Dear Christa, 

This paper sheds some light on your question:

Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.

Christa:

I think adults are to some extent extrinsically motivated by rewards and job promotion possibilities as incentives to boost their performance. On the other hand, those with a strong sense of responsibility may not need the latter to perform well. Here's an article that "fleshes out" the argument in more detail:

https://www.researchgate.net/publication/26495233_Andragogy_and_Pedagogy_as_Foundational_Theory_for_Student_Motivation_in_Higher_Education

Best regards,

Debra

Article Andragogy and Pedagogy as Foundational Theory for Student Mo...

Dear Beatrice and Debra, thank you very much. 

Some adults are like children, they really need their golden stars (they used to be glued into children's writings)

It is a common understanding that adult learners have considerably different motivations then traditional youthful learners.  That is why teaching adult learners is NOT called pedagogy but rather andragogy.

Adult learners are much more likely to be internally/integratively motivated

I do not agree that there must always be an external reward for learning.  Yes, some adult learners are retraining in order to improve their employ-ability, but it is just as valid to be an adult learner simply for self-improvement.

All things being equal, we should be intrinsicly motivated to learn .

Maybe the question could  be rephrased: Does extrinsic motivation lead to intrinsic in people (adult and young learners)?  Literature shows mixed results. In cases like these then the motto is educators should always try to motivate learners in general, young and old irrespective such motivation is effective. But what is MORE certain it is very easier to de-motivate learners, and more difficult to motivate. 

Motivation and encouragement, I believe will enable learning

Extrinsic motivation comes in handy when you want a quick job to be done; asking a kid to fetch you something from the local store for a dollar. It works on the similar lines with adult learners as well; as an instant gratification. For one time tasks, like 'submit your assignment before this weekend and I'll give you bonus points' extrinsic motivation is fine. However, for long-term orientation, extrinsic motivation would not take you far. One needs to be intrinsically motivated. Read Self-determination theory (SDT) by Deci & Ryan for more on this.

The best extrinsic motivation to learn is the facilitator providing encouragement to learn by finding out previous knowledge and needs of the learner and then providing the meaningful materials for the learner to gain the knowledge that he or she thinks is most useful.   Gandhi's words, "Learn as if you were to live forever,” should be the philosophy imparted by teachers to learners of any age to ensure that the need to know, to investigate and to grow in useful knowledge is a life-long pursuit. 

So far everybody's comments are true. And I am sure if another 100 people give their opinions they will be equally true. That is what happens with human beings irrespective of age. One shoe DOES NOT fit all. I think knowledge of the individual that you want to motivate is a necessity. Assuming one can administer the appropriate motivation that fits that individual is in the end the solution. But we tend to generalise things based on a few experiences that we had in the past. For example, telling one kid is so stupid and he will get nowhere in life the same attitude could spurn another and become the greatest of all time...Negative psychology!!!!!

Christa,

In education any approach would do if done in a context. One needs to be coherent. The use of one approach is not that determinant factor. But it  needs to be according to the whole, in harmony to all your other actions as a teacher/ facilitator. Done that way, almost anything works well.

Best regards,

Vilemar

I am a strong believer in intrinsic motivation which originates inside of the individual. Had I desired (money, fame, good working conditions and praise), I would have stayed in Europe in 1983 because I was offered a prestigious job & a passport.

In reality, many adult students & scholars are driven by external rewards which shape their behavior (i.e. they are extrinsically motivated). However, increasing motivation by external effect has limitations since offering excessive rewards can actually lead to more greed and to a decrease in any intrinsic motivation.

I think how effective the extrinsic motivation for adult learners depending on which level of Maslow's Hierarchy of Needs the adult learner is in.  Generally (not all the times) when an adult is progressing from younger to older age, s/he will journey from lowest physiological needs (extrinsic motivation oriented) to highest self-actualization needs (intrinsic motivation oriented).  If the adult learner is still at physiological needs, then extrinsic motivation looks more appealing whereby s/he will learn as s/he will be rewarded (a hygiene factor).  But if s/he is at higher order needs e.g. self-actualization, then learning can due to intrinsic motivation as s/he aspires to reach goals like achievement, advancement, growth, fulfillment of his or her dreams etc. (motivation factors).

