AN EXAMINATION OF THE EFFECT OF EXTRINSIC REINFORCERS ON INTRINSICALLY MOTIVATED BEHAVIOR: EXPERIMENTAL AND THEORETICAL

1980 ◽  
Vol 8 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Thomas P. Brennan ◽  
John A. Glover
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Control Group ◽  
Review Of The Literature ◽  
Baseline Phase ◽  
Reinforcement Condition ◽  
Motivated Behavior ◽  
Alternative Means ◽  
Motivated Behaviors ◽  
Extrinsic Reinforcement

A review of the literature in the area of intrinsic-extrinsic motivation revealed several experimental and theoretical problems. The current study provided a series of three conditions under which intrinsic motivation was tested, a true control, a directions only condition and a directions plus reinforcement condition. Both the directions and the directions plus reinforcement groups were observed to have increased their time on the task during the experimental phases, and when extrinsic reinforcement and directions were removed, the subjects in these two conditions maintained intrinsically motivated behaviors at levels significantly above the levels observed during the baseline phase and significantly higher than the control group. These results were in contrast to those previously reported in the literature. The discussion portion of the paper examined the faulty logic, and understanding of operant theory implicit in the literature in extrinsic-intrinsic motivation, and provided suggestions for alternative means of supplanting operant theory with more effective, workable theories of behavior.

scholarly journals RELATIONS OF SECONDARY STUDENTS’ INTRINSIC MOTIVATION AND ASPIRATIONS WITH THEIR ACHIEVEMENT IN SCIENCE

2021 ◽  
Vol 9 (10) ◽  
pp. 130-146
Author(s):  
N.W.L. Narangoda ◽  
W.D. Chandrasena ◽  
H.M.S.P. Madawala
Keyword(s):  
Science Education ◽  
Intrinsic Motivation ◽  
Secondary Students ◽  
Teaching And Learning ◽  
Educational Aspirations ◽  
Control Group ◽  
Before And After ◽  
Motivated Behaviors ◽  
Relationship Of ◽  
Experimental Group

Science has brought about revolutionary changes in every aspect of life. Its impact is visible everywhere and in every practice of our existence. Thus, science education is a valuable resource in this world. If students have intrinsic motivation, they are active, curious, interested and eager to engage in learning process and the intrinsically motivated behaviors help them acquire knowledge and experience in science. Moreover, educational aspirations and career aspirations are enhanced through better science education. Thus, the present study aimed to investigate the relations of secondary students’ intrinsic motivation and aspirations with their achievement in science. This is a mixed methods study and sample consisted of 2384 students in Grade 8 and Grade 9. Hence, an intervention was implemented to explore students’ intrinsic motivation, aspirations using suitable teaching methodologies and strategies. The results reveal that, there were strong positive relationships of students’ intrinsic motivation and aspirations with their achievement (r2 = .691; .687 respectively) in the experimental group. However, there were very low positive relationship of students’ intrinsic motivation and aspirations with their achievement (r2 = .012; .006 respectively) in the control group. Further, there were significant differences of students’ intrinsic motivation, aspirations and achievement before and after the intervention in the experimental group; t= 48.513 (1132) p=.000; t=53.689 (1132) p=.000; t=65.939 (1132) p=.000 respectively. However, there were no such significant differences of the above aspects before and after the intervention in the control group; t=-.989 (1250) p=.323; t=1.575 (1250) p=.116; t= .968(1250) p= .333 respectively. The findings of the study provided comprehensive understanding of the above relations, develop suitable teaching and learning methodologies and inform the practice in science education.

scholarly journals Intrinsic motivation in patients with Parkinson’s disease: a neuropsychological investigation of curiosity using dopamine transporter imaging

2021 ◽  
Author(s):  
Yayoi Shigemune ◽  
Iori Kawasaki ◽  
Akira Midorikawa ◽  
Toru Baba ◽  
Atsushi Takeda ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Brain Regions ◽  
Word Recall ◽  
Negative Consequences ◽  
Dopamine Transporters ◽  
Trail Making ◽  
Neuropsychological Investigation

