here it is imperative to embrace the fact that whoever engages in every activity targets a reward. By extension there is a notion amongst humans whether said or unspoken that the degree iof reward anticipated depends on the extent of efforts applied and the efforts greatly rely on motivation. While analyzing this issue there is need to put into account the factors that might prompt ideas into us and impart factual aspects concerning the motivational issue. behavior incorporates the act or an habit manifested in an individual either by itself or facilitated by a factor. Behaviors can be observed by the public in case it is exhibited frequently and openly. Contrarily, behavior might remain unnoticed in case it exhibits itself rarely and or in hidden locations. extrinsic behavior incorporates the behavior facilitated by rewards that are external especially money, popularity, scores among others. This type of motivation emanates from external forces and aims of an individual. In simple terms the extrinsic motivation slightly depends on the inward move of an individual and there would be little engagement in case there are no stipulated rewards. Contrarily, intrinsic motivation involves an inward drive in an individual causing motivation for the performance of a particular task in a given manner. Therefore, compulsion can only apply in the case of extrinsic motivation since it is intended for outside desires. There are a number of questions that we can be required to answer or base our arguments on in case there is need for effectual analysis of motivation. The first question would be on why people would involve in particular behavior and the manner in which they do them. The second inquest would by on the reason behind some behaviors for instance, the driving attributes. These define motivation of all categories. The approach to motivational evaluation utilizes the decision making structure to describe individual behavior. In the extrinsic motivation there is a conception that persons form a selects among behavioral options. Throughout the inspiration, individuals assess the merits as well as the demerits related with the particular behavior. They would then opt for the right behavior to foster either the intrinsic or the extrinsic motivation. The evaluation of the advantages and the disadvantages are based on the anticipated outcomes. The subject outcome classifications are very similar to the origins of motivation. The classifications similar to motivation sources comprise instrumental gains for self and benefits for others. The source of motivation in turn influences the entire process of motivation and the incorporated enthusiasm. Throughout this work there will be analyses of three previous works done by scholars on topics related to intrinsic and extrinsic motivational factors of behavior. Many research pieces often provide differences between the two diverse attributes and pose them as being bounded by the cause in two broad perspectives. The first among the highlighted causes is inward drive whilst the second one being more of compulsion. The scholarly articles used in this research include: i) Revisiting Intrinsic and Extrinsic Motivation by Thomas S. Bateman and J. Michael Crant, 2008, ii) Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates written in 2005 by Mark R. Lepper, Sheena S. Iyengar and Jennifer Henderlong Corpus and, iii) Intrinsic and Extrinsic Motivations: Classic De?nitions and New Directions written by Richard M. Ryan and Edward L. Deci from the University of Rochester in 2000. The scholarly articles were chosen for this research because they offer diverse viewpoints on the Intrinsic and Extrinsic motivation forms. The essence of differences in the angles of view emanates from the need of critical understanding on the issue that can also offer platform for prospective rational judgments. Relative importance of intrinsic versus extrinsic motivation Intrinsic motivation Intrinsic motivation is essential since it leads to the growth of proficiencies in the desired tasks. Intrinsic motivation is critical in its first feature of ‘flow’ and in this situation, an individual gets himself or herself involved in an activity wholly leaving no chance of thinking otherwise. It is clear that even whichever degree of compulsion can trigger an individual to act in such a manner. In the event that an individual gets involved in performing a task to that level, then the individual must have had an outstanding self drive prompting the execution of the subject task in the manner manifested by the deeds. In such a situation of flow experience, the consciousness of oneself vanishes and the aspect of time and its limitations get disorganized. The individual is directly aimed at attaining the desired objectives. However, research done by many scholars in the case of intrinsic motivation pose a number of complex aspects in every minute bit of the research. In the case of the flow, most of the individuals involved in such elaborated tasks underscored explicitly that a flow might result in an individual under special situations such as the cases where the individual has a clear target with an urge to achieve. The element such as skill is also importance with regards to the activity. The skill of an individual would enable for the involvement in an activity and this also calls for the ability. Via the involvement in more demanding tasks, an individual’s desire to attain more of the self satisfaction facilitates the advancement to advanced rank of the activity. In human beings, the intrinsic motivation is never the