INTRINSIC VS. EXTRINSIC MOTIVATION IN THE CLASSROOM

Intrinsic vs. Extrinsic Motivation in the Classroom

Kevin LaChapelle

University of Phoenix

Intrinsic vs. Extrinsic Motivation in the Classroom

Quantitative Problem Statement

Motivation presents to an incitement of action. When associated to the classroom, it refers to the capability to cause excitement in a learner. There are two main types of motivation: intrinsic and extrinsic (William, 2007).

Extrinsic Motivation

The extrinsically motivated person performs to avoid punishment or to gain a reward. Simple rewards such as money, stickers or grades can be motivating factors (William, 2007).

Intrinsic Motivation

Intrinsic motivation is described as encouraging oneself with no outside prodding. It refers to somebody who does something for no other cause than the individual reward, fulfillment or joy (William, 2007).

Quantitative Purpose Statement

The following are traits of human nature:

* To be curious

* To be active

* To start considered and behavior

* To make significance from experience

* To be productive at what we value

Intrinsic motivation occurs when the discovering undertaking and the discovering environment elicit motivation in the student.

We do not inspire scholars but rather conceive, through our teaching, opportunities that can evoke motivation in students.

The following help to conceive intrinsic motivation:

* When the goals and rewards of the learning are significant to the learner

* When the discovering is significant to the student

* When the discovering assists the learner in getting valued accomplishments

* When the discovering assists the learners in integrating themselves with the world, with other ones, and promotes self-awareness

Qualitative Problem Statement

There are constructive and harmful to both theories, and in the best of the best scenarios the two theories can be combined into a complimentary fashion to support motivation, but for the most part, in my new way of thinking, the optimistic of intrinsic rewards far outweigh those of externals and special concentration should be given to them if we (the educators) are to foster an environment conducive to learning in the classroom. In support of this statement, I will address the pros and cons of employing reward systems and offer up my view on why I will now be changing my use of it in the classroom environment (William, 2007).

Qualitative Purpose Statement

In the classroom, it is a way of doing things to young kids rather than working with them" KOHN, 1993 (p.784). This outlook of administration disregards a child's proficiency to think and reason on their own, not permitting them the ...