In my opinion,  extrinsic factors like money, job and position are good incentives for a normal work requiring hard work. When it comes to original thinking, passion related work these are hardly motivating factors. The awards which are prestigious can motivate you but nothing beats intrinsic motivation. Intrinsic motivation is essential ingredient and external factors will help you keep focussed and encouraged.

Intrinsic motivation of course. However  I think it's the role of the facilitator to develop this in learners. Of course you can only facilitate and create an environment for them to become motivated. And I think the role of an enthusiastic teacher is better than any extrinsic motivation ( maybe the teacher is the extrinsic motivator right?). The role  the teacher and/or the facilitator plays is huge! 

Qualitative and quantitative results suggested that lack of motivational quality in the e-learning course was a key factor for some learners who decided not to complete the course, followed by lack of time.

Five factors that significantly contributed to predicting the learner’s reported motivational change:

• e-learning is right for me;
• satisfaction with their learning experience;
• interactivity with an instructor or technical support personnel;
• age (negative relationship); and
• learning setting (corporate more than higher education).

https://scholarworks.iu.edu/dspace/bitstream/handle/2022/7107/umi-indiana-1145.pdf?sequence=1

Nothing will beat intrinsic motivation, as it yields creativity and deeper understanding of concepts learned. Extrinsic motivation may add a little to that but it will never passionate people as intrinsic motivation will. In extrinsic motivation people will do the course or education, in intrinsic motivation they are the course or education. It all about experience and creation of meaning to the self, although these concepts are very much inflated as many use these words without understanding.

Dear Christa,

In a world where we are always keen to keep on cutting the cost of desired result more and more to prove our efficacy, it is obvious that we would find a great deal of support and research emphasizing something that doesn't need incentives and find a great deal of papers about the disadvantages of extrinsic motivation. However, I feel that both intrinsic and extrinsic motivation are equally important.

I don't feel that giving awards, recognitions and scholarships will not effect performance in individuals. Similarly, mid day meals and financial incentives like uniforms and books improves attendance in schools. Moreover, is it feasible for a woman in developing country like India to come for evening classes, if it means that she would not be able to pay for the school fee of her child or give herself and family a balanced diet for that months because she would be skipping her evening work hours... I do not feel that she would attend it without an incentive. The problem is that most of the research conducted in developed countries does not consider all these problems that may affect motivation for adult education.

On the other hand, even a wholesome mid day meal may not motivate the student enough to perform well even if he attends. Here is where the intrinsic motivation comes into play. On the other hand, we cannot deny that however motivated a student be, if he is feeling hungry, he will not be able to perform well. Therefore, a right mix of internal and external motivation is required. The mix requires different proportions of both according to the conditions and circumstances. None is better than the other. They should not be thought of in such a context.

Knowles (1980) contends that adult responds better to intrinsic versus extrinsic motivating factors. Knowles also argues that Adult learners are interested in learning subjects that impact positively on their work. So, both intrinsic and extrinsic motivation are important as the previous contributors argued even though I tend to lean more towards the intrinsic motivation. This is because there could be sustainability when people feel that their views matter and they are allowed to do what they have passion for and not because of some external conditions. On the other hand, it is important to note that standards help in fostering quality and growth and people will have to respect organizational standards. Anyway, it is important to explain to Adult learners why they need to learn certain concepts (Knowles, 1980).

Based on my research persons who get a small "reward" for answering a poll or questionnaire are more inclined to do so.

   Dear Christa,      

In my humble viewpoint, our goals are our intrinsic motivations. What you really want to do in your life? How you want to live? May be is a mixed with extrinsic motivation but it is not my case. Sometimes we can look for a simple personal satisfaction but in other cases, we feel the needs to study as a reason to answer our sense of life, our intrinsic motivation.

