Pagesplus Title And Reference Page 1 Motivation Arises From

6 Pagesplusa Title And Reference Page1 Motivation Arises From Both In

Motivation arises from both internal motives (i.e., needs, cognitions, emotions) and external events (i.e., incentives, consequences, social contexts). The question of whether one source of motivation is more potent than the other is complex and depends on various factors including the individual, the context, and the specific task. Internal motives, such as personal interests, intrinsic enjoyment, or emotional states, often drive sustained and self-directed engagement because they are linked to personal meaning and identity. For instance, a person who loves painting may find continuous motivation in their internal desire to create art, regardless of external rewards. Conversely, external events like monetary incentives or social recognition can trigger immediate motivation, especially in situations where external rewards are prominent. For example, a student might be motivated to study harder when there is a scholarship on the line, but may lose motivation once the external reward is removed. Empirical research suggests that internal motivation tends to produce more persistent and autonomous engagement over time, but external motivation can be highly effective for short-term performance. In my own life, I find that internal motivation fuels my passion for academic research, but external incentives such as recognition or grades also temporarily boost my efforts when facing deadlines. Ultimately, the effectiveness of internal or external motivation varies depending on the individual’s personality, the task at hand, and the context in which motivation is exerted. An optimal motivational strategy often involves a combination of both sources, leveraging internal interests and external incentives to sustain effort over time.

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Understanding the nuanced interplay between internal and external sources of motivation is critical for comprehending human behavior and achievement. Internal motivation is rooted in intrinsic factors such as personal needs, interests, cognitions, and emotions. These factors often lead to a sense of autonomy, competence, and relatedness—key tenets of Self-Determination Theory (Deci & Ryan, 2000). Internal motivations tend to foster longer-lasting engagement because they are self-endorsed and aligned with personal values. For example, individuals who pursue hobbies like reading or playing a musical instrument typically do so because of internal satisfaction rather than external rewards, which results in sustained commitment and enjoyment.

External motivation, on the other hand, is driven by external incentives such as rewards, punishments, or social approval. This form of motivation can be highly effective in influencing behavior, especially in structured environments like workplaces or schools. For instance, employees motivated by bonuses may show increased productivity when a bonus is announced, but such motivation can diminish once the external reward ceases (Cameron & Pierce, 1992). External motivations are often easier to manipulate in the short term but may undermine intrinsic interest if overemphasized—a phenomenon known as the undermining effect (Deci, Koestner, & Ryan, 1999).

Research indicates that internal motivation is generally more potent for achieving sustained behavioral change. For example, a study by Pink (2011) highlighted that individuals driven by autonomy, mastery, and purpose (internal factors) tend to perform better over the long term compared to those motivated primarily by extrinsic rewards. Nevertheless, external motivation plays a crucial role in initiating behavior or in circumstances where intrinsic motivation is absent or insufficient.

In my personal experiences, internal motivation has been vital in pursuing meaningful academic projects. My interest in understanding human behavior sustains my effort beyond deadlines or external approval. However, external incentives such as scholarships or recognition also motivate me during intense periods of study. Hence, the interplay and balance between internal and external motivation are essential for optimizing performance and sustaining engagement over time, with internal motivation often leading to more autonomous and persistent pursuit of goals.

Physiological Need Transformation into Psychological Drive

Selecting the need for thirst as an example, the biological beginnings of this need stem from the body's requirement to maintain hydration and electrolyte balance. When the body detects dehydration through mechanisms such as increased plasma osmolarity and baroreceptor signaling, this biological event triggers physiological responses like the sensation of dry mouth and the hypothalamus stimulating the release of antidiuretic hormone. These bodily signals act as biological cues that translate into a psychological drive—the sensation of thirst. The subjective awareness of thirst motivates an individual to seek and consume fluids, thereby restoring homeostasis.

An original example of this process involves a hiker in a dry desert. As dehydration progresses, the hiker begins to feel a dry throat and a strong craving for water. These sensations, rooted in biological signals, become conscious psychological motives prompting him to find a water source. Once he finds and drinks water, his hydration levels normalize, and the sensation of thirst diminishes. This example illustrates how a biological event, dehydration, manifests as a psychological drive—thirst—culminating in an action aimed at restoring internal balance.

Self-Determination Theory and External Events' Effects on Motivation

Self-Determination Theory (Deci & Ryan, 1985) explains how external events, such as rewards or praise, can sometimes enhance or undermine intrinsic motivation depending on how they are perceived and integrated into one's sense of autonomy. When external rewards are perceived as supportive and aligned with personal values, they can reinforce intrinsic motivation by signaling competence or fostering a sense of achievement. Conversely, if external rewards are perceived as controlling or coercive, they can diminish intrinsic motivation, leading individuals to attribute their behavior more to external pressures than internal interest.

