Comparing Intrinsic and Extrinsic Motivators | Origin: ED112R
This is a general discussion forum for the following learning topic:
Enhancing the Motivation of Adult Students --> Comparing Intrinsic and Extrinsic Motivators
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I learned that intrinsic and extrinsic motivation can both play an important role in helping adult students succeed. I think connecting assignments to students' personal interests and career goals, while also providing encouragement and positive feedback, can help keep them engaged. In my courses, I try to provide teaching moments and relate various things in the assignment to a real world example.
Aligning extrinsic and intrinsic motivators is the combination that will make you successful with adult students. If they dont have one of those two motivating factors, they won't be engaged. The two factors have to be approached holistically.
Recognize the intrinsic motivators for students and encourage student communication to address their real world questions. This leads to enhanced interest in course and extrinsic motivator to keep pursuing their degree and completing assignments.
I feel that direct communication between students and instructors touches on both intrinsic and extrinsic motivation. Communication, trust, and understanding students' goals helps support intrinsic motivation, while feedback and guidance can serve as extrinsic motivators.
By using these two, my hope is that the student gains confidence and becomes proud of the work they do in the long run.
My biggest concern is making the student feel that the rewards are the only point, when the journey itself towards it is extremely important in their growth.
I feel like both intrinsic and extrinsic motivation are helpful in our teaching scenario, we want them to understand the tools and techniques that allow us to create what we need. If we complete this and like what we do, we can do better at work and in our personal learning ( if it applies )
Extrinsic motivators and intrinsic ones are both very useful tools in inspiring students to learn and engage with material. You have to find the right balance for each class and each student, so that the learning remains the reward, rather than anything else.
Intrinsic and extrinsic motivators work together in adult education, with external rewards such as grades, certificates, or career opportunities encouraging students to learn. Over time, students may develop intrinsic motivation as they enjoy the learning process, take pride in their progress, and find personal satisfaction in mastering new skills. But I think the challenge for instructors is to find the right balance for the class they are teaching.
Intrinsic motivation helps with meaningful learning, while extrinsic rewards can help a learner push through during tough challenges. By aligning with adults' unique goals, life experiences, and psychological needs, educators create longer lasting engagement. This boosts academic success and also fuels a passion for continuous personal and professional growth.
I think using a combo of both intrinsic and extrinsic motivators will help students succeed. I would encourage intrinsic motivation by connecting assignments to their career goals, while also helping students see their own improvement is just as important as rewarding their accomplishments.
It is so helpful to recognize that all students will have some kind of ratio of extrinsic / intrinsic motivation. Finding approaches to uniquely support each student in these regards is a strong approach to guiding students towards success.
Intrinsic and extrinsic motivators go hand in hand in adult education. Extrinsic help encourage students that are driving by rewards, while the intrinsic come a long during the process especially when the student realizes they enjoy the work.
Intrinsic motivation results when a student feels secure in the learning environment, likes the instructor’s teaching methods, likes the content or structure of a lesson, successfully completes a task, has some control over the learning process, and feels good about achieving goals.
As an instructor, it's important to understand if the student has intrinsic motivation for the course you're teaching. Maybe they a major goal that doesn't line up specific with the class you're teaching, so most likely they'll be missing some internal motivation for that specific course. Extrinsic motivation comes in handy, so we can try to provide this student with something to fulfill that need. Positive and encouraging feedbacks is one of the things I've been using lately and it's very effective. I noticed many students connecting outside the scope of the course because that creates a deeper connection with their goals.
Intrinsic and extrinsic motivators are complementary forces in adult education. Intrinsic motivation encourages deep, meaningful learning, while extrinsic factors initiate engagement and sustain effort in demanding circumstances. When educators recognize adult learners’ goals, experiences, and psychological needs, they cultivate motivation that is durable and meaningful. Such environments enhance achievement, foster lifelong learning, and support the personal and professional development of adult students. I plan on implementing more intrinsic motivational strategies with regard to some of the assignments. Studies show these are more effective and long-lasting.
It's important to balance both intrinsic and extrinsic motivators. However I personally like the use of extrinsic motivation because it can show them how learning a specific skillset can help them in the jobmarket.
This module reinforced the importance of balancing intrinsic and extrinsic motivation when teaching adult learners. In my audio production courses, I find that students are most engaged when they see how their skills apply to real-world situations and their career goals.
Instructors can use direct communication to evaluate motivation by discussing goals and expectations.
Both intrinsic and extrinsic motivators can be more beneficial. People's motivations can vary during a course or even depending on the task at the moment.