AbstractBoth intrinsic and extrinsic motivation are believed to involve brain regions that are innervated by the dopaminergic pathway. Although dopaminergic neurons in the midbrain deteriorate in Parkinson’s disease (PD), it remains unclear whether intrinsic motivation is impaired in PD patients. To address this issue, we investigated intrinsic motivation in PD patients using a task designed to assess the “Pandora effect,” which constitutes a curiosity for resolving uncertainty, even if this curiosity is likely to result in negative consequences. Twenty-seven PD patients and 27 age-matched healthy controls (HCs) completed a curiosity task in which they were required to decide either to view or skip negative pictures (e.g., snakes, spiders) and an examination battery that included the Mini-Mental State Examination, a verbal fluency test, the Trail Making Test, 10-word recall tests, and questionnaires for behavioral inhibition/activation and depression. DaTSCAN images to assess the distribution of dopamine transporters in the striatum were acquired only from PD patients. The results revealed that PD patients, relative to the HCs, viewed the pictures less frequently under both the certain and uncertain conditions. However, both the PD patients and HCs viewed the pictures at a higher frequency under the uncertain condition than under the certain condition. In the PD patients, the proportion of pictures viewed under the certain condition was positively correlated with the distribution of dopamine transporters in the striatum. These results suggest that despite the overall decreasing level of interest in viewing negative pictures, the motivation to resolve uncertainty is relatively intact in PD patients.

scholarly journals The Relation between Social Capital and Academic Motivation of Students: A Study of Health Professional Education in Japan

2021 ◽  
Vol 11 (1) ◽  
pp. 129-141
Author(s):  
Yuka Koyanagi ◽  
Myo Nyein Aung ◽  
Motoyuki Yuasa ◽  
Miwa Sekine ◽  
Okada Takao
Keyword(s):  
Social Capital ◽  
University Students ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Academic Motivation ◽  
Academic Work ◽  
Health Profession ◽  
Average Level ◽  
Social Connections ◽  
Health Profession Education

Academic motivation consists of reward-based extrinsic motivation and curiosity-based intrinsic motivation. Students studying at university or college develop several new social connections with friends, classmates, and teachers, in addition to their family and community. Belonging to their networks, students acquire opinions, appreciation, trust, and norms of the society. Whether those social connections enhance the motivation of university students for academic work is a question yet to be answered in the context of health profession education in Japan. Judo-therapist education is a form of health profession education in Japan. This study aimed to measure the academic motivation and social capital (SC) of judo-therapist students in Japan, and to find the relation between social capital and academic motivation. This cross-sectional study recruited a total of 2247 students applying multi-stage sampling across Japan. A Japanese version Academic Motivation Scale (AMS) measured the learning motivation in three constructs: (1) intrinsic motivation (IM); (2) extrinsic motivation (EM); and (3) amotivation (alpha 0.94). A newly-developed 46-itemed, 4-pointed scale measured social capital (SC) in five constructs: (1) family relations, (2) on-campus friends, (3) off-campus friends, (4) classroom social capital; and (5) regional social capital (alpha 0.85). Robust regression analysis treated all constructs of SC as independent variables and IM and EM as dependent variables respectively in the three models. Among the average level of constructs, the family SC average level was the highest. Classroom SC was less than family SC and community SC was the lowest. Intrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Extrinsic motivation is positively influenced by classroom SC the most, followed by family SC, on-campus friends’ SC, and community SC. Amotivation is negatively influenced by social capital constructs except external friends’ SC. In conclusion, social connections have the power to enhance the motivation of university students’ academic work within health profession education. The relations, trust and bonds developed in the classroom may allow an adult learner’s motivation to evolve into autonomous intrinsic motivation and prevent amotivation.

