Review This Week’s Learning Resources On Intrinsic And Extri

Review This Weeks Learning Resources On Intrinsic And Extrinsic Motiv

Review this week’s Learning Resources on intrinsic and extrinsic motivations and Maslow’s hierarchy of needs. Reflect on your motives for enrolling at Walden and consider how your motives might change as you progress in your studies. Identify intrinsic and extrinsic motivations that will keep you motivated to complete your degree. Review the resources on culture and motivation. Think about how culture affects motivation.

Identify, based on Maslow’s hierarchy of needs theory, any D-needs and B-needs that could be motivating your behavior to achieve a graduate degree. Determine whether culture plays a role in your motivation to complete your degree. Post a response to the following: Describe motivational factors that led you to enroll at Walden and that keep you enrolled. Then explain how these motivational factors might change as you progress from your first days at Walden to your first or second year. Finally, identify at least one intrinsic and one extrinsic motivation that could help keep you motivated to complete your degree.

Be sure to address what role culture plays in your motivation to complete your degree. Note: Support your postings and responses with specific references to the Learning Resources and any additional sources you identify using both in-text citations and references. It is strongly recommended that you include proper APA format and citations.

Paper For Above instruction

My motivation to enroll at Walden University was driven by a combination of intrinsic and extrinsic factors that align with my personal goals and external expectations. Intrinsically, my desire for self-improvement and intellectual growth played a significant role. I have always valued education as a pathway to personal fulfillment and skill development, which motivates me to pursue my degree diligently. The intrinsic motivation stems from a genuine interest in my chosen field and a personal commitment to achieving academic excellence, which correlates with Deci and Ryan’s Self-Determination Theory emphasizing autonomy, competence, and relatedness as core drivers of intrinsic motivation (Deci & Ryan, 2000).

Externally, societal expectations and professional aspirations serve as motivating factors. The need to advance in my career and fulfill family expectations act as extrinsic motivators. These align with Maslow's hierarchy of needs, especially in satisfying esteem needs (second level) and self-actualization at higher levels as I progress through my studies (Maslow, 1943). The external validation and the tangible benefits of earning a degree, such as increased employment opportunities, reinforce my commitment to completing my education.

As I advance in my studies, I anticipate that my motivations will evolve. In the early stages, extrinsic motivations like gaining credentials and meeting external expectations may dominate. However, as I progress, intrinsic motivations such as personal growth, mastery of my subject matter, and achieving self-actualization are expected to become more prominent (Ryan & Deci, 2000). This shift can enhance perseverance, resilience, and a deeper engagement with my coursework.

Regarding culture’s role, my cultural background influences my motivation significantly. Cultural values related to education, family honor, and community success shape my perceptions of the importance of completing my degree (Markus & Kitayama, 1991). In some cultures, education is seen as a vital means of elevating the family status and fulfilling social responsibilities, which acts as a powerful motivator. In my case, cultural expectations about achieving academic success foster a sense of duty and motivation to complete my degree, aligning with cultural dimensions of motivation discussed by Hofstede (2001).

In terms of D-needs and B-needs from Maslow’s theory, the D-needs (deficit needs) such as esteem and social belonging motivate my efforts to earn a degree, as achieving recognition and acceptance provides a sense of fulfillment. The B-needs (being needs) such as self-actualization motivate me towards continuous growth and realization of my potential, which are integral to my desire to complete my graduate studies (Maslow, 1943).

In conclusion, my motivation for enrolling at Walden University is influenced by a blend of intrinsic desires for personal achievement and extrinsic factors such as career advancement and cultural expectations. These motivations are dynamic and are likely to evolve as I progress through my studies, with intrinsic motivations gaining prominence. Culture plays a fundamental role in shaping these motivational factors, emphasizing the importance of understanding individual differences within cultural contexts to foster academic perseverance (Hofstede, 2001). Recognizing and nurturing both intrinsic and extrinsic motivators, while accounting for cultural influences, can enhance persistence and success in graduate education.

References

• 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.
• Hofstede, G. (2001). Culture's consequences: Comparing values, behaviors, institutions, and organizations across nations. Sage Publications.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
• Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.