Some educational psychologists such as Piaget believes children's desire to learn is intrinsic and do not need extrinsic motivation to enhance learning. How true is this assertion?
So that you can confirm this do a research between the variables you are questioning.
For each human being, there is teacher and a context to learn something. The motivation is always intrinsic. It can be a pleasure in learning, cusiosity or hard question of survial. We are all teachers and pupils untill we die.
It depends upon the situation. In some cases yes. But some cases are not.
So that you can confirm this do a research between the variables you are questioning.
Nature and nurture theory or intrinsic and extrinsic motivations could be discussed in parallel, as initially it was believed that leaders are by birth leaders, but with the passage of time that theory has to improve, because, with training and education many skills can be acquired successfully like leadership skills. For example, in our childhood, Tarzan was our famous character from story books and to explain it, if Tarzan has intrinsic motivation to learn computer engineering with that external environment of so many jungle animals, could it be possible, and same for the young child who has opened eyes with smart phones, e,Tabs can built intrinsic motivation to survive in the jungle with that intrinsic knowledge and skills of information and communication technology. Intrinsic motivation is crucial but without favorable extrinsic motivating factors; it is sometimes difficult, though not impossible, to make learning possible. Nature and nurture factors are closely connected and influence each other.
Dear Obed Adams:
You ask the following: "Is extrinsic motivation necessary for students to learn?
Dear Obed,
Although the intrinsically motivated student will perform an activity for the feeling of satisfaction, the extrinsically motivated student will work for the attainment of a desired grade or some other form of external reward (i.e., awards, money, avoidance of threat or punishment). Both processes can run in parallel although, extrinsic motivation has been shown that could produce a variety of negative effects, including decreased intrinsic motivation (Deci, Koestner, & Ryan, 2001). Therefore, extrinsic motivation is not necessary for students to learn.
Piaget’s Stage Theory of Children’s Development is organized around the idea that children, and all people, seek an understanding of the world that makes sense (i.e., equilibration). If we’re ever thrown off-kilter with world-view inconsistent information (disequilibrium) we are motivated to adjust our thinking (by assimilation and accommodation) to restore a sensible way of understanding the world. In addition to research in Developmental Psychology and Educational Psychology, you can also find supporting evidence from the study of “motivated cognition” in Social Psychology.
While Piaget’s theory does describe an intrinsically motivated active child, this is not to say that children will always be intrinsically motivated to learn anything a teacher happens to teach. For example, if a teacher just said memorize your multiplication tables, a child is not going to excitedly do it. A child might question why and see it as pointless; this would be entirely consistent with Piaget’s theory. What Piaget’s theory means is that if a teach sets out a puzzling situation that the child can’t explain with their current understanding, they’ll be intrinsically motivated to find a solution. Piaget’s theory is at the heart of constructivist approaches to education.
The teacher/student relationship has been instrumental in the construction of society and probably had a hand in human evolution. For example, knapping was probably passed down from instructor to learner, as were any innovations. Although human civilisation did not really progress substantially for many thousand years, this may have been to do with unseen and unmeasured brain development (once physical form was established)and/or development of teacher/instructor and learner/student relationships. Much else in human society may have spun from this, such as hierarchies.
Credo che la motivazione estrinseca possa supportare una debole motivazione intrinseca. L'uso strategico di un rinforzo esterno per favorire l'apprendimento e quindi l'acquisizione di abilità e competenze, soprattutto in fase iniziale del processo, favorisce l'accrescimento del senso di competenza ed autostima e di conseguenza rafforza la motivazione intrinseca ad apprendere.
Più divento bravo nel fare qualcosa e più voglio farlo!
Dear Obed Adams,
You ask the following: Is extrinsic motivation necessary for students to learn?
As you know, E. Deci's theory of self-determiantion is the most known theory of motivation and relies on the distinction between intrinsic motivation and extrinsic motivation. If for example, a student sudies for s/he is intellectually curious and in interested in knowing the unknown, then s/he is credited with intrinsic motivation. If, for instance, the focal student studies because s/he only wants to get good exams' marks or to be approved by his peers, parents, or teachers, then s/he is credited with extrinsic motivation.
