INTRINSIC MOTIVATION:
FUELING THE PASSION
Damon Burton
University of Idaho
INTRINSIC MOTIVATION
DEFINED
Intrinsic motivation – engaging in an
activity for its own sake, particularly
the pleasure and satisfaction derived
from playing.
For example, a girl who skis because
of the fun she has doing what she
wants, challenging herself by trying
new things and being with her friends
skiing new powder on the mountain.
COMPONENTS OF
INTRINSIC MOTIVATION
Competence – feeling talented
and skilled,
Autonomy – in control, selfdetermining, & doing what you
want, and
Relatedness – feeling connected
and enjoying relationships with
others.
EXTRINSIC MOTIVATION
DEFINED
Extrinsic motivation – engaging
in behaviors in order to attain
contingent outcomes beyond of
the activity itself (i.e., rewards,
fame, prestige, etc)
For example, a boy plays
basketball to be recognized, get
their names in the paper and win
a college scholarship.
SELF-DETERMINATION
THEORY (SDT)
SDT describes the social factors that
will promote intrinsic motivation and
internalized forms of extrinsic
motivation.
Autonomy is necessary to attain true
competence and relatedness.
SDT determines how extrinsic
rewards will influence intrinsic
motivation.
SELF DETERMINATION CONTINUUM
Low 1
2
3
Amotivation
4
5
6
Extrinsic
Motivation
1. Amotivation
2. External Regulation
3. Introjected Regulation
4. Identified Regulation
5. Intrinsic Motivation to Experience Stimulation
6. Intrinsic Motivation to Accomplish
7. Intrinsic Motivation to Know
7 High
Intrinsic
Motivation
AMOTIVATION
Amotivation – refers to lack of
intentionality or absence of
motivation.
High amotivation prompts
feelings of incompetence and
low expectancies due to the
belief that success is
uncontrollable.
EXTERNAL REGULATION
EXTRINSIC MOTIVATION
• External regulation (EM-ER) -
refers to behavior that is
regulated through external
means such as rewards and
constraints.
• For example, an athlete might
go to practice because she
wants to play in the game
tomorrow.
INTROJECTED REGULATION
EXTRINSIC MOTIVATION
• Introjected Regulation (EM-IR) -•
•
individuals begin to internalize the
reasons for their actions.
Behavior not self-determined because
they experience self-imposed pressure
through guilt and anxiety.
For example, athletes go to practice
because they feel guilty if they miss a
session.
IDENTIFIED REGULATION
EXTRINSIC MOTIVATION
 EM-IR emitted out of choice.
 Under EM-IR, athletes highly
value the activity, judge it to be
important and choose to engage
in it.
 For example, a soccer player
doesn’t enjoy weight training
but lifts to become a better
player.
INTRINSIC MOTIVATION TO
EXPERIENCE STIMULATION
 IM-ES describes when one
performs the activity to
experience pleasant sensations
(i.e., sensory and aesthetic
pleasure).
 For example, a swimmer swims
because she enjoys the pleasant
sensations of her body gliding
through the water.
INTRINSIC MOTIVATION
TO ACCOMPLISH (IM-A)
 IM-A involves engaging in an
activity for the pleasure and
satisfaction gained from
attempting to accomplish or
create something or to surpass
your previous performance.
 For example, a tennis player
who works on his serve for the
pleasure they experience while
trying to hit an ace.
INTRINSIC MOTIVATION
TO KNOW (IM-K)
 IM-K refers to engaging in a activity
for the pleasure and satisfaction
experienced while learning,
exploring or trying to understand
something new.
 For example, a basketball player
practice a new press offense because
they enjoy learning new ways to
attack the opponents’ press.
HIERARCHICAL INTRINSIC
MOTIVATION MODEL
MOTIVATION AS A
SOCIAL PHENOMENON
The impact of social factors on
motivation is mediated by perceptions of
competence, autonomy and relatedness.
Motivation is not influenced by social
factors directly.
The way individuals interpret social
factors depends how they facilitate their
needs for competence, autonomy and
relatedness.
Individuals are motivated to engage in
activities to meet these needs.
SOCIAL FACTORS REDUCING
INTRINSIC MOTIVATION
Social factors reducing intrinsic
motivation include: competition,
evaluation/feedback and rewards.
Competition reduces IM
Winning and playing well enhances IM
whereas losing and playing poorly lowers
IM.
Positive feedback increases IM while
negative feedback reduces IM.
Rewards can both raise and lower IM in
different situations.
LEPPER & GREENE (1968)
REWARD STUDY
Baseline 1 – monitored amount of time
preschoolers played with markers during
free-play time
Expected Reward Group – promised reward
& received one
Unexpected Reward Group – not promised
reward but received one
Control Group – not promised reward and
didn’t receive one.
Baseline 2 – monitored time played with
markers during free-play time.
HOW DO REWARDS IMPACT
INTRINSIC MOTIVATION
Reward impact not determined
by number or size of rewards.
Impact determined by
“message” behind the reward.
How well does the reward
enhance perceptions of
competence, autonomy and
relatedness?
RELATIONSHIP BETWEEN INTRINSIC
& EXTRINSIC MOTIVATION
EM + IM = TOTAL MOTIVATION (TM)
IM = TM
1
EM
2
IM = TM
1. If EM lowers perceived competence,
autonomy and/or relatedness, IM and TM
decline.
2. If EM increases perceived competence,
autonomy and/or relatedness, IM and TM
improve.
REWARDS PROMOTING
INTRINSIC MOTIVATION
Contingent Rewards – received for
attaining a standard of excellence (e.g.,
trophy for winning a tourney)
Noncontingent Rewards – no standard of
excellence (e.g., winning lottery)
Contingent rewards normally increase IM
because they increase feelings of
competence and autonomy.
Noncontingent rewards reduce IM.
PERCEPTIONS KEY HOW
MESSAGE INTERPRETED
How athletes perceive the reason
rewards are given is the key to IM.
Autonomy is necessary to develop
strong competence and relatedness.
If rewards are view as controlling, it
lowers feelings of competence and
relatedness too, reducing IM.
If rewards are viewed as
informational about competence,
autonomy and IM must be high as
well.
FACTORS PROMOTING
INTRINSIC MOTIVATION
“Autonomy support” from
coaches, parents and peers,
The competitive structure of
the league (i.e., varsity
versus intramural sports)
Motivational climate –
mastery versus outcome
The
End