sole type of motivation, or even of decisional action, however it is a all-encompassing and central one. From an individual’s birth on, human beings, in their normal conditions, are lively, curious, curious, and good-natured creatures, showing a ever-present willingness to find out and discover, and they have not to require superfluous enticements to perform to their utmost best. This normal inspirational propensity is a vital constituent in cognitive, social, as well as physical improvement since it is through performing on one’s innate concerns that one develops in familiarity and proficiencies. The partialities to take interest in nobility, to passionately take in, and to imaginatively relate our expertise is not restricted to childhood, although is a important facet of human character that influences performance, determination, as well as well-being transversely and throughout life’s eons. Even though, in one aspect, intrinsic motivation subsists within human beings, in another facet intrinsic motivation appears in the relative among individuals and actions. Persons are intrinsically motivated for particular initiatives and never to others, and not everybody is intrinsically motivated for whichever specific task. Since intrinsic motivation manifests itself in the region involving an individual and a undertaking, some scholars have described intrinsic motivation with regards to the task posing to be interesting whereas others have described it in with reference to the contentment a person obtains from intrinsically motivated chore engagement. In fraction, these dissimilar explanations emanate from the actuality that the conception of intrinsic motivation was suggested as a vital reaction to the existing two behavioral notions that were prevailing in experiential psychology from the year 1940s to the late 1960s. particularly, since operant theory other scholars upheld that all actions and habits are facilitated by gains that is, by distinguishable outcomes such as the basic needs, money among others, intrinsically motivated actions were thought to be ones for which the gain was in the action itself. Hence, researchers examined what task attributes renders an activity fascinating. In disparity, since learning theory emphasized that every single one behavior is stimulated by physiological motives together with their components, intrinsically motivated actions were posed to be those that supplied contentment of inherent psychological desires. Hence, researchers investigated what essential demands are achieved by the behaviors that are motivated intrinsically. Our own endeavors centers for the most part on psychological necessities such as, the instinctive requirements of ability, independence, as well as relatedness; though we certainly be acquainted with the fact that basic need fulfillment accumulates in part from involving in appealing tasks. Hence, we do at particular situations refer to intrinsically motivating actions, but whenever we refer to it as so we are actually merely discussing about actions which, on standard, several persons find as being motivating intrinsically. There is substantial realistic utility in centering on task features and their probable intrinsic interest, as it leads on the way to enhanced task intend or choice to augment motivation. Intrinsic motivation boosts esteem among individuals. Researchers have used methods such as experiments involving participants to determine the effect of intrinsic motivation on esteem amongst individuals. The research done by Harter in the year 2000 with children revealed that successful motivation attributes to children seeking more challenges. The children might proceed and triumph over the challenges they might have set against themselves or those set by nature. The children then learn from senses of curiosity and assimilate a sense of success in their activities. Whenever curiosity, autonomy, and discovery effect with observations of mastery and attain the consent and encouragement of the people they might feel to be under such as the parents or else teachers, children observe pleasure, feel proficient and in charge of their setting, and have intensified intrinsic motivation for the field and or task. Nonetheless, when such commitment associates with outcomes of disappointment and obtain disapproval by the other parties, the subject executors feel restless, recognize themselves to have undesirable aptitude and management, and acquire inferior intrinsic motivation. As per the researcher, Harter, when the parties the children want to help them in assessments demand acquiescence and involve extrinsic rewards as well as castigations, children acquire extrinsic motivation for the tasks and the associated fields as well. Even though intrinsic motivation is explicitly an essential form of motivation, a good number of the tasks persons do are never, firmly stating, intrinsically motivated. This is the situation moreover the case following early stages of the childhood, as the self-determination to be moved intrinsically develops into rousingly reduced by social stipulations and purposes that necessitate persons to take for granted the fact that accountability intended for nonintrinsically interesting activities. In learning institutions, for instance, it seems as if intrinsic motivation turns out to be weaker with every enhancing evaluation. Extrinsic Motivation The extrinsic motivation is essential in the work places and more beneficial to the employers besides being important to the employees. In this instance, the employees act as the individuals performing