1. INTRINSIC MOTIVATION: FUELING THE PASSION
Damon Burton
University of Idaho

2. INTRINSIC MOTIVATION DEFINED
Intrinsic motivation – engaging in an activity for its own sake, particularly the pleasure and satisfaction derived from playing.
For example, a girl who skis because of the fun she has doing what she wants, challenging herself by trying new things and being with her friends skiing new powder on the mountain.

3. COMPONENTS OF INTRINSIC MOTIVATION
Competence – feeling talented and skilled,
Autonomy – in control, self-determining, & doing what you want, and
Relatedness – feeling connected and enjoying relationships with others.

4. EXTRINSIC MOTIVATION DEFINED
Extrinsic motivation – engaging in behaviors in order to attain contingent outcomes beyond of the activity itself (i.e., rewards, fame, prestige, etc)
For example, a boy plays basketball to be recognized, get their names in the paper and win a college scholarship.

5. SELF-DETERMINATION THEORY (SDT)
SDT describes the social factors that will promote intrinsic motivation and internalized forms of extrinsic motivation.
Autonomy is necessary to attain true competence and relatedness.
SDT describes how extrinsic rewards will influence intrinsic motivation.

6. SELF DETERMINATION CONTINUUM
Low
High
Extrinsic
Motivation
Intrinsic
Motivation
Amotivation
Amotivation
External Regulation
3. Introjected Regulation
4. Identified Regulation
5. Integrated Regulation
6. Intrinsic Motivation
Intro

7. AMOTIVATION
Amotivation – refers to lack of intentionality or absence of motivation.
High amotivation prompts feelings of incompetence and low expectancies due to the belief that success is uncontrollable.

8. EXTERNAL REGULATION EXTRINSIC MOTIVATION
External regulation (EM-ER) - refers to behavior that is regulated through external means such as rewards and constraints.
For example, an athlete might go to practice because she wants to play in the game tomorrow.

9. INTROJECTED REGULATION EXTRINSIC MOTIVATION
Introjected Regulation (EM-IR) --individuals begin to internalize the reasons for their actions.
Behavior not self-determined because they experience self-imposed pressure through guilt and anxiety.
For example, athletes go to practice because they feel guilty if they miss a session.

10. IDENTIFIED REGULATION EXTRINSIC MOTIVATION
EM-IR emitted out of choice.
Under EM-IR, athletes highly value the activity, judge it to be important and choose to engage in it.
For example, a soccer player doesn’t enjoy weight training but lifts to become a better player.

11. INTEGRATED REGULATION EXTRINSIC MOTIVATION
EM-INTEG emitted out of choice.
Under EM-INTEG, athletes highly value the activity because it has been assimilated into their identity or sense-of–self,
For example, a golfer plays because the sport has become his identity and contributes to how he views himself as a person.

12. INTRINSIC MOTIVATION
IM involves engaging in an activity for the pleasure and satisfaction gained from attempting to accomplish or create something, surpass your previous performance, learn something or experience pleasant sensations (i.e., sensory and aesthetic pleasure).
For example, a tennis player who works on his serve for the pleasure they experience while trying to hit an ace.

13. BEHAVIORAL REGULATION RESULTS ACROSS REx-2 CLUSTERS
Table 3.2.
MANOVA Results
BEHAVIORAL REGULATION RESULTS ACROSS REx-2 CLUSTERS