As I see it, the more a student is intrinsically motivated, the more s/he is likely to understand, reinvent and reconstruct what s/he learns. In contradistinction, the more a student is extrinsically motivated, the more she is likely to memorize rather than understand what s/he learns. In my opinion, intrinsic and extrinsic motivation are not to be seen in a dichotomous way. It it empirically evident that a sudent can study because of his/her intellectual curiosity (intrinsic motivation) and his/her desire to get good marks. It shoud be remarked that students' type of motivation depends on the social milieu in which there are born and grow up. There is accumulated evidence that shows authoritative parents/teachers foster the individual's intrinsic motivation, whereas authoritarian teachers/parents lead to the individual's extrinsic motivation. Authoritative figures are demandind in cognitive terms, but affable in terms of social interaction. Authoritorian figures are demanding in intellectual terms, but cold in terms of social interaction. I am of the opinion that the issue of intrinsic or extrinsic motivation is also a developmental issue. There is amassing evidence that shows that the more a student is psychologically advanced, the more s/he is likely to be intrinsically motivated. Thus, to imagine a 4-5-year-old child that is intrinsically motivated defies our imagination.When Piaget says that children are intrinsically motivated, he wants to emphasize that teachers should be more mentors and organizers of learning experiences and situations than simply transmitters of ready made truths or truths imposed on students from outside. So, Piaget's idea is that teaching and learning should aim at giving rise to creators and innovators, not to conformist people. His idea that children's desire to learn is intrinsic and do not need extrinsic motivation to enhance learning should be seen with caution. As I see it, young children are more inclined to be extrinsically than intrinsically motivated because they are not much developed in psychological terms, and hence have some difficulty in thinking in terms of a distant future, which lies at the heart of intrinsic motivation.
Best regards,
Orlando
Ivan Pavlov (1890-1930) classical conditioning theory is about external stimulus and response; it shows that external stimulus can make response happen; he had done experiments on dogs. Furthermore, B.F. Skinner's(1938) operant conditioning, stimulus-response (S-R), talks about learning that occurs through rewards and punishment. Skinner had done experiments on pigeon and rats. "Reinforcement is the key element in Skinner’s S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The theory also covers negative reinforcers — any stimulus that results in the increased frequency of a response when it is withdrawn (different from adversive stimuli — punishment — which result in reduced responses). One of the distinctive aspects of Skinner’s theory is that it attempted to provide behavioral explanations for a broad range of cognitive phenomena. For example, Skinner explained drive (motivation) in terms of deprivation and reinforcement schedules. Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). ".(http://www.instructionaldesign.org/theories/operant-conditioning/).
However, Critique on BF Skinner theory, emphasizes that operant conditioning deals with external motivators, and does not talk about internal motivation.
Moreover, Albert Bandura's (1977) social learning theory agrees with behaviorist learning theories of classical conditioning and operant conditioning. but, Bandura added that observational learning, and learning through imitation takes place in relation to social context and environment ,and he concluded it through his famous Bobo Doll experiment (1961).
"The findings of experiment support Bandura's (1977) Social Learning Theory. That is, children learn social behavior such as aggression through the process of observation learning - through watching the behavior of another person.
This study has important implications for the effects of media violence on children" (https://www.simplypsychology.org/bobo-doll.html).
Reference: https://www.simplypsychology.org/bobo-doll.html
http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf
https://www.simplypsychology.org/classical-conditioning.html
https://www.simplypsychology.org/pavlov.html
https://www.simplypsychology.org/operant-conditioning.html
References: Skinner, B. F., Skinner, B. F., Psychologue, E. U., Skinner, B. F., & Skinner, B. F. (1972). Beyond freedom and dignity (No. 04; BF319. 5. O6, S5.). New York: Bantam Books.
Skinner, B. F. (1948). 'Superstition'in the pigeon. Journal of experimental psychology, 38(2), 168.
Skinner, B. F. (1981). Selection by consequences. Science, 213(4507), 501-504.
Holland, J. G., & Skinner, B. F. (1961). The analysis of behavior: A program for self-instruction.
Pavlov, I. P. (1927). Conditioned reflexes.
Pavlov, I. P., & Gantt, W. (1928). Lectures on conditioned reflexes: Twenty-five years of objective study of the higher nervous activity (behaviour) of animals.
McLeod, S. A. (2011). Bandura-social learning theory. Retrieved from.
Bandura, A., & Walters, R. H. (1977). Social learning theory(Vol. 1). Englewood Cliffs, NJ: Prentice-hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.
