Ryan, R.M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25, 54-67.

This article mainly described the specifics of intrinsic and extrinsic motivations, but unlike the other articles, it discussed the impact of teachers and how these motives are prevalent in education today. It also discusses the differences in performance and how extrinsic and intrinsic motivations differ. Cognitive Evaluation Theory was also discussed in the article, how the importance of competence can increase intrinsic motivation. They must also experience a sense of autonomy to increase their sense of self-competence so that intrinsic motivation is completely based on their internal motivation. Positive feedback also increased intrinsic motivation, as long as it didn’t have rewards. Extrinsic motivation included a chart, which described the different types of extrinsic motivation, as well as the idea of amotivation, the idea that a person’s behavior completely lacks a state of intention.

The most interesting thing in the article was the statement that intrinsic motivation will decrease as time goes on within school due to social responsibilities. As each grade passes, students are more likely to enjoy completing the tasks for the task itself, not for the rewards or alterior motives. I would like to know why this occurs, and what can be done to curtail this “epidemic”. How can we encourage students in higher grades to encourage tasks for themselves, if they are struggling to be accepted into college or have varying motivations for completing tasks? This is especially prominent in elementary school, where I remember being as young as four or five and receiving stickers and rewards for completing my tasks. How can we teach our students to love to learn without tangible rewards?