        At school, intrinsic motivations cannot be learned. I started to study when I was 3 years aged and I cannot stop to do it. I feel a special attraction for knowledge that I couldn't explain. I compare my feelings by study as with happens with persons who wants to practice extreme sports. May be I'm looking for a shot of adrenaline? Anyway, this question is an essential question that everyone should be tried to find his or her answer.

        In the article regarding the self-determination theory (Deci, Vallerand, Pelletier & Ryan, 1991) that it makes a distinction within the class of behaviors that are intentional or motivated.

        Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and Education: The Self-Determination Perspective. HEDP, 26(3), 325-346. doi:10.1207/s15326985ep2603&4_6

Thanks for let me share with you my thoughts,

Best regards

Dominant here is the practical and ethical question of motivation.

Another approach is that of empirical research on the motivations of adult learners. Many different theoretical perspectives on this. Research during many decades shows that adult learners may be characterized by their intrinsic and extrinsic motivations. BUT adult learners may also manifest 'conditional motivations', e.g. will participate in training when time off work does mean loss of pay. Research has also demonstrates that adult learners can have 'social motivations', e.g. join an evening class to be able to meet people.

If anyone is interested I can suggest some reading.

Ryan and Deci's work is relevant here. While intrinsic motivation is the end goal, there are different forms of extrinsic motivation that yield better or worse outcomes. Eg Extrinsic rewards that are eg monetary are less valuable than extrinsic rewards that are in line with a person's core values or goals. Also the work of someone else who I can't remember found that extrinsic rewards such as money were negligibly effective for complex tasks such as a university writing or teaching, while they were clearly effective for repetitive low order tasks such as screwing nuts on bolts.

This may be relevant

http://www.ted.com/talks/dan_pink_on_motivation?language=en

The bling-bling effect happens but never ever can substitute the true motivations. When people are clear and aware and have willingness to reach a purpose, then, they are capable to conduct her or his life towards this final gold standard. In my point of view, the strongest motivations are coming from inside, from our soul, to moving everything towards this precious objective.

Have a great weekend,

Best regards,

Miriam

Motivational perspective into the technology acceptance captured

• Extrinsic (perceived usefulness and ease of use) and
• Intrinsic (perceived enjoyment) motivators of student's use and new learning medium

Matthew K.O. Lee, Christy M.K. Cheung, Zhaohui Chen, (2005), Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation, Information & Management,  Volume 42, Issue 8, December 2005, Pages 1095–1104.

 Hallo Christa, I agree with the experienced based opinion of Mr. Nizar Matar. An adult learner including me is driven by intrinsic motivation, energy he carries from home. For academic explanation, I share with you excerpt of my unpublished paper:

Commitment based HR system outperform the other systems strategically when organizations have employees equipped with developed knowledge and skills (Lepak and Snell, 1999). In this kind of system, value is placed on employee well-being, and they are assumed capable and intrinsically motivated (Boxall & Macky, 2009; Lepak, Taylor, Tekleab, Marrone, & Cohen, 2007). Workers are attributed high value on their prosperity offered with fitted intrinsic benefits (Boxall & Macky, 2009; Lepak, Taylor, Tekleab, Marrone, & Cohen, 2007). This area is grossly missing in public organizations of developing countries. Subsequent of commitment based HR practices, a climate of communal sharing among its members is expected to develop within organizations (Zacharatos, Barling, & Iverson, 2005; Aryee, and Law, 2007). 

That is a good question, however, the answer is, they better have a whole lot of intrinsic motivation to draw upon in this old world...

Hello Christa!

Intrinsically motivated learning is preferable, no doubt. But there are also dimensions of extrinsic motivation, which are acceptable and expedient (e.g. Integrated Regulation). Maybe, a look at the motivation spectrum according to Deci and Ryan could be interesting for you. Just use google and enter the keywords "deci ryan motivation" to find more information.

Hi Christa,

Extrinsic motivation is one of the four factors that lead to academic misconduct according to James M. Lang in Cheating lessons.Deeper learning occurs when intrinsic motivation is fostered. It also leads to corruption and unethical behaviour in organisations, and is the basis for so many problems in the financial services industry. If you could provide an example of what you consider to be an acceptable use of extrinsic motivation that would be helpful.