Dual Commitments to Organizations and Professions: Different Motivational Pathways to Productivity

2015 ◽  
Vol 44 (3) ◽  
pp. 1202-1225 ◽  
Author(s):  
Thomas E. Becker ◽  
Mary C. Kernan ◽  
Kevin D. Clark ◽  
Howard J. Klein
Keyword(s):  
Intrinsic Motivation ◽  
Research Productivity ◽  
Extrinsic Motivation ◽  
Organizational Outcomes ◽  
Goal Commitment ◽  
Work Outcomes ◽  
Reverse Causality ◽  
Theoretical Contribution ◽  
Negative Effect ◽  
Positive Effect

Commitments to organizations and professions have important implications for behavior in the workplace, but little is known about how these dual commitments combine to affect organizational outcomes. We present a model proposing that commitment to professions influences productivity through a positive effect on intrinsic motivation and a negative effect on extrinsic motivation. Commitment to organizations, conversely, is hypothesized to have a negative effect on intrinsic motivation and a positive effect on extrinsic motivation. We tested the model with a sample of 237 tenured management professors and, overall, the model fit the data well and better than less parsimonious models or ones positing reverse causality. Commitment to the profession was positively related to intrinsic motivation to engage in research and, through this effect, resulted in more challenging research goals, increased commitment to those goals, more hours spent on research, and greater research productivity. Commitment to the organization (university) was positively related to extrinsic motivation and negatively related to intrinsic motivation and was unrelated to goal level, goal commitment, hours spent on research, and research productivity. Our model makes a unique theoretical contribution by revealing the differing paths by which commitments to organizations and professions affect work outcomes, and our results support and extend commitment theory and offer unique insights into posttenure productivity.

scholarly journals Knowledge Growth, Academic Beliefs and Motivation of Students in Business and Economics - A longitudinal German Case Study

2018 ◽  
Vol 8 (2) ◽  
pp. 9 ◽  
Author(s):  
Martin Biewen ◽  
Roland Happ ◽  
Susanne Schmidt ◽  
Olga Zlatkin-Troitschanskaia
Keyword(s):  
Intrinsic Motivation ◽  
Epistemological Beliefs ◽  
Extrinsic Motivation ◽  
Economic Knowledge ◽  
Economic Literacy ◽  
Knowledge Growth ◽  
Academic Beliefs ◽  
Test Of Economic Literacy ◽  
The Relationship

In this study we examine the determinants of and the relationship among economic knowledge, epistemological beliefs, and extrinsic and intrinsic motivation over the course of undergraduate studies in a sample of students of business and economics at a university in Germany. We found economic knowledge increased over the course of studies, extrinsic and intrinsic motivation declined, and students became more skeptical in their epistemological beliefs about the objectivity of economic content being taught in their courses. The students’ level of economic knowledge was related to intrinsic motivation but unrelated to extrinsic motivation and epistemological beliefs. Furthermore, the students’ tendency to become more skeptical over the course of their studies was mitigated by high levels of extrinsic motivation. The use of internationally established assessments such as the Test of Economic Literacy, developed by the Council of Economics Education, enables implications for higher education business and economics programs at the international level to be drawn from our findings. 

Relationships between leadership, motivation and employee-level innovation: evidence from India

2020 ◽  
Vol 49 (7) ◽  
pp. 1363-1379
Author(s):  
Vishal Gupta
Keyword(s):  
Intrinsic Motivation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Organizational Context ◽  
Work Motivation ◽  
Sense Of Self ◽  
Autonomous Motivation ◽  
Work Behavior ◽  
Equation Modeling ◽  
Content Type

PurposeIntegrating the behavioral theory of leadership, the componential theory of creativity and the self-determination theory (SDT), the study tests the relationships between leadership, work motivation (intrinsic motivation, integrated extrinsic motivation, extrinsic motivation) and employee-level innovation (innovative work behavior and innovation outcomes) in a work setting.Design/methodology/approachData were collected using a survey questionnaire from 493 scientists working in India's largest civilian research and development (R&D) organization. The structural equation modeling (SEM) method was used to test the hypothesized relationships between the study variables.FindingsThe study found evidence for positive relationships between leadership, employee autonomous motivation (intrinsic and integrated extrinsic motivation) and employee-level innovation. The study shows that extrinsic motivation is positively related to innovation only when the value of rewards is integrated to one's sense of self (integrated extrinsic motivation). Extrinsic motivation, otherwise, is not related to innovation.Research limitationsThe study was cross-sectional, so inferences about causality are limited.Practical implicationsFirst, while extrinsic motivation is considered bad for innovation, the study provides evidence that integrated extrinsic motivation complements intrinsic motivation and encourages employee-level innovation. Second, the study shows that leaders can aid the process of development of autonomous motivation by displaying positive behaviors. Third, the study validates the mediating role of autonomous motivation for the leadership–innovation relationship.Originality/valueThe study provides an insight into the underlying process through which leaders can impact innovation at the workplace. To the best of the author's knowledge, such a study is the first of its kind undertaken in an organizational context.

