Is intrinsic motivation a more effective approach to use in the classroom as an

incentive for positive behaviour and academic achievement compared to

extrinsic motivation? Discuss.

The debate over intrinsic versus extrinsic motivation has been sparked from the early
1970s and still continues to this day. Many researchers believe that one approach is
better than the other and it is an often occurrence that extrinsic motivation is
criticized heavily. The implementation of intrinsic motivation in the classroom indeed
has many proven benefits for the learner and their future life skills. Nonetheless,
discussion has arisen of the many limitations of intrinsic motivation that educators
should consider when implementing intrinsic learning. If careful and considerate,
extrinsic motivation has been seen to be successful in promoting positive behaviour
and academic achievement. Conversely, research has discovered many drawbacks
of extrinsic motivation in the classroom due to its negative connotation and shortterm focus. However the writer believes that one approach should not be considered
in isolation but more so a mixture of these approaches should be implemented in the
classroom. The writer believes that intrinsic motivation should be the ultimate goal
due to its boundless benefits, however it may not be easy to achieve this goal and
extrinsic factors may have to be used in the present moment. These conclusions
have been made by the writer from the research conducted, as well as observations
and experiences in practicum.

Many researchers and individuals believe that the use of intrinsic motivation should
be the sole approach in the classroom. The benefits for the learner are proven to be
substantial in regards to behaviour management as well as academic achievement.
Isen & Reeve (2005) suggest that creativity, increased interest and a sense of
fulfilment after engaging in activities are achieved when learning intrinsically. This
ultimately proposes that by allowing students to have freedom and an environment
where they can be creative, will in turn reflect on their behaviour as well as their
willingness to perform tasks. Froiland, Oros, Smith & Hirchert (2012) delve deeper
into the benefits of intrinsically motivated students and claim that students are more
likely to have a higher level of conceptual learning, increased memory and be

academically successful. Froiland, Oros, Smith & Hirchert (2012) also assert that
those who are intrinsically motivated are more likely to complete their full length of
schooling that those who are not. There is no doubt that these conclusions made
from research are positive and have significant benefits for learners. However, the
claims made suggest that it is important to have a classroom full of intrinsic learners
or else this learning will not occur. Frioland, Oros, Smith & Hirchert (2012) as well as
Isen & Reeve (2005) merely suggest how intrinsic learning manifests as well as
failing to explain the possible complications that can occur in an intrinsically
motivated classroom.

The use of intrinsic motivation in the classroom proves to have numerous benefits for
the learning and behaviour of students. However, educators need to be aware of
some of the difficulties that can be faced when promoting this learning style. Intrinsic
motivation is the desire to engage in a task because it holds a personal interest,
however if there is no initial interest, how can intrinsic motivation come to be?
Cameron & Pierce (2005) suggest that tasks that were of little interest to students
were not engaged with intrinsically. It was then implied by offering rewards to these
low interest tasks, students then became motivated and performed to a high level.
Elstad (2008) also conducted extensive research and suggested that intrinsic
motivation is highly difficult to tap into students. It was found that in education
settings students are often faced with the long term reward of a task that builds
knowledge and skills and the immediate reward of a distraction (such as playing
games on a computer instead of completing a task), it is an often occurrence that the
outcome is the immediate reward. Elstad (2008) also concludes from their research
that the students only seek a distraction when the lesson is lacklustre, unengaging
and the activity is presented in isolation with no purpose suggested. Isen & Reeve
(2005) further reinforce this point, if the task is boring, intrinsic motivation will fail.
However, Lepper, Iyengar & Henderlong-Corpus (2005) enlighten this idea by stating
that if intrinsic motivation decreases in the classroom, it is the teachers duty to adjust
the curriculum to the students so it remains relatable, interesting and challenging to
students. The writer believes it is the role of the teacher to ensure that lessons are

interesting, insightful and meaningful to students. Teachers must create these

learning environments in order for intrinsic motivation to take place. However, the
challenge with intrinsic motivation is that students have diverse and differing
interests that are strongly embedded within them. If a student despises a particular
topic or subject strongly it may leave the teacher with no other option but to include
extrinsic factors in order to improve behaviour as well as academic achievement.

With caution and consideration, extrinsic motivation in the classroom has been
suggested to be effective towards behaviour management as well as academic
achievement. As much as the research is against extrinsic motivation, Akin-Little,
Eckert, Lovett & Little (2004) have claimed that research results have often been
challenging this view as there have been cases where researches discover that
under certain conditions extrinsic motivation is far from damaging. The writer
agrees with Barnes (1987) as it is expressed that there are reward systems for
sports where there is one winner. If students train, put effort and succeed in sports
and are rewarded for it, why would they be unrewarded for their academic
achievements? Barnes (1987) then delves deeper and suggests the positive effects
of rewards systems. It was stated that rewards are effective by creating tension in
group environments and improving general behaviour and academic success in the
classroom. Cameron & Pierce (2005) were also favourable of the reward system in
the classroom as they believe it is important to link a reward to tasks that have low
interest, tasks that promote progress and challenge, use rewards that suit individual
students and to use rewards heavily and then to slowly phase them out. As much as
the writer agrees with Barnes (1987) in regards to sporting achievements receiving
rewards and academic achievements sparsely receiving any, the research of the
benefits is limited. The writings of Akin-Little et. al (2004), Barnes (1987) and
Cameron & Pierce (2005) considers the academic achievement and behaviour
management of the present moment. The researchers also fail to consider long term
goals, life skills and the influencing factors for some students that will not receive
many rewards due to their personal struggles with behaviour.

