Extrinsic and Intrinsic Motivation in Education
As life goes on, I am starting to learn more and more about what motivates me step forward and can be successful in education; I recognize that when I plan or want to do something, I have a motivation for that specific thing. In other words, when I do something, I have a reason why I should do that thing. According to the book “Drive” by Daniel H. Pink, it makes me thought-provoking about motivation 2.0 and motivation 3.0. So the question comes in my mind is what is the difference between motivation 2.0 and motivation 3.0, and which motivational system is more effective either for education. Motivation 2.0, what we know as extrinsic motivation assumes that human beings are 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 better the world (learning and creating). In education, I prefer that motivation 3.0 is more effective than motivation 2.0 because motivation 3.0 leads to success and good behavior and motivation 2.0 leads to decreasing 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 likely to show the beneficial effects of motivation when they are intrinsically motivated to engage in classroom activities. Intrinsically motivated students tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways by engaging in meaningful learning, and more likely to achieve at high levels. In contrast, extrinsically motivated students may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements. To understand how these two motivations work, I want to give 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 will help him earn a scholarship at Business Department. The second person, Anne she has always liked accounting. The class will help her earn a scholarship, but 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 can see the first person exhibits motivation 2.0. Students who belong to motivation 2.0 may want the good grades, money, or recognition that particular activities and accomplishments bring. In contrast, the second person exhibits motivation 3.0. Students who belong to motivation 3.0 may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. According to the book “Drive”, in chapter 3 Pink describes “They're working hard and persisting through difficulties because of their internal desire 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 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 basically means that student is motivated to do a particular task of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsically motivated student comes from within an individual rather than from extrinsic rewards such as money, grades, or class rank. A student who tends to be intrinsically motivated could be motivated by internal...
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