Obed, I concur with Kevin Grobman and Orlando M Lourenço. Your question concerning Piaget ought to be weighed against other developmental issues, like motivation and attachment/bonding issues with the teacher in question. These issues can be illuminated by looking at the research from self-determination theory and also humanistic-phenomenological psychology, as well as the cultural-historical views of people like Lev Vygotsky. The most immediate answer to your question can be generated by the research in self-determination theory which shows a whole host of orientations to learning ranging from relatively autonomous to relatively controlled, with the former being associated most closely to what you and the thread are called "intrinsic," however that language is being superseded by the Rogerian, humanistic language of autonomy understood on the basis of an autonomy-rleatedness-competance amalgam. My colleague Andrew Bland and I just put out a paper on this in The Humanistic Psychologist, and the topic came up in my latest volume on learning, The Phenomenology of Learning and Becoming.
Best,
Eugene
"A rich widow weeps in one eye and laughs with the other."
Portuguese Proverb
Extrinsic motivation: This kind of motivation is when a student wants to study or learn because of external factors. It is important.
First and foremost: Piaget's theory is a Constructivist theory of development and learning. The idea that children's active tendency to attend to and assimilate their environment presupposes that there is a strong tendency to look for patterns and related structures. Since most of us live in a world with objects and people who have mastered understanding of these, young children's active searcoh is likely to lead them to uptake information about shared environments. However, when it comes to learning about things taught in school, matters change. As Piaget wrote many years ago, schools teach things that are novel. So it would be wrong to conclude that children will learn mathematics, history, science, etc., because they are intrinsically motivated. In fact there is a real possibility that new data will be interpreted on the basis of existing knowledge. Recall, the memory studies he did to show that memory for ordered sticks gets better (without input) as the child's mental structures move toward Concrete Oprerations. Ours and others work on fractions provides another example. Children first learn about natural numbers; this interferes with their correct interpretation tof fractions, for example, their is a robust tendency to anser that 1/2 is less than 1/3 which is less than 1/4. Other scholars report the same results (e.g. Siegler, Susan Carey). We all agree that to move children forward, it is necessary to provide inputs that share the structure of the to-be-learned new material. The bottom line -- we cannot know how naive learners will interpret novel environments. Therefore, it would be foolisht to assume that they will hit upon our intended input.
There is a great deal more to say about this issue. Especially important-- the teacher has to watch novice learners in order to determine whether they are on a relevant learning path or not.
Hope this helps. rg
I think: intrinsic motivation can be awakened because of the adaptation to the environment. for that, if we want to optimize intrinsic motivation hence also needed extrinsic motivation
From what the desire to learn comes from ? I think it mostly comes from extrinsic motivation.
A very interestig discussion, from which I learned something in a subject that is not my central research field. Congratulations. Vera Lima
According to psychologists; with the intrinsic motivation (love to learn); the information is stored in the "long term" memory to become part of the bank of knowledge in our brain. On the other hand; with the extrinsic motivation ( learn for reward or avoid punishment); the information is stored in the "short term" memory and could be lost after the exam or reward . In conclusion; we should make sure that the first target is intrinsic motivation and then extrinsic motivation could also help.
Motivation has several effects on students' learning and behavior. First, motivation directs behavior toward particular goals. Motivation determines the specific goals toward which people strive; thus, it affects the choices students make. For example, whether to enroll in an art class or physics .Motivation also leads to increased effort and energy.
https://study.com/academy/lesson/the-importance-of-motivation-in-an-educational-environment.html
Motivation, in every form aids in heightening the learning outcomes of students. However, personally and from literature, both intrinsic and extrinsic forms of motivation when used synergistically in a creative manner, taking into consideration the customized nature of a particular class and/or student, would yield great benefits in bolstering learning. However, in rating the two forms of motivation in terms of which one elicits more learning outcomes, I would endorse the intrinsic form of motivation.
Yes, extrinsic motivation is often important to enhance students' learning. However, it could sometimes be disadvantages as well. For instance, extrinsic motivators can often distract students from learning the subject at hand. Furthermore, it can be challenging to devise appropriate rewards and punishments for student behaviors.
Only for those who do not have a purpose that drives them to learn.
Hi Obed,
In the same line of Piaget's thought that you refer. When you do a task just because you love it, you will do it better than anyone else.
I hope this could help:
Conference Paper Gamification and education: a study of the effects on studen...
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