The research of the detriments of extrinsic motivation outweighs any positive

correlations with this form of academic and behavioural motivation. To base a
teaching practice solely on extrinsic factors will strongly affect the students in a
negative manner. Akin-Little et. al (2004) and Froiland et. al (2012) also consider the
opposing side to the argument and explain that extrinsically motivated students may
have poor confidence, increased stress, no freedom for creativity and little
willingness to learn. It is suggested that extrinsic factors are not continuing for
academic achievement and positive behaviour as it is focused on the present
moment, not developing skills for life. Hung (2014) also expresses that infants and
young children learn about their world because they are passionately curious, they
have no reward for doing so but they do it for discovery. With this inquisitiveness
embedded within individuals since birth, it cannot be ignored that this is a natural trait
of all human beings. To reward students for curiously learning will ultimately take
away from this innate passion of discovery, they will no longer see the purpose in
learning. Vansteenkiste, Simons, Lens, Soenens, & Matos (2005) explain that
learning extrinsically is only touching the surface of the learning, by students aiming
to impress their teacher or gain a sticker, the thoughts of the student will ultimately
be focused on that reward and not the learning. When the learning is free,
unmeasured, in depth and enriching; the student is exclusively focused on the task,
therefore allowing the student to achieve their full potential. The writer agrees with
the points raised from the researchers and can clearly make connections with the
importance of having the innate desire to learn throughout ones life. Rewards for
something that humans would be doing otherwise are not appropriate, however
achievements that have taken an extensive amount of time and effort should be
rewarded in some form.
The experiences the writer has been exposed to and involved in during practicum
have ultimately shaped the views and beliefs held in regards to extrinsic and intrinsic
motivation. The writer observed the heavy use of stickers in the classroom and it was
often the first option for behaviour management. It was often encouraged to wave a
sheet of stickers in front of the students in order to gain their attention and as an
incentive to behave well. The writers experiences in practicum strongly correlated

with the experiences Doidge (2005) had as it was often asked who was the best
student? (Doidge, p. 7, 2005) and seemed as if it was the only way to make the
children listen. It lead to an increased personal awareness that the children are only
sitting still, crossing their legs and listening because they crave the shiny, glimmering
sticker dangled in front of them. It was difficult to reflect on this practice in the
present time as it seemed the only way to do things, however looking back the writer
has now gained an increased knowledge of this extrinsic motivation. However, there
was a great amount of intrinsic motivation implemented in the classroom as the use
of the Habits of Mind was emphasised strongly. These skills that were constantly
reinforced promoted students to become better learners using these skills, however
no reward was offered for using these skills the only reward was effective learning.
The combination of intrinsic and extrinsic motivation used in the writers practicum
lead to an understanding that perhaps these two methods could be used together
harmoniously in the classroom, however in a way that is not solely basing the
behaviour management on stickers and rewards.

The writers understandings and conclusions have been shaped through rich
experiences and insightful research. The use of both strategies in the classroom for
behaviour management and academic achievement should be considered by
educators. It is easy for some researchers to state that they must base practices on
intrinsic or extrinsic approaches, however when placed in a classroom environment
at times these approaches may be unsuccessful. The ideas that have stemmed from
research, is that encouraging a student to be intrinsically motivated is a fantastic
idea, however the reality is students who are not already intrinsically motivated may
need an increased time frame to achieve this particular learning style. The writer
believes that intrinsic motivation should be the overall goal for the classroom.
Nevertheless, it is important not to be naive and to be aware that getting to that point
may be tedious and extrinsic factors may have to be implemented.
The writer also believes through reading Barnes (1987) a strong awareness was
developed. Some children train after school and dedicate themselves fully to sports
or other extracurricular activities. They often do receive rewards for their extensive

efforts and skills. However there is a stigma that students should not be rewarded for
their everyday academic achievements when they have also worked tirelessly after
school and dedicated themselves fully to the task. The writer believes that there
should not merely be one winner like sports, yet there needs to be more recognition
and extensive praise for what has been achieved academically (this could be as
simple as a homework sheet or as significant as passing a year level).
Although, one thing the writer does not agree with in regards to extrinsic motivation
is to offer stickers for good behaviour that was also suggested by Barnes (1987).
This reward for small acts of good behaviour does not promote the longevity of good
behaviour. Students may believe the only reason to engage in appropriate behaviour
is to receive a sticker and they may fail to see the big picture of respecting others.

It is important for educators to be aware of the benefits of extrinsic and intrinsic

motivation and make their own conclusions to what benefits their classroom
environment. However, it is important for educators to think of the long term benefits
of the students and not the quick and easy strategies that benefit the teacher. The
use of intrinsic motivation in the classroom has been proven to be highly effective as
it promotes life skills, develops creativity and creates and overall willingness to learn.
On the other hand, teachers should be aware of the drawbacks and difficulties they
may come across when aiming to implement intrinsic learning within their students.
Extrinsic motivation has been proven to be a quick, effective behaviour management
strategy and a prompter for engaging in tasks. Nevertheless, the short term focus of
extrinsic learning indeed has many long term damages to the individuals learning.
The writer has conducted extensive research and has been involved in various
experiences that have ultimately shaped beliefs and values towards extrinsic and
intrinsic motivation. The writer has came to the conclusion and an awareness that
the goal should always be intrinsic motivation, yet extrinsic strategies may have to be
utilised in order to for students to reach the goal of intrinsic learning.
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