Intrinsic and Extrinsic Motivation

1. Intrinsic and
Extrinsic Motivation

2. Edward Deci (1975:23) defined intrinsic motivation
as ones for which there is no apparent reward except
the activity itself. People seem to engage in the
activities for their own sake and not because they
lead to an extrinsic reward. It is aimed at bringing
about certain internally rewarding consequences,
namely, feelings of competence and self-determination.
Extrinsically motivated behaviors are carried out in
anticipation of a reward from outside and beyond
the self. Typical extrinsic rewards are money, prizes,
grades, types of positive feedback. Avoiding
punishment is also extrinsically motivated behavior.

3. Which is more superior?
Maslow (1970) found that intrinsic motivation is
clearly superior to extrinsic. We are ultimately
motivated to achieve “self-actualization” once our
basic physical, safety, and community needs are met.
Regardless of the presence or absence of extrinsic
rewards, we will strive for self-esteem and fulfillment.
Jerome Bruner (1966) 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. One of the principal weakness of
extrinsically driven behavior is its addictive nature.

4. Factors of Intrinsic Motivation
Dornyei and Csizer (1998) proposed a taxonomy of
factors by which teachers could motivate their
learners. Factors such as developing a relationship
with learners, building learner’s self-confidence and
autonomy, personalizing the learning process, and
increasing learner’s goal orientation belong to the
intrinsic side of motivation.

5. THE NEUROBIOLOGY OF AFFECT

6. Role of Neurobiology

 We need to engage neurological bases of affect in
relation to personality and language learning.
 Schumann (1998) states that neurobiology, including
neuroanatomy, neurochemistry and neurophysiology
informs several areas of interest for language acquisition
studies, for example, plasticity, affect, memory and
learning.
 He found amygdala, which can make an appraisal of
a stimulus, as major player in the relationship of
affect to language learning.

7. Role of Neurobiology

 Besides, amygdala helps to decide whether or not our
perception is novel, pleasant, relevant to our needs
or goals, manageable, and compatible with our own
social norms and self-concept.
 Due to amyglada can make an appraisal of stimulus,
positive appraisals of the language learning situation
surely enhance language learning and negative
appraisal inhibit second language learning
(Schumann, 1998)

8. MEASURING AFFECTIVE FACTORS

9. MEASURING AFFECTIVE FACTORS
Most tests of personality are paper-and-pencil
tests that ask for a self-rating of some kind.
 It consists of some items on which a subject
agrees or disagrees in order to measure self-esteem,
empathy, and so on.
Nevertheless, these tests present three
problems.

10. PROBLEMS IN MEASURING AFFECTIVE FACTORS
 The main issue in measuring af fectivity is the
problem of validity. Because most tests use a
self-rating method, one can justifiably ask
whether or not self-perceptions are accurate.
Therefore, instruments such as interview,
observation, indirect measures, and multiple
methods are sometimes occupied as additional
measurement. Paper-and-pencil self-rating may
be valid if it has been validated before, and we
are supposed to rely on only one instrument or
method.

11. PROBLEMS IN MEASURING AFFECTIVE FACTORS
The second problem might come in case of
“self-flatter y” syndrome. In general, test
takers will tr y to discern “right” answers to
questions (that is, answers that make them
look “good” or that do not “damage” them,
even though test directions say there are no
right or wrong answers. Therefore, perceptions
of self are likely to be considerably biased
toward what the test taker perceives as a
highly desirable personality type.

12. PROBLEMS IN MEASURING AFFECTIVE FACTORS
Test of self-esteem, empathy, motivation, and
other factors can be quite culturally
ethnocentric, using concepts and references
that are difficult to interpret cross-culturally.