Internal Motivation Skill
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A Internal Motivation Skill is a self-management skill (motivation skill) to achieve an internal motive.
- AKA: Self-Motivation.
- Context:
- It can apply an Internal Incentive.
- …
- Counter-Example(s):
- See: Behavior, Hunger, Competence, Self-Efficacy, Proximal Self-Motivation, Motivation, Other-Motivated, Leadership, Do-the-Hard-Thing.
References
2015
- Daniel Goleman. (2015). “How to Be Emotionally Intelligent.” In: The New York Times.
- SELF-MANAGEMENT … Self-motivation: You keep moving toward distant goals despite setbacks.
2014
- (Wikipedia, 2014) ⇒ http://wikipedia.org/wiki/Motivation#Intrinsic_and_extrinsic_motivation Retrieved:2014-11-26.
- Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge.[1] It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for reward. Intrinsic motivation has been studied since the early 1970s. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development.[2] Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities.[3] Students are likely to be intrinsically motivated if they:
- attribute their educational results to factors under their own control, also known as autonomy or locus of control.
- believe they have the skills to be effective agents in reaching their desired goals, also known as self-efficacy beliefs
- are interested in mastering a topic, not just in achieving good grades
- … Social psychological research has indicated that extrinsic rewards can lead to overjustification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition.[4] However, another study showed that third graders who were rewarded with a book showed more reading behavior in the future, implying that some rewards do not undermine intrinsic motivation.[5] While the provision of extrinsic rewards might reduce the desirability of an activity, the use of extrinsic constraints, such as the threat of punishment, against performing an activity has actually been found to increase one's intrinsic interest in that activity. In one study, when children were given mild threats against playing with an attractive toy, it was found that the threat actually served to increase the child's interest in the toy, which was previously undesirable to the child in the absence of threat.[6]
- Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge.[1] It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for reward. Intrinsic motivation has been studied since the early 1970s. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development.[2] Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities.[3] Students are likely to be intrinsically motivated if they:
- ↑ Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78. doi:10.1037/0003-066X.55.1.68
- ↑ Ryan, Richard; Edward L. Deci (2000). "Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions". Contemporary Educational Psychology 25 (1): 54–67. doi:10.1006/ceps.1999.1020.
- ↑ Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children's motivation for reading: Domain specificity and instructional influences. Journal of Educational Research, 97, 299-309.
- ↑ Mark R. Lepper, David Greene and Richard Nisbet, "Undermining Children’s Intrinsic Interest with Extrinsic Reward; A Test of ‘Overjustification’ Hypothesis," Journal of Personality and Social Psychology 28, 1973, 129‐37.
- ↑ Barbara A. Marinak and Linda B. Gambrell, "Intrinsic Motivation and Rewards: What Sustains Young Children’s Engagement with Text?," Literacy Research and Instruction 47, 2008, 9-26.
- ↑ Wilson, T. D., & Lassiter, G. D. (1982). Increasing intrinsic interest with superfluous extrinsic constraints. Journal of personality and social psychology, 42(5), 811-819.
2000
- (Ryan & Deci, 2000) ⇒ Richard M. Ryan, and Edward L. Deci. (2000). “Intrinsic and Extrinsic Motivations: Classic definitions and new directions." Contemporary educational psychology, 25(1).
1998
- (Plant & Devine, 1998) ⇒ E. Ashby Plant, and Patricia G. Devine. (1998). “Internal and External Motivation to Respond Without Prejudice.” In: Journal of Personality and Social Psychology, 75(3).
1992
- (Zimmerman et al., 1992) ⇒ Barry J. Zimmerman, Albert Bandura, and Manuel Martinez-Pons. (1992). “Self-motivation for Academic Attainment: The Role of Self-efficacy Beliefs and Personal Goal Setting.” In: American Educational Research Journal, 29(3). doi:10.3102/00028312029003663.
- ABSTRACT: The causal role of students’ self-efficacy beliefs and academic goals in self-motivated academic attainment was studied using path analysis procedures. Parental goal setting and students’ self-efficacy and personal goals at the beginning of the semester served as predictors of students’ final course grades in social studies. In addition, their grades in a prior course in social studies were included in the analyses. A path model of four self-motivation variables and prior grades predicted students ‘final grades in social studies, R = .56. Students’ beliefs in their efficacy for self-regulated learning affected their perceived self-efficacy for academic achievement, which in turn influenced the academic goals they set for themselves and their final academic achievement. Students’ prior grades were predictive of their parents’ grade goals for them, which in turn were linked to the grade goals students set for themselves. These findings were interpreted in terms of the social cognitive theory of academic self-motivation.
1991
- (Schunk, 1991) ⇒ Dale H. Schunk. (1991). “Self-efficacy and Academic Motivation." Educational psychologist 26, no. 3-4
- ABSTRACT: Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested.
1981
- (Bandura & Schunk, 1981) ⇒ Albert Bandura, and Dale H. Schunk. (1981). “Cultivating Competence, Self-Efficacy, and Intrinsic Interest through Proximal Self-motivation.” In: Journal of Personality and Social Psychology 41(3) doi:10.1037/0022-3514.41.3.586
- ABSTRACT: Tested the hypothesis that self-motivation through proximal goal setting serves as an effective mechanism for cultivating competencies, self-percepts of efficacy, and intrinsic interest. 40 children (7.3–10.1 yrs of age) who exhibited gross deficits and disinterest in mathematical tasks pursued a program of self-directed learning under conditions involving either proximal subgoals, distal goals, or no goals. Results of the multifaceted assessment provide support for the superiority of proximal self-influence. Under proximal subgoals, Ss progressed rapidly in self-directed learning, achieved substantial mastery of mathematical operations, and developed a sense of personal efficacy and intrinsic interest in arithmetic activities that initially held little attraction for them. Distal goals had no demonstrable effects. In addition to its other benefits, goal proximity fostered veridical self-knowledge of capabilities as reflected in high congruence between judgments of mathematical self-efficacy and subsequent mathematical performance. Perceived self-efficacy was positively related to accuracy of mathematical performance and to intrinsic interest in arithmetic activities.