INTRISIC AND

EXTRINSIC
MOTIVATIONS
25 th April 2020. 10:00 – 12:00

Dr. Norshaffika izzaty Zaiedy nor

 Intrinsic motivation

IM is the inherent desire to seek out novelty and challenge, to explore and
investigate, and to stretch and extend one’s capacities.

It is a natural inclination toward exploration, spontaneous interest, and

environmental mastery that emerges from innate strivings for personal growth
and from experiences of psychological need satisfaction.

It is the motivation to seek out what is interesting, and it is the principal source of
enjoyment and vitality.
 Intrinsic motivation

– What is the thing that you like? That

can give you happiness and
enjoyment?
– Positive things/behavior/activity that is
challenging but you like to do?
 Intrinsic motivation
– Intrinsic motivation is the expression of psychological need satisfaction
– Fills in challenging crosswords puzzle @ travelling with friends  intrinsic
motivation arises out of spontaneous satisfaction of feeling autonomous,
feeling competent, and feeling related to others.
– When intrinsically motivated, the task the person is engaged in provides a
steady stream of opportunities for the person to feel free (autonomy), effective
(competence), and emotionally close (relatedness)
– ‘that’s interesting’, ‘that’s fun’, ‘I enjoy doing that’.
People do not always generate their own motivation from
within.

People sometimes turn passive and look to their environment

to supply motivation for them.
Extrinsic
School  grades, stickers, praise, privilege, and threats of
motivation
doom to motivate students

Work  pay checks, bonuses, surveillance, competitions, and

threats of termination to motivate employees.

Hospital  orders, appeals to please patients, and implicit

threats (if you don’t exercise more, then …)
Extrinsic motivation

EM arises from environmental incentives and consequences 

foods, money, praise, attention, stickers, gold star, token,
approval, scholarship, etc.

The presence of incentives and consequences creates a sense of

wanting to engage in those contingent behaviors that will
produce the sought-after consequences.
Operant conditioning is a method
of learning that occurs through rewards and
punishments for behavior. Through operant
conditioning, an individual makes an
association between a particular behavior and a
consequence (Skinner, 1938).
Pelaziman
operan (operant
Refers to the process by which a person learns
how to operate effectively in the environment. conditioning)

Operating effectively  learning to engage in

behaviors that produce attractive consequences
(approval, money) while also learning not to
engage behaviors that produce aversive
consequences (criticism, rejection)
 S:RC

Situational cue (incentive) : behavioral response  consequences

( : between S and R) Situational cues sets the occasion for (but

does not cause) the behavioral response.

(  between R and C) behavioral response causes a consequences

to happen.
 incentives

– Is an environmental event that attracts or repels a person toward or away from initiating a particular course
of action.
– Incentives always precede behaviour  they create in the person an expectation that attractive or
unattractive consequences are forthcoming.
– Positive incentives  smile, inviting aroma, presence of friends, envelope that looks like it holds a check.
– Negative incentives  grimace, a spoil smell, presence of enemies, and envelop that looks like junk mail.
– The incentive value of the environmental event is learned through experience.  car noises (fearless but
can become fearful if we have bad experience with car noise).
– It is learning process (this ‘conditioning’) that shapes our later goal-directed behaviour, because positive
incentives cue approach behaviour while negative incentives cue avoidance behaviour.
Any environmental object or event that increase
behaviour.

Smiles  talking  keep on smiling  keep on talking.

Smiling reinforces your talking.

Paycheck  going to work  paycheck keep you coming

to work.
Reinforcers
Why reinforcer increase behaviour:
• It decrease drive  food - satiates hunger.
• In decrease arousal  drug – decrease anxiety
• It increase arousal  rock concert – stimulates and excites
• It is attractive to the person  money reinforces behaviour
because it is valued.
• It feels good  pleasurable
• It makes it possible to do something fun  completing one thing
makes you eligible to do something you really enjoy doing.
Homework  play ps4.
Any environmental stimulus that when presented increase the
future probability if the desired behaviour.

Approval, pay checks, trophies after saying thank you, working a

40-hour week, and practicing athletic skills.
Positive
Person who receives the positive reinforces becomes more likely to
reinforcers
repeat the behaviour.

Rewards  An extrinsic reward is any offering from one person

given to another person in exchange for his or her services or
achievement. (prizes, thumbs up).

The distinction between positive reinforcers and reward  all

positive reinforcer is reward, but only some rewards function as
positive reinforcers.
 Negative reinforcers

Is any environmental stimulus that when removed increases the future probability of the desired
behaviour. Negative reinforcers also increase behaviour.

