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Intrinsic and Extrinsic Motivation - Coggle Diagram

- - - - Flow research has found that such optimal performance is a result of such factors as a perceived balance of skills and challenge, ability to focus intently on clear task goals, and positive feedback that one is succeeding at a task.
        
        Jerome Bruner (1966b) claimed that one of the most effective ways to help both children and adults think and learn is to free them from the control of rewards and punishments.
- - - - Love & Belonging Needs
        
        Esteem Needs
        
        Self Actualization
- - - - When a teacher in a foreign language class suddenly asks to perform something that is, let's say, too complex, your reaction of fear and anxiety means that the amygdala has sent neural signals to the rest of the brain indicating that the stimulus is too novel, unpleasant, unmanageable at the moment, and a potential threat to self-esteem
  - - - Value is a bias that leads humans to certain preferences and to choosing among alternatives
- - - - With four two-dimensional categories, 16 personality profLIes, or combinations, are possible.
        
        Myers-Briggs character types
        
        Perceiving
        Pending
        Gather more data
        Flexible
        Adapt as you go
        Let life happen
        Open options
        Treasure hunting
        Open ended
        Emergent
        Tentative
        Somethinh will turn up
        There´s plenty of time
        What deadline?
        Let´s see and wait
        
        Judging
        Settled
        Decided
        Fixed
        Plan ahead
        Run one's life
        Decision-making
        Planned
        Completed
        Decisive
        Wrap it up
        Urgency
        Deadline
        Get the show on the road
        
        Intuition
        Hunches
        Future
        Speculative
        Inspiration possible
        Head in clouds
        Fantasy
        Fiction
        Ingenuity
        Imaginative
        
        Feeling
        Subjective
        Values
        Social values
        Extenuating circumstances
        Intimacy
        Persuasion
        Personal
        Humane
        Harmony
        Good or bad
        Appreciative
        Sympathy
        Devotion
        
        Sensing
        Experience
        Past
        Realistic
        Perspiration
        Actual
        Down to earth
        Utility
        Fact
        Practicality
        Sensible
        
        Thinking
        Objectives
        Principles
        Policy
        Laws
        Criterion
        Firmness
        Impersonal
        Justice
        Categories
        Standars
        Critique
        Analysis
        Allocation
        
        Extroversion
        Sociability
        Interaction
        External
        Breadth
        Extensive
        Multiplicity of relationships
        Expenditure of energies
        Interest in external events
        
        Introversion
        Territoriality
        Concentration
        Internal
        Depth
        Intensive
        Limited relationships
        Conservation of energies
        Interest in internaI reaction
        
        Major Assets Associated with Each Preference
        Extroversion - Willing to take conversational risks
        Introversion - Concentration, self-sufficiency
        Sensing - Hard, systematic work; attention to detail, close observation
        Intuition - Inferencing and guessing from context, structuring own training, conceptualizing, and model building
        Thinking - Analysis, self-discipline; instrumental motivation
        Feeling - Integrative motivation, bonding with teachers, good relations lead to good self-esteem
        Judging - Systematic work, get the job (whatever it is) done
        Perceiving - Open, flexible, adaptable to change and new experiences
        
        Major liabilities Associated with Each Preference Extroversion - Dependent on outside stimulation and interaction
        Introversion - Need to process ideas before speaking sometimes led to avoidance of linguistic risks in conversation
        Sensing - Hindered by lack of clear sequence, goals, syllabus, structure in language or course Intuition - Inaccuracy and missing important details, sought excessive complexity of discourse
        Thinking - Performance anxiety because self-esteem was attached to achievement, excessive need for control (language, process)
        Feeling - Discouraged if not appreciated, disrupted by lack of interpersonal harmony
        Judging - Rigidity, intolerance of ambiguous stimuli
        Perceiving - Laziness, inconsistent pacing over the long haul
        
        Successful learners know their preferences, their strengths, and their weaknesses, and effectively utilize strengths and compensate for weaknesses regardless of their "natural" preferences.