Extrinsic and Intrinsic Motivation in Education

Extrinsic and Intrinsic penury in Education As life goes on, I am head start to learn more(prenominal) and more nearly what motivates me step forward and potful be successful in education I recognize that when I plan or indigence to do something, I have a penury for that specific thing. In other words, when I do something, I have a reason why I should do that thing. concord to the set aside Drive by Daniel H. exploit, it makes me thought-provoking about pauperization 2. 0 and motivating 3. 0. So the question comes in my mind is what is the difference amid pauperization 2. 0 and pauperism 3. , and which pauperizational system is more trenchant either for education. Motivation 2. 0, what we know as adscititious motivation assumes that humanity beings argon best motivated by rewards and punishments (carrots and sticks). On the other hand, motivation 3. 0 what we know as intrinsic motivation suggests that humans are primarily motivated to learn, create and fractur e the world ( acquirement and creating). In education, I prefer that motivation 3. 0 is more powerful than motivation 2. 0 because motivation 3. 0 leads to success and good port and motivation 2. leads to lessen of students progress. The first thing, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success. Students are most samely to show the adept effects of motivation when they are intrinsically motivated to charter in classroom activities. Intrinsically motivated students tackle assigned undertakings impartingly and are eager to learn classroom veridical, more likely to process eruditeness in effective ways by engaging in substantive learning, and more likely to achieve at high levels.In contrast, extrinsically motivated students may have to be enticed or prodded, may process information just now superficially, and are often interested in work outing only sluttish taxs and meeting minimal classroom requirements. To unders tand how these twain motivations work, I compulsion to construct out a specific example. I have two friends, Sang and Anne. The first person, Sang he does not enjoy accounting and is taking the class just because earning an A or B in the class testament champion him earn a scholarship at Business Department.The second person, Anne she has always liked accounting. The class result help her earn a scholarship, scarcely in addiction, Anne really wants to become a good accountant. She sees its usefulness for her future profession as an accountant. Through this example, we mess see the first person exhibits motivation 2. 0. Students who be dogged to motivation 2. 0 may want the good grades, m maviny, or recognition that particular activities and earnments bring. In contrast, the second person exhibits motivation 3. 0. Students who belong to motivation 3. may engage in an activity because it retroverts them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. concord to the book Drive, in chapter 3 Pink describes Theyre workings hard and persist through knockouties because of their familiar appetency to control their lives, learn about their world, and accomplish something that endures (77). In some cases, motivation 2. 0 can get students on the road to successful classroom learning and productive behavior. Yet motivation 3. 0 leads students over the long run.It will encourage them to make sense experience of and apply what they are studying and will increase the odds that they will continue to learn. Moreover, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads student to good behavior. When student comes to motivation 3. 0, this essentially means that student is motivated to do a particular proletariat of the pleasure or blessedness that they get in performing the task itself. In other words, intrinsically motivated student comes from within an man-to-man kind of than from extrinsic rewards much(prenominal) as money, grades, or class rank.A student who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If a student is to be motivated by intrinsic rewards, then this means that what the student really wants is a job that interests him, a challenging work environment, andthe responsibility to perform the task in orderto motivate him. For example, an intrinsically motivated student will perform a task given to him willingly, either because he susceptibility find the task challenging or else interesting and satisfied with complementary it.This is due to the fact the outside(a) rewards hardly motivate these students. In chapter 3 of the book, Pink points out about type I behavior caseful I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a bigg er dissolve (78-79). This explains that motivation 3. 0 leads student to good behavior and tends to be very much effective in the long run as the students perform the tasks willingly because it interests them, rather than nerve-racking to escape from it once the task is done. Furthermore, motivation 3. increases effort and tenaciousness in activities and affects cognitive processes. As we discovered in chapter 4 about autonomy, Pink explains According to a cluster of recent behavioral knowledge studies, autonomous motivation promotes greater conceptual understanding, better grades, enhanced effort at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological public assistance (88-89). Motivation 3. 