But unlike positive reinforcers, negative reinforces are aversive, irritating stimuli. (shrill ring of the
alarm clock, whining, nagging, crying, surveillance, deadlines, time limits).

Negative reinforcers motivate escape and avoidance behaviours. Escape removes a person from an
aversive stimulus, avoidance prevents the aversive stimulus from occurring in the first place.

Escape  get up quickly to stop the alarm, escape from the car buzzer by buckling a seatbelt, escape
a whining child by leaving the room.

Avoidance  learn to get out early, to buckle up before staring the car, and to stay away from the
child.
punishers
Is any environmental stimulus that when presented decrease the future probability of the desired
behaviour.

Criticism, jail terms, and public ridicule  occur after dressing sloppily, stealing another person’s
property, and endorsing antisocial attitudes.  person who receives the punisher is less likely to repeat
the behaviour.

From behaviourist point of view  you can engage on the undesirable behaviour but suffer the
aversive (punishing) consequences, or you can choose to engage in the undesirable behaviour and be
spared the aversive (punishing) consequence.

Spanking  yield its intentional consequences (albeit only for a few minutes), but it also yields a flurry
of unintentional, undesirable, and long-term consequences.

Other preventive strategies (to replace punisher)  differential reinforcement (catch them being good),
scaffolding (tutoring in how to cope more effectively), observational learning (modelling an alternative,
desired behaviour)  from “punisher’ to “reinforcer”, “coach” or “role model”.
Hidden costs of reward
– If a person is involved in an intrinsically interesting activity and begins to receive an extrinsic reward for doing it,
what happens to his or her intrinsic motivation for that activity?
– What happened to the motivation of the student who reads for the fun of it after she then begins to receive
money from her parents for reading?  super-motivation?
– The imposition of an extrinsic reward to engage in an intrinsically interesting activity typically undermines (has
negative effect on) future intrinsic motivation.
– When rewards are at stake, the learner’s goal shift away from attaining mastery and learning per se in favour of
just getting the reward.
– The reward-motivated learner is also more likely to factual information and to getting a quick answer to get the
reward, rather than optimally challenge himself searching for a creative solution, or conceptually understand
the material and its relevance to the person’s life.
– When rewards a re not involved, learner generally persist until curiosity is satisfied, interest is exhausted or
mastery is attained.
– Extrinsic rewards interfere with the person’s autonomous self-regulation  when always being rewarded for
doing something (cleaning the room, read a book), reward recipients understandably begin to have difficulty
regulating their behaviour when not offered the reward  why I should do it?
 Expected and tangible rewards

Rewards decrease intrinsic Tangible rewards Intangible rewards

motivation only when the (money, awards, food – (verbal)  praise and
person expects that his reward that can see,
touch, feel and tase) 
positive feedback do
task engagement will yield not decrease intrinsic
a reward. Expected decrease intrinsic
motivation. motivation.
rewards undermine
intrinsic motivation, while
unexpected rewards do
not.
 Cognitive evaluation theory

Proposition 1  external events Proposition 2  external Proposition 3  the relative

that promote an internal events that increase salience of whether an event
perceived locus of causality
promote autonomy and intrinsic
perceived competence is mostly controlling or
motivation external events that promote intrinsic motivation, mostly informational
promote an external perceived whereas events that decrease determine its effects on
locus of causality decrease perceived competence intrinsic and extrinsic
autonomy and instead promote undermine it. motivation.
extrinsic motivation.
Is the purpose of the extrinsic event to Is the purpose of the extrinsic event to Why am I giving another person this
control another person’s behaviour? If inform another person’s sense of external event – to control behaviour or
yes, autonomy and intrinsic motivation competence? If yes, perceived to inform competence?
will undermined. competence and intrinsic motivation
will rise.
 External regulation
Non-self-determined extrinsic motivation.

Externally regulated behaviour are performed to obtain a reward, avoid punisher, or satisfy some
external demand.
The presence versus absence of extrinsic motivators (rewards, threats) regulates the rise and fall of
motivation.
A person who is externally regulated typically has difficult time beginning a task unless there is
some external prompt to do so.
Do an assignment when deadline is near. Read a book when test is coming.

Without a test or deadline, they will not study or write.

People who are motivated through external regulation show poor functioning and poor outcomes.
 Introjected regulation
Involves taking in, but not truly accepting or self-endorsing, other people’s demands to think, feel, or behave in a
particular manner.