scholarly journals Relationships between motivation, cognitive styles and perception of teaching practices for creativity

2016 ◽  
Vol 33 (3) ◽  
pp. 503-513 ◽  
Author(s):  
Eunice Maria Lima Soriano de ALENCAR ◽  
Denise de Souza FLEITH
Keyword(s):  
University Students ◽  
Intrinsic Motivation ◽  
Teaching Practices ◽  
Extrinsic Motivation ◽  
Cognitive Styles ◽  
Private University ◽  
Motivational Orientation ◽  
Pedagogical Practices ◽  
Public And Private ◽  
The Public

Abstract This study investigates differences between Pedagogy and Teachers' Certificate in Mathematics undergraduates, males and females, from public and private institutions with respect to motivational orientations, cognitive styles and perception of pedagogical practices for creativity implemented by their teachers, as well as relationships between these variables. Three hundred and sixty-five students answered scales regarding motivation to learn, cognitive styles, and teaching practices for creativity. Intrinsic motivation predominated in the private university students and extrinsic motivation in the public university students. The data revealed differences between courses, gender and type of university concerning cognitive styles. Private university and pedagogy students had a more positive perception of professors' teaching practices that promote creativity. Positive relationships were observed between the factors of the instrument of pedagogical practices for creativity, intrinsic motivation and nonconformist transformer style, and between the various cognitive styles and intrinsic and extrinsic motivational orientation.

scholarly journals Predicting organizational performance from motivation in Oromia Seed Enterprise Bale branch

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Askalech Feyisa Jobira ◽  
Abdulnasir Abdulmelike Mohammed
Keyword(s):  
Logistic Regression ◽  
Regression Analysis ◽  
Intrinsic Motivation ◽  
Organizational Performance ◽  
Logistic Regression Analysis ◽  
Extrinsic Motivation ◽  
Binary Logistic Regression ◽  
Moderate Level ◽  
Binary Logistic Regression Analysis ◽  
Study Results

AbstractMotivation is one of the most researched yet crucial topics in academia from various perspectives. Despite this, researches show mixed results about the effect of extrinsic motivation on intrinsic motivation and organizational performance. Studies in Ethiopia also lack causal analysis and theoretical underpinning that made contributions from academia very little. Hence, this research is important to assess the effect of extrinsic motivation on intrinsic motivation and organizational performance from a cognitive evaluation theory perspective. The researchers adopted an explanatory research design with a quantitative approach. The entire 119 employees of the Oromia Seed Enterprise, Bale branch were included in the study to collect primary data through a close-ended questionnaire. The collected data was processed by SPSS software version 20. The relationship analysis was addressed by correlation and binary logistic regression analysis. Seen from extrinsic and intrinsic motivation aspects, the findings of the study showed that Oromia Seed Enterprise had a moderate level of organizational performance and a moderate level of employees’ motivation. The correlation analysis result indicated that employees’ extrinsic and intrinsic motivation had a positive relationship with organizational performance. The binary logistic regression analysis also indicated that extrinsic and intrinsic motivation had a positive and significant influence on organizational performance. However, the interaction effect of intrinsic and extrinsic motivation on organizational performance was not significant, implying the absence of influence when both intrinsic and extrinsic motivations happen at the same time. Finally, the study results have a theoretical contribution for compensating the lack of actual experience in the Ethiopian organization’s context. Equally, the understanding of the moderated relationship among the study variables may encourage Oromia Seed Enterprise and its managers to develop a practical motivation system, which entertains the complex interaction of motivation variables to improve organizational performance. In addition, studies of this nature can inform policymakers to strengthen an incentive system as well as other motivation veins in the Ethiopian public organizations.

Sign in / Sign up

Export Citation Format

Share Document