Two Types of Motivators: Intrinsic & Extrinsic | Origin: ED112
This is a general discussion forum for the following learning topic:
Influencing Student Motivation --> Two Types of Motivators: Intrinsic & Extrinsic
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
i will be using both types of motivators intrinsic and extrinsic
The over use of rewards should be monitored as students good soon only concentrate on the reward instead of the actual lesson they should be learning. The key is to find balance with extrinsic motivators to help students increase their intrinsic motivators.
This module clarified the difference between intrinsic and extrinsic motivation and how both influence behavior. Intrinsic motivation comes from personal satisfaction and passion, while extrinsic motivation is driven by rewards or recognition. I plan to apply this by encouraging internal motivation while also using positive reinforcement to support engagement and achievement.
depending on the individual i would determine which method to apply. some students need both
I think that marrying the two is most ideal. Helping to correlate why someone is learning something and how it applies to them in their studies to build the intrinsic motivation while offering extrinsic rewards along the way as needed for morale and participation while also having a balance.
I agree too many rewards can actually make students feel like they are being manipulated to do something.
It emphasized the importance of having students who are intrinsically motivated. I plan to start by observing students first, always keeping in mind the balance of intrinsic and extrinsic motivation. Once a better understanding of individual students is obtained, a plan of action can be formulated.
Being adjustable between the two is a good skill to have, I think each individual student will need to adjusted accordingly and that may mean adjusting the teaching method slightly to reach the student where they are.
Extrinsic motivators such as rewards offer short term benefits in the learning process; intrinsic motivators such as internal satisfaction offer longer term benefits in the learning process.
This brought more awareness to a methodology that can contribute to better engagement with students and their interest.
I plan to take time to learn the learning styles of my students and support their motivators both intrinsic and extrinsic.
I guess there needs to be a balance of how much you should extrinsically motivate students, or it will result in overjustification.
While extrinsic motivation can be helpful in the classroom, the overall goal is to get to a point where students are intrinsically motivated because they like their tasks, the way their learning, and the course content.
I discovered that providing extrinsic motivators might be more detrimental than beneficial. If I cease rewarding pupils for doing what they should be doing, they may become demotivated.
I should concentrate on figuring out how the assignments relate to what the students already desire in order to motivate them in the future.
Forms of extrinsic motivation (other than rewards) that can be successful include: extracurricular activities, helpful feedback, and new career opportunities (to name a few).
I can apply this to the classroom by incorporating in lessons how some learning topics lead to certain career opportunities.
Gamification is a great way to motivate students and provide a clear path towards buliding both types of motivation.
Diving into these details allows us to refine our delivery and expand our approaches.
I tend to favor the both classes types of motivators. If it makes me feel good to contribute or give back, and I can get rewarded for it, even better!
I learned that supplying motivators that are extrinsic may actually be hurting more than it's helping. Giving a reward for doing something that they should already be doing can cause students to lose motivation if I stop offering rewards.
For future motivation, I should focus on seeing how the tasks can be connected to what students already want.