the tasks needed for the progression of the firms. In such a situation, individuals have a full belief that they are competent and their abilities are likely to please the person they target especially the managers. The people tend to be compelled in all perspectives ranging from their performance to the outcome produced. In such a situation, individuals perform the stipulated tasks way beyond their ordinary capabilities. They would then adapt to the situation throughout their working environment and hence become more competent. Extrinsic motivation is a creation that pertains whenever an activity is done in order to attain some separable outcome. Extrinsic motivation thus contrasts with intrinsic motivation, which refers to doing an activity simply for the enjoyment of the activity itself, rather than its helpful worth. Nonetheless, contrasting some points of view that view extrinsically motivated deeds as invariantly dependent, reasons which extrinsic motivation can be different to a great extent in the scale to which it appears independent. For instance, a scholar who does her assignment due to the fact that she dreads parental authorities for failing to do it is extrinsically motivated since she is performing the assignment so as to accomplish the distinguishable result of averting sanctions. Correspondingly, a learner who does the assignment due to her personal belief that the work is valuable for her selected profession is equally extrinsically motivated since she too is completing it for its helpful value instead of the fact that she realizes that it the assignment interesting. Both situations incorporates importance, hitherto the latter case involves individual approval and a sensation of option, whilst the former incorporates meager observance with an external influences. Both symbolize premeditated behavior; although the two forms of extrinsic motivation vary with relevance to their associated independence. Provided that various the educational endeavors set down in the learning institutions are not intended to be intrinsically fascinating, a central query targets how to prompt learners to embrace and control autonomously particular actions, and minus the external influences, to perform them individually. This dilemma is described within the standard evaluations in terms of nurturing the inspirations and incorporation of virtues and behavioral set of laws. Understanding is the progression of taking in a quality or parameter, and amalgamation is the procedure in which persons more fully convert the regulation into their personal initiative so that it will come out from their aspect of conscience. Deliberation of as a scale, the impression of internalization defines the manner in which an individual’s motivation for conduct has the capacity to sort from motivation or indisposition, to inactive conformity, to vigorous personal vow. With escalating internalization as well as its engaged sense of personal obligation appear superior doggedness, more constructive self observations, and enhanced value of commitment. Internalization as well as the commitments pose as critical matters which determine the nature of motivation in their greatest forms of superiority. The internalization enables an individual to understand his or her role and motive for engagement in a particular behavior. The forms of motivation are categorized in different perspectives with regards to their manner of influence in the nature and the ability an act would be done. The classification essentially determines the magnitude of a task to an individual. However, this sense also varies amongst different personalities. A motivation results from not valuing an activity rather than not perceiving one sense of being proficient to perform the task, or not having faith in it would generate a pleasant. Logicians who have found it wise to work with motivation as dependent conceptions have been apprehensive only with the dissimilarity amid what most people refer to as a motivation and motivation. Nonetheless, an individual can observe from any perspective and realize that in the sense of motivation there exist dissimilar factors that also influence forms of motivation that have also been sorted to manifest their variant extents of independence or else freedom. To the contrary direction of motivation hierarchy and forms is a class that stands for the least liberal forms of the extrinsic motivation, a grouping posing as a regulation emanating from the external forces. Such deeds are executed to please an external command otherwise attain an externally inflicted reward unforeseen event. Persons typically encounter externally normalized behavior as organized or estranged, and their deeds possess an external conceived locus of connectivity. External directive is the sole form of motivation distinguished by operant theorists such as the Skinner, and also it is in this nature of motivation that has been factually distinguished with reference to intrinsic motivation in the previous experiments and the standardized empirical studies. Research Methodology Used in the Research Articles Participants The methods involved the actual use of individuals in performing the situations so as to prove or to disprove the notions put forward initially. According to Mark R. Lepper, Sheena S. Iyengar and Jennifer Henderlong Corpus, 2005, age and ethnic backgrounds were factors determining motivation and academic performance. The participants selected emanated from diverse ethnic groups with variant ages. There were 401 girls and 395 boys with ethnic origins of Asian, Caucasians, Hispanic