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Intrinsic Motivation
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Problem Statement
Intrinsic motivation is an essential part of success in people’s lives worldwide. Motivation among students involves setting their goals, persisting, and improving their learning performances. Intrinsic motivation involves the desire to achieve and accomplish something incredible in one’s studies or an activity (Krahmer, Black, & Allen, 2017). The problem to address in the literature review is intrinsic motivation from the perspective of an educational psychologist and understanding ways to improve academic performance among students.
Intrinsic Motivation from an Educational Psychologist’s Perspective
Intrinsic motivation involves an activity’s performance to obtain satisfaction rather than external rewards or results. From an educational psychologist’s perspective, intrinsic motivation involves having a drive for effective learning. Research shows that intrinsic motivation involves freely engaging in activities that are interesting to an individual. For instance, students participate in sports to have fun rather than win an award. A student is also bound to get intrinsically motivated to master certain sports to ensure they get better at playing, which ensures development, a type of intrinsic motivation (Beachboard, 2020). Research shows that if a student recognizes the utility of the objective of learning as a way to develop and attain a desirable goal, they have a high probability of developing interest and exerting the required efforts. A student can build genuine interest by connecting or identifying with the intended action without an expectation of a reward from the teachers (Anderson, 2021). When students develop a level of interest or curiosity in a particular topic, they will eventually have a positive outlook and feel naturally inclined to engage and learn more about the matter. So, intrinsic motivation in an educational psychologist’s perspective involves free engagement of students, interest, and curiosity in mastering aspects, building a connection with intended action to effectively exert efforts required to achieve their goal without regard to rewards.
Using Intrinsic Motivation in Improving Academic Performance in Educational Psychology
As an educational psychologist, one can improve academic performance among students by using intrinsic motivation, asking them what they would like to do rather than telling them what to do. By asking them what they would like to do or prefer doing, they can gain a sense of self-direction, eventually resulting in intrinsic motivation. When educators or teachers provide students with choices, they can set goals and targets they would feel satisfaction achieving at a particular time. The teacher has to also have the skills for strategic motivation, such as having a motivational tone (Reeve, 2022). Education should provide environments that promote individual development for the students (Medicine National Academies of Sciences, 2018). There is a need to provide instructional support to the students to enable them to develop interest rather than getting discouraged by failures. Intrinsic motivation promotes a student’s likelihood to attach meaning to their work and work towards doing more exploration. It also creates a situation where students are interested in specified subject matters and enjoy learning and mastering the work. That also means that it can lead to great persistence, enhanced engagement, and student learning experience, which can involve self-motivation (Ryan & Deci, 2022). Hence, one can use intrinsic motivation to improve academic performance by encouraging the students to gain a sense of self-direction in doing what interests them and providing an educational environment that promotes genuine interest and persistence in achieving set goals.
The literature review addresses the problem of intrinsic motivation from the perspective of an educational psychologist and understanding ways to improve academic performance among students. Intrinsic motivation, from an educational psychologist’s perspective, involves the public engagement of students, interest, and curiosity in mastering aspects and building a connection with the intended action. That, in turn, leads to effectively exerting the efforts required to achieve their goal without regard to rewards. One can use intrinsic motivation to improve academic performance by encouraging the students to gain a sense of self-direction in doing what interests them and providing an educational environment that encourages genuine interest, curiosity, and persistence in achieving their aims.
Create an Annotated Outline
Anderson, M. (2021). Tackling the motivation crisis: How to activate student learning without behavior charts, pizza parties, or other hard-to-quit incentive systems. Alexandria, VA USA: ASCD.
The book focuses on how teachers can motivate students in learning activities without using incentive systems to encourage them to improve their performance. A student developing intrinsic motivation involves participation in activities without the expectation of rewards (Anderson, 2021). The book focuses on providing a long-term solution by tackling issues that involve damage from extrinsic motivational systems. It provides ways in which education can provide self-management and self-motivational skills for the students. Anderson, the author, claims that it is the ultimate goal of teachers to ensure that they provide an environment that inspires intrinsic motivation for their students.