0 increases the amount of effort and nada that students expend in activities directly related to their gather ups and goals.Intrinsically motivated students are more likely to continue a task until theyve completed it, eve if they ar e occasionally interrupted or frustrated in the process. In general, motivation 3. 0 increases students time on task, an important factor affecting their learning and achievement. Besides that, motivation 3. 0 affects what and how students mentally process information. For one thing, intrinsically motivated students are more likely to pay guardianship because they are sitting in class, doing the task for the long run purpose and larger achievement. So attention is critical for getting information into working memory.Intrinsically motivated students also try to understand and elaborate on material to learn it meaningfully rather than simply go through the motions of learning in a superficial, rote manner. One special thing is intrinsically students have higher self-esteem. Through the description type I behavior promotes greater physical and mental well-being in chapter 3, Pink states According to a raft of studies from SDT researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated (78). Thereby circumventing the intrinsic barrier.This can understand that the more students are motivated to achieve academic success, the more proud they will be of an A and the more upset they will be by an F or perhaps even a B. The more students want to be accepted and respected by their peers, the more meaningful the eulogy of the in-group will be and the more painful the ridicule of classmates will seem. As a last result, motivation 3. 0 is more effective than motivation 2. 0 because motivation 2. 0 leads to diminish of students progress. Motivation 2. 0 what stands for extrinsic motivation comes when the students are gum olibanum motivated by means of outer rewards.External rewards basically consist of money and grades. Motivation 2. 0 leads students are involve in performing a particular task is because of the external rewar ds that gives them satisfaction and pleasure, and not because they are interested in it. In other means, motivation 2. 0 drives students to do things especially for tangible rewards or pressure, rather than for the commit of it. Extrinsic motivators basically focus the students on rewards rather than actions. For example, students will perform tasks though they are not quite interested in it, thus because of the rewards involved with it.Some students will not want to do the work willingly, but rather they are motivated to do so by external rewards. According to Drive, in chapter 3 Pink argues When people use rewards to motivate, thats when theyre most demotivating (70). When students are not interesting in doing tasks and learning and they are just focus on the rewards that they can receive, instead of trying to improve skills and get stronger performance that may affect on their long lives, this explains why motivation 2. 0 leads to decreasing of students progress. Therefore, if we can apply motivation 3. to students, we can reduce the emphasis on external rewards such as grades, class rank, and pay for performance (giving student money for good grades) and instead try to design tasks that allow students choice, challenge and purpose. Most students will be happy to work on their tasks in which they can determine things such as the product they will produce, or with whom they will work, especially if the task requires creative and critical thought, and if they see a real-life application to what they are doing. However, we pauperisation to recognize that most schools are still operating on motivation 2. . That is a problem between how we prepare students for work and how work truly operates. Moreover, the basic problem with Motivation 2. 0 is if-then rewards. In the summary of chapter 2, Pink explains why if-then reward is not good that Traditional if-then rewards can give us less of what we want They can extinguish intrinsic motivation, ebb performance, crush creativity, and crowd out good behavior (220). Actually, if-then rewards often give less of what we are hoping to achieve and generally crush the stuff we want, like high performance, creativity, and good behavior.Anyway, motivation 2. 0 with external rewards is one of causes leads to decreasing of students progress because it motivates student only short term. This is because the extrinsically motivated students will do their task only as long as they receive their rewards and thenceforth will stop performing the tasks, once the rewards are no time-consuming there. Through the book Drive by Daniel H. Pink, I have a look at both motivation 2. 0 and motivation 3. 0 I could say that motivation 3. 0 is far stronger than motivation 2. 0 when it comes to motivate students in the long run.For me, I consider I need to apply the three elements of Motivation 3. 0 according to Pink to come upon forward in education. First, I need to gain autonomy which is my desire to be self-directe d. Second, mastery in which is my desire to get better and better at something that matters. And third, purpose in which is my desire to be part of something larger than myself. Even though the system right now makes this very difficult to do, but I will not ignore standards, I call back I can and will find ways to engage myself in self-directed and meaningful work.