and African Americans. The largest group in this case was Asian American followed by the Caucasians. The participants in the Bateman and Crant are alumni from a large prominent private university who are diverse in age, sex and level of study. However, there is a difference of forty years between the resent and the oldest alumni. This is targeted at providing the most perfect diversity in the duration covered by the thresholds. Measures According to Lepper, Corpus & Iyengar 2005, Motivational inclinations determined the recorded students’ motivations in classrooms. The initial determinant in this situation attempted to understand the extent to which students felt they were motivated in either intrinsically or extrinsically by prompting them to account for their normal motivations for various diagnostic classroom habits. Precisely, this exercise inquired from the students their view on their daily classroom endeavors as either being motivated internally or externally. The inquisition realizes that students divide into two according to their opinions on intrinsic and extrinsic motivations. In these responses, more were noted to be socially triggered amongst the students. The research by Bateman and Crant employed the dissimilarities of the thirty-item Work Preference Inventory in evaluating the respondents conceptions of the degree to which their surroundings contributed to dissimilar intrinsic and extrinsic rewards as well as the personal developments they encompass. The research eventually involves calculations with respect to the regression models in every situation to evade errors and to embrace practicality in the research. Procedure Questionnaires were administered to the students addressing age, sex and ethnicity. The questionnaire administrators then visited the schools to collect the measures. The students were then advised to use the five-mark linker scale and putting check marks to show how true was the response. The measures were then collected a couple of months later and a standardized measure was attained. The Bateman and Crant’s research entailed a procedure that demanded responses concerning age and sex pertaining to intrinsic and extrinsic motivation from alumini students of a private university. Surveys were sent to over 75 homes and over three thousand responses received. There were completed and incomplete data from the responses. The incomplete information was excluded in the eventual calculations. Findings on the Previous Research by the Scholars Lapper, Corpus and Iyenger of 2005, there was realization that children continue to lose their vigor in learning as they continue with the process. Again, the research realized that the rewards as well as the penalties enforced by the American education systems in schools lack the capability to compensate for the declined intrinsic motivations among individuals and this appears to be a societal problem in this evaluation. There was also a deficit in research that there were no postulations on the internalized motivation and the specific factors that convert the extrinsic motivational attributes to be assimilated into an individual’s goals of performing tasks. According to Ryan and Deci, 2005, after employing the self-determination theory to differentiate the behaviors that rely on compulsion and those that individuals engage in autonomously. They found out that social background situation which boost one’s emotions of proficiency, independence as well as relatedness are the fundamental elements for upholding intrinsic motivation besides developing into more self reliant with regards to extrinsic motivation. Therefore, the research outlined that, in the learning institutions, the facilitation that greatly inclines to self reliance learning needs classroom environment, which allow fulfillment of the basic human requirements, that is: maintaining the inward requirements to feel linked, effectual as well as agentic because an individual is introduced to newer gists and practices newer expertise. Bateman and Crant found out that Intrinsic rewards and qualities seem to operate in manners dissimilar from the alternate extrinsic rewards and qualities, and similar to variant influence causes intrinsic motivation, conceived control, as well as fulfillment. Some of the connections show the essence of fit whilst others were never predicted in the mentioned theory, maybe identifying boundary points for the theory. Critically, possible essence the conventional and prominent maintained notion provided that the perceived rewards hold no regards to the intrinsic motivation was never disproved, though was explicitly not supported by the utilized methodologies. Intrinsic attribution, perceived control, and job satisfaction regressed on extrinsic rewards and intrinsic rewards and intrinsic values. Behaviour ES(b1) IS(b2) ES2(b3) ESxIS(b4) IS2(b5) Intrinsic Attribution a,b,c 0.047 0.319 0.006 -0.076 0.11 Perceived Control 0.03 0.336 0.017 -0.019 0.001 Job Satisfaction a,b 0.039 0.436 0.013 -0.005 -0.04 They never revealed meagerly a zero outcome that failed to support the despising hypothesis, there was a realization that an array of crucial results though never a single statistic among the many useful tests in the research, which upheld the undermining influence. This information on the research depict that extrinsic gains may fail to be the motivation 'killers' and hence, vaccine that tends to be contrary to their assumed ill effect may never be necessary. Undermining effects continually may be present in places of work though they might be irrelevant just in