Intrinsic and Extrinsic Motivation (Another important shift in secondary…
Intrinsic and Extrinsic Motivation
New skills are required, knowledge is expanded
Intrinsic motivation plays a vital role in development through playful engagement
Studies have shown that interest in materials is related to higher achievement.
One way to reduce intrinsic motivation is through the use of rewards as an incentive.
Intrinsic motivation is an important process underlying to cognitive, affective and motor development
Researchers link the intrinsic motivation of school assignments to interest in the classroom, curiosity, independence, and desire to challenge, as well as better cognitive performance in complex tasks.
Although extensive research has been conducted in Eastern and Western cultures, indicating that intrinsic motivation is clearly important during adolescence, the intrinsic motivation of schools tends to decline for many adolescents.
Studies have also shown that opportunities for expressing abilities can influence intrinsic motivation. Simple or overly challenging activities limit opportunities for ability. In addition, provide a structured background, including behavioural theory and meaningful feedback to guide behaviour, support the need for capabilities, and provide more opportunities for the prosperity of intrinsic interests.
Another important shift in secondary and junior high school is the increasing emphasis on achievement as the primary means of feedback and the open comparison of students, teachers and schools as a means of “incentive” performance.
Research has clearly demonstrated the importance of intrinsic motivation for school participation and higher achievement in school.
Studies have shown that self-supporting teachers develop students' greater intrinsic motivation, curiosity and challenge desires. Conversely, when teachers are more controlled, students exhibit lower motivation, lower self-confidence and lower self-worth.
Threats of punishment, external assessments, imposed deadlines, imposed goals and symbolic rewards, all of which may undermine the autonomy experience, have also been shown to undermine intrinsic motivation.
Other studies have shown that teachers who are more controllable in their learning direction have less intrinsic motivation and their ability and self-esteem have declined in the early stages of the school year.
Providing choice and acknowledging feelings, which helps promote autonomy, which has been linked
With enhanced intrinsic motivation.
The reduction in intrinsic motivation is particularly evident during adolescence.
Compared to primary schools, many middle schools and junior high schools place greater emphasis on teacher control and discipline, as well as using rewards or other emergencies to control behaviour.
Middle school teachers believe that their students need more discipline and control and are less trustworthy.
Intrinsic motivation :lock: :unlock: