Chapter 5: Extrinsic Motivation

Types of Extrinsic Motivation

1. External Regulation 2. Introjected Regulation 3. Identified Regulation 4. Integrated Regulation

4 types of extrinsic motivators

1. External regulation (no autonomy) 2. Introjected regulation (low autonomy) 3. Identified regulation (high autonomy) 4. Integrated regulation (full autonomy)

Differences of incentives and consequences

1. when each occurs (incentives precede and consequences follow) 2. how each motivates behavior (consequences increase or decrease behavior)

1. External Regulation

Compliance, External rewards and punishments incentives and consequences performed to obtain a reward, to avoid a punisher, or to satisfy some external demand.

4. Integrated regulation

Congruence, awareness, synthesis with self Value congruence process through which individuals fully transform their identifies values and behaviors into the self.

Reinforcers

Environmental object or event that increases behavior.

Intrinsic motivation versus extrinsic motivation

Extrinsic reward to engage in intrinsically interesting activity typically undermines future intrinsic motivation. - Hidden cost of reward: society typically regards rewards as positive contributors. - Expectancy and tangibility Extrinsic reward interferes with the process of learning, development of autonomous self-regulation.

Implications

Extrinsic rewards can be used in a way that does not put intrinsic motivation at risk. Society often relies on tangible and verbal rewards to motivate others. Shift the learner's goal away from attaining mastery and learning per se in favor of attaining reward and extrinsic gain. Interference with the development of autonomous self-regulation, people have difficulty regulating their behavior in rewarding ways.

Interference with intrinsic motivation

Incentives, consequences, and reward that are expected and tangible, typically undermine motivation by inadvertently producing the three hidden costs of undermining intrinsic motivation, interfering with the quality and process of learning and the capacity for autonomous self-regulation.

Intrinsic Motivation

Inherent propensity to seek out novelty and challenge, to extend and exercise one's capacities, to explore and learn. - Innate strivings for personal growth and from experiences of psychological need satisfaction. - feel free (autonomy), effective (competence) and emotionally close (relatedness).

Intrinsic Regulation

Interest, enjoyment, Inherent satisfaction

Conceptual understanding/high quality learning

Intrinsic motivation enhances a learner's conceptual understanding of what they are trying to learn. - learners concentrate, process information deeply, and think about and integrate information in a flexible, conceptual way.

Creativity

Intrinsic motivation enhances spontaneity, originality, personal authenticity, and creativity. - interest, enjoyment, satisfaction, and challenge of the work itself.

Operant conditioning

Learning to engage in behaviors that produce attractive consequences while also learning not to engage in behaviors that produce aversive consequences

Amotivation

Nonintentional, nonvaluing, incompetence, lack of control state of motivational apathy in which people possess little or no reason to invest the energy and effort that is necessary to learn or to accomplish something. - low ability, low effort, low value, and unappealing task

Expected and tangible rewards

People often engage in a behavior to receive a reward, therefore expecting a reward when engaging in a particular behavior. - Expected rewards undermine intrinsic motivation, while unexpected rewards do not. Tangible (money, awards, food) tend to decrease intrinsic motivation, whereas verbal and symbolic does not.

Optimal functioning and well-being

Perform well and enjoy what they do. - happy, productive, non-anxious, and well-adjusted - experience vitality and a sense of being re-energized - high levels of life satisfaction, self-worth, and self-actualization

3. Identified regulation

Personal Importance, Conscious valuing Valuing, self importance the person voluntarily accepts the merits and utility of a belief or behavior because that way of thinking or behaving is seen as personally important or useful.

Two Examples of Controlling and Informational Events

Praise Competition

Managing behavior by offering reinforcers

Reinforcers vary in their quality. The immediacy a reinforcer is delivered partly determines its effectiveness.

Benefits of Incentives, Consequences, and Rewards

Rewards can make an otherwise uninteresting task suddenly seem worth pursuing.

2. Introjected Regulation

Self-control, ego-involvement, internal rewards and punishment Avoid, guilt, boost self esteem carries another person's or societies prescription inside their head to the extent that the introjected voice generates motivation to act.

Engagement

The greater the intrinsic motivation, the greater his or her engagement.

Explanatory rationales

a verbal explanation of why putting forth effort during the otherwise uninteresting activity might actually be a personally useful and important thing to do..

Differential reinforcement

alternative to punishment Catch them being good identifies both a desirable and an alternative desirable behavior, and then, ignores the undesirable act.

Incentive

an environmental event that attracts or repels a person toward or away from a particular course of action.

Positive reinforcers

any environmental stimuli that, when presented, increases the future probability of the desired behavior.

Negative reinforcers

any environmental stimulus that, when removed, increases the future probability of the desired behavior. - aversive, irritating stimuli - escape and avoidance - Increase behavior

Punishers

any environmental stimulus, that when presented, decreases the future probability of the undesired behavior. - Decrease undesirable behaviors Punishers not only decrease undesirable behavior, they also induce negative emotion, ruin relationships, and teach others to using an ineffective behavior modification strategy.

Extrinsic motivation

environmentally created reason to initiate an action. - Arises from consequences that is separate from the activity itself. - The presence of incentives and consequences creates within us the want to engage in those behaviors that will produce the sought after consequences.

Proposition 2

external events that increase perceived competence promote intrinsic motivation, whereas events that decrease perceived competence undermine it. - Is the purpose of the extrinsic event to inform another person's sense of competence? Proposition 1 and 2 External events affects not only a person's behavior, but in addition, a person's psychological needs.

Proposition 1

external events that promote an internal perceived locus of causality promote intrinsic motivation because these events involve or satisfy the need for autonomy. External events that promote an external locus of causality because these events neglect the need for autonomy and instead establish an if-then contingency between a behavior and a forthcoming consequence. - Is the purpose of this event to control another person's behavior?

Integrated regulation

full autonomy involves the self-examination necessary to bring new ways of thinking and behaving in congruence with the preexisting ways of thinking and behaving.

Identified regulation

high autonomy the person has identified with the personal importance of an externally prescribed way of thinking or behaving into congruence with the preexisting ways of thinking and behaving.

Three concepts of extrinsic motivation

incentives, consequences, and rewards.

What is so great about intrinsic motivation?

intrinsically motivated people develop and grow. - show initiative, pursue their interests, act spontaneously and creatively, strive to learn, strive to extend themselves and their capabilities, process information deeply and conceptually, show greater task persistence, and experience greater positive emotion, vitality, and well-being.

Reward

is any offering from one person given to another person in exchange for his or her service or achievement. - as become predictable they lose their capacity trigger dopamine release and hence lose their capacity to energize reward-directed behavior. - are positive reinforcers, but do not always work

Introjected regulation

low autonomy the person acts ad if he was carrying other peoples' rules and commands inside of his head to such extent that the introjected voice generates self-administered rewards and punishments.

Observational learning

modeling or imitating another's desired behaviors is a preventative strategy because undesirable behavior can often be anticipated before it occurs, manager can demonstrate and model in advance what desirable and skilled behavior looks like.

External regulation

no autonomy behaviors are performed to obtain a reward, to avoid a punisher, or to satisfy some external demand.

Internalization

process through which an individual transforms an externally prescribed regulation, behavior, or value into an internally endorsed one, and the effort to arrange the different types of extrinsic motivation along a continuum is the more autonomous or self-determined the extrinsic motivation, the greater the person's social development, personal adjustment, and psychological well-being.

Cognitive evaluation theory

provides a way to predict in advance the motivational effects of any extrinsic event. - Explains how extrinsic events affects intrinsic and extrinsic motivations, as mediated by the extrinsic event's effect on the psychological needs for competence and autonomy. - When extrinsic event is presented in a controlling way, increases extrinsic motivation but decreases intrinsic motivation because of its detrimental effects on autonomy. - When extrinsic event is presented in a relatively informational way, it increases intrinsic motivation because of its favorable effect on competence. - Whether an extrinsic event is constructive or destructive depends on the relative salience of its controlling and informational aspects. Purpose of extrinsic motivators: - control another person's behavior- increase some desirable behavior - provides feedback that informs the person about their competence at the task

Consequences

reinforces and punishers - reinforce is any environmental event that, when removed, increases the probability of that behavior in the future. (positive and negative) - punisher is any event that when is removed, increases the probability of that behavior in the future.

Quasi-needs

situationally induced wants and desires that are not actually full-blown needs. An ephemeral, situationally induced desire that creates a tense energy to engage rather immediately and impulsively in the specific behavior that is capable of reducing the situationally induced built up tension. - Situational demands and pressures and promotes a psychological sense of tension, pressure, and urgency within us. - Deficiency oriented and situationally reactive. - Potency to gain attention and demand action.

Response cost

suppresses behavior by imposing the cost of losing some attractive resource if one engages in the undesirable behavior.

Proposition 3

the relative salience of whether an event is mostly controlling or mostly informational determines its effects on intrinsic and extrinsic motivation. - Why am I giving another person this external event - to control behavior or to inform competence?

Scaffolding

tutoring in how to cope more effectively Effective with a person engages in undesirable behavior simply does not know how to act in a more desirable way because of lack of knowledge or skill.