case there is a small portion of persons or else only in unique situations. Further overall influences occur to be of no consequence. The research on the motivational forms in the places of work where individuals are assigned tasks or get to assign tasks to themselves have declined over the prospectus periods in spite of its continual essence and effect in the psychological scope. In their provision, topic has suffered in the widespread credence that extrinsic rewards undercut intrinsic motivation and, hence, its Intrinsic as well as the Extrinsic Motivation numerous supporting effects. Other than the results of this study, additionally to providing the manifested findings pertaining P:E fit theory along with variations amid the two forms of motivation, do not authenticate this idea. In its place, they provide the following stipulations: gave emphasis to the dangers of enhancing from laboratory models with children to the mature individuals at work. Second to that, emphasize another trouble, that of accepting overall situations devoid of the factors qualifying them for instance, the main experimental facet of obtained pay, an implausible occurrence in the place of work and lastly, avails an opportunity for rehabilitation, in both means and quality, of the evaluation of the essential sphere of influence of the motivational forms. (a) Possible intrinsic vs. Extrinsic motivators In the first case of the storeowner, the motivation factor is dominantly extrinsic as it can be observed plainly. However the intrinsic motivator in this case is operating the lottery business. The storeowner engages in the malicious behavior to get the associated wealth of the lottery ticket. The mother is intrinsically motivated to love show her love for her baby. The mother is sure that the situation is disastrous and knows that any bad thing can occur. She even perceives that both of her and the baby can die ant time and the situation is more evident as she places herself between her and the falling debris from the ceiling. Maybe she intends to protect her baby. However, the mother is extrinsically motivated to write on the baby’s cloth so as to communicate to whoever might find them alive or their remains after death. The nurse is intrinsically motivated to make the decision of providing aid to the victims of the disaster. There is negligible compulsion in this case because this is a pure voluntary activity. The nurse is not paid for engaging in this activity. Again, she sacrifices her duty on which she lives and the family she cares for. (b) Possible emotions that might be present in the scenario The emotion involved in the first case is positive in the storeowner. He has just realized that he is in the possession of a winning lottery ticket and has automatically begun considering himself a winner. The situation might proceed where the storeowner begins contemplating on how to expand or even quit the business. The customer is negative due to the fact of failure to get the winning ticket. The mother is in nostalgia and is in a negative state of emotion. She is sure that the next thing to happen might be bad and that there is no selection in the situation. She is confused of what to do but just knows that she should protect her baby before she die. She knows that she has a limitless love to her baby and she should demonstrate this to the public even after her death. This is the reason as to why she writes it before using her body to protect her baby. The nurse is in a positive mood because whatever she does is aware and the situation is not compelling in any manner. The nurse only knows that the people inhabiting the disaster-struck place should be safe and healthy. Therefore, they should be rendered the required help to overcome the situation. (c) The possible motivation for the behavior from an evolutionary perspective. The evolutionary perspective relies on the ordinary habits of human behavior that might appear plain in their explanations. It is the visual attention that prompts the store owner to lie stealthily. The storeowner knows that it is only through lying in the first instance that would convince the customer. Again the storeowner embraces the fact that he is likely to get rich from the winning lottery ticket. In the case of the storeowner, the owner is motivated to gain and especially from the customer’s ignorance. In the second case, the mother is prompted to do all she can in the last minute because of the love for her baby. It is the visual attention that prompts the mother’s behavior. She is knows that there is little she can do especially to save herself and the baby and therefore does all she feels is best within the physical restrictions and emotional freedom. Reasoning is the possible motivation aspect that prompts the character in this situation. The nurse tends to uphold her oath of profession greatly besides any other thing especially the selfless love for her children and the romantic aspect of her spouse. The nurse knows that her family members are safe and healthy therefore she has to help those who are in dire need at the site of the disaster. References Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (2004). The work preference inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66: 950-967. Bateman, S., T. & Crant, J., M. (2008). Revisiting Intrinsic and Extrinsic Motivation by Lepper, R., M, Iyengar S., S & Corpus, H., J (2005). Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates Ryan , R., M & Deci L., E (2000). Intrinsic and Extrinsic Motivations: Classic De?nitions and New Directions Read More