There have been numerous studies examining motivation, specifically internal and external forms of motivation. Findings from these studies usually emphasise the effectiveness of internal drives, rather than the provision of external rewards. However, motivation to achieve a goal is rarely one-dimensional. There may be multiple reasons why a student pursues a specific goal. I have previously written about how high-ability students, who are internally motivated to learn, still appreciate formal acknowledgement of their achievements – which might be regarded as external motivators.
It was with great interest that I read about research undertaken by Yale University academic, Amy Wrzesniewski and her colleagues. Together, they undertook an exhaustive study of 10,000 West Point officer cadets, to identify their motives and assess the impact of these upon achievements and long-term career success. They examined the cadets' internal and instrumental motives. The latter term refers to extrinsic forms of motivation or the 'carrots' that are sometimes dangled to motivate students. The researchers found that where both these forms of motivational forces co-exist, a competition between these motives occurs. The authors of this study stated that “holding multiple motives damages persistence and performance in educational and occupational contexts over long periods of time."
Irrespective of the form of motivation that exists, it is understood that hardship and struggle are required to achieve any worthwhile endeavour. Claiming that instrumental incentives prompt the establishment of instrumental motives, thus diminishing the intrinsic value and reward associated with undertaking the task, the authors warn against the use of external rewards. Undermining internal motivation and damaging persistence must be avoided if students are to achieve academically and later, within their careers, according to the findings of this research.
Having multiple motives might appear to have a positive impact upon achievement; however it was been found through this research, that multiple motives leads to greater levels of stress, while reducing engagement and satisfaction with tasks, greater procrastination and lower GPAs. It seems that Edward Deci and Richard Ryan's early research into motivation, identifying the importance of intrinsic motivation, was on the right track.
Providing excessive praise for minimal effort or achievement to children when they are young has backfired, with this practice significantly undermining intrinsic motivation and students' confidence. By encouraging students to be curious about the topics they are studying, develop autonomy in their learning and fully engage with the challenges they encounter in their academic work, parents and teachers are enabling students to develop intrinsic motivation. When emphasis is placed upon specific achievements such as academic grades and awards, students learn that extrinsic awards are valued by those around them. Development of instrumental motivation competes with and diminishes intrinsic motivation; whereas those who are predominantly intrinsically motivated have better academic achievements and long-term career prospects and in the work place.
© Michele Juratowitch michele@clearingskies.com.au