Beachboard, C. (2020, April 03). Help students build intrinsic motivation. Retrieved November 18, 2022, from https://www.edutopia.org/article/help-students-build-intrinsic motivation/
Cathleen Beachboard claims that a student building intrinsic motivation involves developing mastery among students. When mastering a new skill or concept through repeated attempts, students can make mistakes and try again, which helps them learn better (Beachboard, 2020). The article also illustrates how when teachers focus on intrinsic motivation, it enables students to excel and increases their drive to participate in the given activities. There is also the aspect of providing students with various choices and tailor-based suggestions according to their interests.
Krahmer, D., Black, S., & Allen, J. (2017). Intrinsic motivation. Retrieved November 18, 2022, from https://pressbooks.pub/edpsycforlibrarians/chapter/intrinsicmotivation/
According to the article, intrinsic motivation involves having the desire to achieve a particular target. The author, Krahmer, claims that the learning environment has to provide instrumental support to foster intrinsic motivation (2017). The article also claims that an established autonomy-supportive learning environment assists in attending to each student’s individual needs and interests. When students have feelings of competence engagement and intrinsic motivation, they are likely to achieve more academically and persist in excellence (Krahmer, Black, & Allen, 2017). There is also the emphasis on how feedback can foster intrinsic motivation; for instance, when praising an individual, they are likely to feel motivated and encouraged to learn.
Medicine National Academies of Sciences. (2018). How people learn. learners, contexts, and cultures. Washington, DC: The National Academies Press.
The article illustrates how there are differences in how people learn and that each needs education. It provides insight into how the nature of learning in school and the practical learning environment impact motivation to understand school work. There is also an illustration of how the brain or the mind adapts to experiences (Medicine National Academies of Sciences, 2018). It emphasizes that understanding how people learn throughout their lifespan can promote education for students and adults.
Reeve, J. (2022). Supporting students’ motivation: Strategies for success. Abingdon, Oxon: Routledge, Taylor & Francis Group.
John marshall Reeve claims that motivation in classrooms from the teachers has to include appropriate interpersonal tone and face-to-face behavior from the teachers. The book provides an understanding to the teachers on how they can utilize motivating styles. That also shows the benefits of having a motivating style for the students and their work performance in class (Reeve, 2022). The report shows that teachers must learn how to provide instructions in a satisfying, motivationally-enriching way and engage with the students.
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory: Basic psychological needs in motivation, development, and Wellness (1st ed.). New York: Guilford Press.
The book builds on the literature by providing information on the basic psychological needs in developing motivation. The authors illustrate how competence, autonomy, and relatedness can affect a person’s well-being (Ryan & Deci, 2022). There are also the implications that self-determination has on one’s education and sports. The article tries to illustrate how one can promote motivation, behavioral functioning, and psychological health.
References
Anderson, M. (2021). Tackling the motivation crisis: How to activate student learning without behavior charts, pizza parties, or other hard-to-quit incentive systems.
Alexandria, VA USA: ASCD.Beachboard, C. (2020, April 03). Help students build intrinsic motivation. Retrieved November 18, 2022, from https://www.edutopia.org/article/help-students-build-intrinsic motivation/
Krahmer, D., Black, S., & Allen, J. (2017). Intrinsic motivation. Retrieved November 18, 2022, from https://pressbooks.pub/edpsycforlibrarians/chapter/intrinsicmotivation/
Medicine National Academies of Sciences. (2018). How people learn. learners, contexts, and cultures. Washington, DC: The National Academies Press.
Reeve, J. (2022). Supporting students’ motivation: Strategies for success. Abingdon, Oxon: Routledge, Taylor & Francis Group.
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory: Basic psychological needs in motivation, development, and Wellness (1st ed.). New York: Guilford Press.