14. BEHAVIORAL REGULATION RESULTS ACROSS REx-2 CLUSTERS
Table 3.2.
MANOVA Results
BEHAVIORAL REGULATION RESULTS ACROSS REx-2 CLUSTERS
4-Reason Profiles
Multi-Reason Positive (MR+)
n = 361
Autonomous Focused (AF)
n = 259
Multi-Reason Negative (MR-)
n= 232
Control
Focused (CF)
n = 382
Motivation M SD F
eta2
External
1.72
.87
1.41
.59
1.43
1.69
.82
14.513***
.034 a,b,e,f
Introjected
3.53
1.08
2.84
2.17
.99
3.14
1.04
82.163***
.167 a,b,c,d,e,f
Identified
4.51
.60
4.22
.68
3.08
.92
3.92
.67
***
.329 a,b,c,d,e,f
Integrated
4.23
.84
3.65
2.19
.96
1.21
***
.345 a,b,c,d,e,f
Intrinsic
4.24
.76
3.99
2.34
3.26
.98 **
.363 a,b,c,d,e,f
RAI
18.72
4.65
17.85
4.86
9.48
5.2
13.48
5.53
***
.320 b,c,d,e,f
Passion
Obsessive
4.69
1.16
4.06
1.09
2.55
3.93
1.18
183.21***
.310 a,b,c,d,e,f
Harmonious
5.68
.85
5.01
3.36
1.12
4.42
1.06
271.45***
.400 a,b,c,d,e,f
Mindset
Growth
4.30
.53
3.94
.55
3.79
.63
4.07
40.25***
.090 a,b,c,e,f
Fixed
2.09
.78
2.05
.79
2.02
.72
9.015***
.022 b,d,f
Physical Activity
Vigorous
278.45
246.68
221.69
218.95
82.849
143.94
148.94
183.88
50.459***
.110 a,b,c,d,e,f
Moderate
234.51
259.61
207.31
223.13
114.08
172.11
151.07
174.54
19.138***
.045 b,c,d,e
Walking
336.99
343.26
302.96
326.25
216.32
263.38
281.99
292.07
7.356***
.018 b,d
Sitting
266.80
158.14
282.35
152.45
330.25
170.43
317.42
160.95
10.390***
.025 b,c,d,e

15. HIERARCHICAL INTRINSIC MOTIVATION MODEL

16. MOTIVATION AS A SOCIAL PHENOMENON
The impact of social factors on motivation is mediated by perceptions of competence, autonomy and relatedness.
Motivation is not influenced by social factors directly.
The way individuals interpret social factors depends how they facilitate their needs for competence, autonomy and relatedness.
Individuals are motivated to engage in activities to meet these needs.

17. SOCIAL FACTORS REDUCING INTRINSIC MOTIVATION
Social factors reducing intrinsic motivation include: competition, evaluation/feedback and rewards.
Competition reduces IM
Winning and playing well enhances IM whereas losing and playing poorly lowers IM.
Positive feedback increases IM while negative feedback reduces IM.
Rewards can both raise and lower IM in different situations.

18. LEPPER & GREENE (1968) REWARD STUDY
Baseline 1 – monitored amount of time preschoolers played with markers during free-play time
Expected Reward Group – promised reward & received one
Unexpected Reward Group – not promised reward but received one
Control Group – not promised reward and didn’t receive one.
Baseline 2 – monitored time played with markers during free-play time.

19. HOW DO REWARDS IMPACT INTRINSIC MOTIVATION
Reward impact not determined by number or size of rewards.
Impact determined by “message” behind the reward.
How well does the reward enhance perceptions of competence, autonomy and relatedness?

20. RELATIONSHIP BETWEEN INTRINSIC & EXTRINSIC MOTIVATION
EM + IM = TOTAL MOTIVATION (TM)
IM = TM EM
If EM lowers perceived competence, autonomy and/or relatedness, IM and TM decline.
If EM increases perceived competence, autonomy and/or relatedness, IM and TM improve. 1 2

21. REWARDS PROMOTING INTRINSIC MOTIVATION
Contingent Rewards – received for attaining a standard of excellence (e.g., trophy for winning a tourney)
Noncontingent Rewards – no standard of excellence (e.g., winning lottery)
Contingent rewards normally increase IM because they increase feelings of competence and autonomy.
Noncontingent rewards reduce IM.

22. PERCEPTIONS KEY HOW MESSAGE INTERPRETED
How athletes perceive the reason rewards are given is the key to IM.
Autonomy is necessary to develop strong competence and relatedness.
If rewards are view as controlling, it lowers feelings of competence and relatedness too, reducing IM.
If rewards are viewed as informational about competence, autonomy and IM must be high as well.

23. FACTORS PROMOTING INTRINSIC MOTIVATION
“Autonomy support” from coaches, parents and peers,
The competitive structure of the league (i.e., varsity versus intramural sports)
Motivational climate – mastery versus outcome

24. RELATIONSHIP BETWEEN AUTONOMY & COMPETENCE
Increased competence requires 2 critical objectives be met.
Achieving consistent “success” at challenging tasks,
“taking credit” for success due to personally-controllable factors.
How should success be defined to best meet these criteria? Task/mastery or ego/performance?

25. The
End