For example, a student who enjoys learning history may feel empowered and motivated when praised for her curiosity and effort, which supports her internal motivation. However, if the same student begins to receive monetary rewards for attending class, she might perceive this as controlling her behavior, reducing her intrinsic interest and leading to decreased engagement once the rewards are removed. Conversely, in a different scenario, external acknowledgment like positive feedback can boost confidence and motivation if delivered in an autonomy-supportive context, showing how external events’ effects depend on their framing and perception.

This dynamic demonstrates that external events are not inherently positive or negative for motivation; rather, their impact hinges on whether they support or thwart an individual’s sense of autonomy, competence, and relatedness. When external incentives align with internal values and are perceived as supportive, they can foster motivation; when they are perceived as controlling, they risk undermining intrinsic interest.

Learned Helplessness: Contingency, Cognition, and Behavior

Learned helplessness theory, initially developed by Seligman (1975), suggests that individuals develop a passive resignation after repeated exposure to uncontrollable and aversive events. The theory comprises three components: contingency, cognition, and behavior. Contingency refers to the perceived connection—or lack thereof—between one’s actions and outcomes. When an individual perceives no control over outcomes despite effort, contingency is weak or absent. Cognition involves the interpretive processes that ascribe responsibility or lack of control—people may develop a mindset that their efforts are futile. Behavior pertains to the individual's response, often characterized by passivity or withdrawal.

An example of contingency would be a student repeatedly failing exams regardless of the effort invested, leading to the perception that studying has no impact on results. Cognitively, the student might think, “It doesn't matter how much I study; I will always fail.” Behaviorally, this results in the student ceasing to study or participate actively, reinforcing feelings of helplessness. Another example involves an employee who consistently fails to meet sales quotas despite persistent efforts, perceiving a lack of control over sales success, which leads to decreased motivation, withdrawal from effort, and further poor performance. These components create a cycle where perceived uncontrollability fosters helplessness, reducing the likelihood of future effort or persistence.

Origins of the Need for Achievement

The need for achievement (nAch) originates from socialization influences, cognitive factors, and developmental processes. Socialization influences include family and cultural norms emphasizing effort, success, and independence. For instance, my parents often encouraged me to tackle challenging tasks and praised perseverance, nurturing my achievement motivation. Cognitive influences involve personal beliefs about capabilities, goal setting, and attribution styles. I tend to attribute success to effort and strategy, which enhances my motivation to pursue high standards and challenges. Developmentally, experiences during critical periods of growth, such as early successes or failures, shape future achievement motivation. For example, achieving a significant academic award early in life boosted my confidence and desire to set and pursue high goals, illustrating development's role in fostering achievement motivation.

Short-term vs. Long-term Goals: Advantages, Disadvantages, and Recommendations

Adopting short-term goals, such as limited daily targets, can offer immediate focus and quick feedback, enhancing motivation and task engagement. For example, aiming to eat less than 2000 calories today provides clear, achievable targets, helping to establish habits and boost confidence through incremental successes. However, short-term goals may foster a narrow focus, risking myopia and decreased motivation once the immediate goal is achieved or if it conflicts with long-range objectives.

In contrast, long-term goals, like losing 20 pounds over a year, foster sustained motivation and a vision for broader personal development. They encourage planning, perseverance, and the accumulation of progress over time. Nonetheless, long-term goals can also lead to frustration or discouragement if progress is slow or setbacks occur, diminishing motivation (Schunk & DiBenedetto, 2020).

Based on these considerations, I recommend adopting a balanced approach—setting long-term goals to provide overarching direction, complemented by short-term goals to facilitate manageable progress and maintain motivation. This combination leverages the motivational strengths of both types of goals, providing a clear path toward long-term achievements while offering immediate rewards that sustain effort. For individuals aiming for sustainable success, integrating short-term milestones within long-term plans optimizes motivation and performance.

References

• Cameron, J., & Pierce, W. D. (1992). Reinforcement, reward, and intrinsic motivation: A review. Review of Educational Research, 62(1), 3-42.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
• Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
• Seligman, M. E. P. (1975). Helplessness: on depression, development, and death. Freeman.
• Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social-emotional learning: Implications for the classroom. Contemporary Educational Psychology, 60, 101816.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
• Woolf, N. J. (2009). Integrating motivation theories in education. Journal of Educational Psychology, 101(2), 479-491.
• Pink, D. H. (2010). Drive: The surprising truth about what motivates us. Riverhead Books.