Extrinsic motivators primarily have been understood within a behaviorist framework. Specific stimuli external to the self (e.g., social expectations, rewards, praise, punishments, threats, risks) are believed to produce specific predictable outcomes.

http://www.edugains.ca/resourcesSV/StudentVoiceResearch/MotivationEngagementandStudentVoice.pdf

I think that it is essential to take a balanced idea between both approaches. If we are intrinsically motivated by our profession we are empowered for do it (intrinsic task motivation). Power has several meanings, such as authority, energize, capacity, and self-efficacy. We can reach meaningful goals if we are intrinsically motivated, then we can build confidence in our abilities to achieve those goals (Thomas & Velthouse, 1990).

Reference

Thomas, K., & Velthouse, B. (1990). Cognitive Elements of Empowerment: An "Interpretive" Model of Intrinsic Task Motivation. The Academy Of Management Review, 15(4), 666. doi:10.2307/258687

The statement of Professor Krishnan "Specific stimuli external to the self (e.g., social expectations, rewards, praise, punishments, threats, risks) are believed to produce specific predictable outcomes." is a wise one.  This also applies to animal's behaviors. I once saw  2 dolphins performing splendid jumps & motions in a pool in a public park. Each time the dolphins displayed a catchy act, a trainer gave them one or two fish right into their mouths. The human learner ought to have higher level or quality than a dolphin & this emerges from inside. With no fish, the dolphins will not do anything or may even attack the spectators!

I think motivation as we know it is being manipulated into new meanings.  The information age has changed (at least for me) the meaning and the activity behind motivating anyone.  This maybe even more pertinent as the now expected immediacy of feedback and possibly reward is pervasive.  My thought is very specific to the classification of motivation (intrinsic and extrinsic) in terms of the rewards gained as opposed to the thought of the shared and social aspect to the activity. There maybe some grey area or common ground between both of the the categories that the researchers/theorists will soon discover.  Just a thought on what I'm seeing with my adult learners...;)

really interesting idea Camille. i have suspected something but you put it in a clearer frame.

really interesting idea Camille. i have suspected something but you put it in a clearer frame.

@Mark E. Gould - but some individuals core values are greed and the aquisition of power. I suspect that there is a link with moral development in regard to intrinsic motivation.

Lesley, I assume you are referring to my earlier post referencing Ryan and Deci's work. The point you have made would fit their work at the level of Integrated extrinsic motivation. Ie motivated by rewards that are completely consistent wit their beliefs and values.In many cases adults would probably work from this level of motivation in adult education.

I completely agree with you Mark. I have learned that there are several factors and variables that come into play with this demographic that determines if they are intrinsically or extrinsically motivated. That being said, it really comes down to the individual's level of determination. If they have been forced to be there due to factors out of their control, they may feel like they don't have a choice and resent the educational experience. However, if they have chosen to return, the learning experience itself typically becomes the reward. For adult learners, one of the most important motivators is support. If they have an approachable and caring teacher, adult learners find more value in their education and the experience overall. In the end, adult learners usually see the reward in and are intrinsically motivated by the education itself. While grades and other extrinsic motivators may also come into play, the determinant factor here is that adult learners are typically there because they want to be - and that makes all the difference.

Society and environment play a big role in learning.  If boss/teacher behavior is bad, intrinsic motivation is not possible. In bad work environment, ideas are not born, even in those people mind who are self motivated and want to to learn.

The extrinsic motivation could be very good stimulus to learn something usefull (for example when the employer wants you to improve your foreign language skills or participate at seminar about new method or IT).

However the result of education depands on attitude of the person. 

I like the concept "locus of control". If the people feel like victim of a system, controlled and manipulated to do something they will achieve much less progress. They will blame the teacher (employer, government) and other external factors and will not concern on the topic itself. On the other hand people with internal LOC will believe, that events in their life derive primarily from their own actions. (If I will work hard with positive attitude I will get positive assesment more likely.)

I think, that it is very important to support internal LOC in every person. It is very important in teaching, parenting and care about people with disability.