Introjection is the partial or incomplete taking in of an outside or regulation.

The person, acting as a proxy for the external environment, emotionally rewards him for performing
other=defined good behaviour (feel proud) and emotionally punishes him for performing other-defined bad
behaviour (feel ashamed or guilty)  to avoid guilt, boost self-esteem.

Those with high introjected regulation  she “should’, “just has to”, and “must”.

Partial internalization has occurred, but not much (minimal).  they feels tension, pressure, and conflict in
carrying out the introjected-motivated behaviour. “I don’t really want to, but I just have to study tonight!”.
Identified regulation

The person voluntarily

accepts the merits and If a student comes to
Represent mostly
utility of a belief or believe that extra work in
internalized and
behavior because that mathematics is important
autonomous (or self-
way of thinking or (has utility for a career in
determined) extrinsic
behaving is seen as science), or if an athlete
motivation.
personally important or comes to believe that
useful. practice on his technique,
or posture is important,
the motivation to study
Exercise, helping others These ways of thinking and to practice are
and drive electrical car and behaving are extrinsic yet freely
(avoid polluting), not valued and deemed as chosen, because they are
because they enjoy doing personally important, perceived to be useful and
these things but because people internalize and valuable for one’s life.
they value what such identify with them 
behavior can do for them, become self-
for their relationships, and determined and freely
for the environment.
enacted.
 Integrated regulation

Internalization is the process of

taking in a value or a way of
Integrated regulation constitutes Integrated regulation involves the
behaving (identifying with it),
the most autonomously self- examination necessary to
integration is the process through
endorsed type of extrinsic bring new ways of thinking,
which individuals fully transform
motivation. feeling, and behaving.
previously identified values and
behaviors into the self.

The most self-determined type of

“recycling water bottles is not
extrinsic motivation, integrated
fun, but I want to do it to benefit
regulation is associated with the
the environment” into coherence
most positive outcomes 
and congruence with the self 
prosocial development and
“I am an environmentalist”.
psychological well-being.
 Motivating others on uninteresting
activities
Motivate others or themselves to engage in uninteresting, but worthwhile activities.  wash hand, homework, to
be polite with costumers.

Use incentive to prompt the other person into doing whatever it is  you will get ice cream if you wash your
hand, if you don’t, no dessert. Ice cream motivates compliance, not the personal valuing of washing one’s hands.

Incentives, consequences and reward, from ‘not worth doing’ to ‘worth doing’. But there’s a hidden cost of it.
 Explanatory rationales

Way to promote volitional engagement during an uninteresting activity is to offer an explanatory

rationale – verbal explanation as to why putting forth effort during the otherwise uninteresting
activity might actually be a personally useful and important thing to so  A medical doctor
explaining why exercising is important for her patient.

People who hear a convincing and personally satisfying rationale for why it is important to engage in
an uninteresting activity generally put forth greater effort and engagement.

It can spark some degree of valuing, identified regulation and internalization and personal
acceptance  “This is actually something I want to do”
Boring task does not always have to be a boring task.

Uninteresting activities  people can utilize a number

of different strategies to foster a greater interest.
Interest-
enhancing
Setting a goal, embedding the activity within a fantasy
context, or adding extra source of stimulation to the
strategies
task (playing music, working with a friend).

More to achieving the goal rather than the task itself.

– Why the intensity of motivation and emotion differ for everyone even though they are in the same
situation?
– Will (kemahuan)
– Belief (kepercayaan)
– Confidence/self-esteem (keyakinan)
– Perseverance (ketabahan)
– Endurance/self-defence (ketahanan diri)
– Inability/incapability (ketidakupayaan)
– Self-control (kawalan diri)
 amotivation
Literally means “without motivation”

Motivational apathy in which people possess little or no reason (no motive) to invest the energy and effort that
is necessary to learn or to accomplish something.

People turns passive, ineffective, and lack of purpose.

In class  tends to sit passively, sleep or skip class, just act as he’s participating, and merely “goes through the
motions” of classroom work.

Students with high amotivation  tend to show classroom disengagement, poor learning, only superficial coping and learning
strategies, poor academic performance, and high dropout rates. Also tend to show defiance and resistance when others try to
push them into action.
 The experience of
amotivation

Lack of competence Lack of autonomy Lack of relatedness

I cannot effectively I dislike the people

I am not interested in
perform the required involved with this
the task
behavior activity

I have no sense of
I cannot obtain the The task has no appeal
connection with
desired outcomes or meaning to me
others in this domain