1. Intrinsic and Extrinsic Motivation: Learning Objectives
Define the terms intrinsic and extrinsic motivation and give several examples of each
Demonstrate the ability to shift from extrinsic towards intrinsic forms of motivation
Describe the differences between task and ego orientations
Consistently describe the reasons one is motivated to engage in an activity
Note that these learning objectives are, essentially, the goals for this session

2. Intrinsic and Extrinsic Motivation
Intrinsic Motivation
Drive comes from within; the activity is enjoyable in itself
Examples: eating desert, playing video games
Preferable type but not always possible
Extrinsic motivation
Drive comes from some external reward
Examples: studying to get a good grade, working at a job to get paid.
Provide a broad overview here 2

3. More on Extrinsic Motivation
May lie on a spectrum, depending on:
How far removed the eventual reward is
Whether you see the utility of the task or resent having to do it.
Whether you have autonomy or are being forced to do it by others 3

4. Promoting Intrinsic Motivation
Increases when:
You have autonomy and self-determination
Friends are involved
You have confidence in your abilities (self-efficacy)
You use positive self-talk
Decreases when:
You have no choice in the matter
You have low confidence
You use negative self-talk
External rewards are emphasized
The “Over-justification Hypothesis”
Can provide a “story” illustrating the over-justification hypothesis in which someone provides external rewards for something that others naturally enjoyed, such as paying children to play, and then after some time refusing to pay them. The children may then decide not to play for free. 4

5. Motivation and Freud The Pleasure Principle
Choose things that bring pleasure
Child-like motives guiding actions
Immediate gratification
Analogous to intrinsic motivation
The Reality Principle
Adult-like decision making
Reality requires us to delay gratification
Analogous to extrinsic motivation
This slide could be considered optional. There is a connection to be made between these Freudian concepts and motivation. Could lead to interesting discussion for students who have been exposed to these concepts previously.

6. Motivation and Self-Efficacy
Self-Efficacy is:
Your confidence in your ability to complete a specific task*
Influenced by your own past performance
Influenced by the performance of similarly qualified peers (referred to as “models”)
Affected by support (or lack thereof) by others
Self-Efficacy and Motivation
↑ Self-efficacy leads to ↑ effort and persistence
And vice-versa
Thus directly affects motivation
And impacts performance – above and beyond skill
Refer to resource/article on self efficacy and motivation. Talk through the bullet points and note that the following slide will differentiate self-efficacy from related concepts. Emphasize the role of self efficacy in influencing motivation and performance.

7. Motivation and Self-Efficacy
*Self-Efficacy differs from self esteem or self-concept, which refers to overall view of self
Not considered a character trait
Can have low self-esteem and high confidence in a certain task (and vice versa)
Will revisit when we look at task and ego orientation
Influences intrinsic and extrinsic motivation
“I hate word problems,” translates to “I don’t expect to do well on word problems.”
“I love puzzles,” means “I’m good at doing puzzles.”
Here we separate the idea of self-efficacy for a specific task from an overall sense of self. This in itself can be a good lead in to the topic of task and ego orientation. It can also be noted as relating to overall mindset. Also, plan to engage students on the concept of feeling intrinsically motivated for tasks for which they have high self-efficacy, and vice versa. Essentially, we like doing things that we are good at, or at least when we feel that we can get good at them.

8. Self-Efficacy Whether you think you can or think you can’t …
you’re right.
- Henry Ford
Briefly review this quote , attributed to Henry For, which captures the concepts related to self-efficacy 8

9. Discussion
What are some things for which you are intrinsically motivated?
What things do you hate doing but continue to do anyway?
Is anyone intrinsically motivated to do something that a classmate dislikes? If so, explain what you enjoy about it?
Is there anything you are good at doing but that you dislike doing? Anything you are bad at but enjoy?
Is there anything you are doing any you really don’t know why you are doing it?
Provide these and/or other prompts during class time. Encourage students to share their various levels of motivation. 9

10. Moving towards intrinsic motivation
Identify an activity in which you are motivated extrinsically, and you resent having to do it.
Consider how you can get “on board” with the reasons you need to do this activity.
Move from extrinsic and resentful to extrinsic and accepting.
Identify an activity that you don’t enjoy but for which you recognize the need to do it.
Consider how you could find the activity enjoyable.
Thus, we will move one step closer to intrinsic motivation
A caveat: If you cannot find a good reason to be motivated, you may decide to abandon the activity and focus your energies elsewhere.
Provide a handout/worksheet for students, with examples. Assign this as an activity for them to complete outside of class and then share with others. This works best when you provide the activity to students prior to instruction and have them complete the worksheet based on their current thoughts and feelings. Then after covering the material in this unit, engage the class in the discussion and have them complete the remainder of the worksheet as homework.
Encourage students to discus in small groups and then to share with the class. The idea here is for them to make some effort to become more intrinsically motivated, while also being realistic about it.
Possible ways to succeed in this task include self-reflection, positive self-talk, and interviewing others. 10

11. What’s at Stake? “My reputation is on the line.”
“People will judge me based on how I do.”
“I’ve talked a big game. Now I have to back it up.”
“I’m going to find a way to explain this in writing.”
“This is like a big puzzle to solve.”
“What does it say about me that I’m taking so long to figure this out.”
“I want to beat my personal best.”
This slide introduces the concept of task and ego orientation without naming them at first. Simply read through these hypothetical statements as indicators of different approaches to a task. After covering the next several slides, return to this slide and have the class label the statements accordingly. 11

12. Task and Ego Orientation
Offers another perspective on intrinsic and extrinsic motivation
Theory proposes we have a level of task involvement and ego involvement that motivates us
The two types are considered independent
Can be low on both, high on both, or low on one and high on another
Task involvement
Analogous to intrinsic motivation
Most educators recommend this type
Ego involvement
Analogous to extrinsic motivation
Less recommended but has its value as well
Introduce the concepts and provide a rough overview. 12

13. Task and Ego Orientation
Task Orientation
Ego Orientation
Compare self to past performance
Compare self to others’ performance
Focus on task and learning
Focus on outcome
Performance attributed to effort
Performance attributed to talents
Hard work is valued
Ease of task is valued
Mastery of task is at stake
Self worth is at stake
Tends to decrease pressure
Tends to increase pressure
Go through the different points, highlighting the difference in the two orientations.
Make a connection between this overall concept and the concept of growth and fixed mindset.
Also note the overlap between task/ego orientation and mastery/performance goals

14. Task versus Ego Orientation
There is nothing noble in being superior to your fellow men. True nobility lies in being superior to your former self.
- Ernest Hemingway
Following this slide, return to the slide titled “What’s at stake?” and have students identify which type of orientation each statement most clearly represents. 14

15. Task and Ego Orientation: Time to Rate Yourself
On-line version of the Task and Ego Orientation in Sport Questionnaire (TEOSQ)
Designed for sport but can complete it with any activity in mind
Visit site and complete the questionnaire
Discuss your results with a partner
Introduce this assessment and have students complete it and then discuss their results, while also respecting the privacy of those who wish not to share. 15

16. Resources TEOSQ as found at: https://www.brianmac.co.uk/teosq.htm
Ryan and Deci (2010).
Wigfield and Cambria (2010).