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Impacts of Extrinsic Motivation on Primary School Students

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Impacts of Extrinsic Motivation on Primary School Students

Abstract

Over the past few years, numerous concerns have come to rise regarding the need for optimum

educational learning among primary school pupils. Many countries across the globe are now

experiencing drastic decreases in the standards of primary education and consequent poor

performance in the respective schools. A critical analysis has been done on the reasons behind

this issue, and it has been established that such factors as poor study habits, lack of enough study

resources, and lack of motivation among others are behind this grave issue. It is important to note

that it is utterly necessary to motivate pupils to learn in school for their ultimate success. All

primary school teachers should, therefore, be aimed at ensuring that their students are able to

maintain their interest in learning throughout their education. Research indicates that motivation

is a highly fundamental factor that contributes to great achievements in any student's success. In

this case, therefore, both parents and teachers should comprehend the benefits of enhancing

motivation among young students early in their lives. Some researchers, such as Feldman,

believe that motivation is a factor that is responsible for directing and galvanizing human

behavior as well as other living organisms. Others believe that it is a process that triggers how a

person behaves in their quest to satisfy their needs. Nonetheless, it is perceived as the factor

which keeps one moving, especially when they experience certain challenges in their lives.

Motivation is best explained when grouped in two specific types-intrinsic and extrinsic

motivation. This research paper is, however, focused on extrinsic motivation and its effects on

the learning of primary school pupils.

Introduction
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Extrinsic motivation basically entails various types of behaviors with which a person

engages in and serve as the means of achieving something. A theory based on self-determination

indicates that there exist three types of motivation. They include introjections, regulation, and a

sense of identification. Regulation of behavior through the use of external means, including

rewards and constrictions. Interjected regulation, on the other hand, is whereby a person

critically evaluates the reasons behind their actions. Identification, on the other hand, implies a

situation whereby an individual makes a judgment of their behavior.

Extrinsic motivational factors include the expectations of close relatives regarding a

pupil’s success and achievements, and also those of role models or mentors. Previously

conducted research indicates that these external motivating factors do enhance the ability of a

pupil to perform well, thus reinforcing the most suitable behavior within an individual. The

effects of extrinsic motivation are felt almost immediately and are considered to be less

strenuous when compared to intrinsic motivation.

However, we should not ignore the fact that these external factors have some flaws. For

instance, they are believed to distract pupils from learning independently. In addition to this, they

are only applicable in short term cases and thus do not work in the long term. Removal of such

rewards from the equation may make the pupils demotivated during the education life. The

introduction of rewards into a pupil’s education life may make him work hard only to achieve the

reward and not because of academic reasons. In this case, some analysts in this field do believe

that extrinsic motivation is inappropriate in most cases since it may serve as a diminishing factor

towards a pupil’s intrinsic motivation.

The issue of disparities in gender and the respective motivational factors in learning

various technical subjects in most primary schools has become a major issue of concern during
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the past few years. Previous literature reviews indicate that males are highly likely to be

motivated extrinsically at a relatively higher degree compared to females who are highly

intrinsically motivated. It further suggests that performance in boys is more inclined on their

interests, a fact that is contrary when it comes to females. There are numerous effects of extrinsic

motivation on primary school kids. Some of them are discussed in the subsequent paragraphs.

Positive implications of extrinsic motivation

It has been established that extrinsic motivation has a certain impact on a person as well

as their overall level of productivity. Whenever there exist certain incentives for pupils in any

given educational setting, it is only trivial that all pupils are bound to be motivated and

encouraged to improve on their grades. Research indicates that any element in existence is highly

likely to make significant improvements whenever there are rewards for particular types of

behaviors (Petty, 2014, pp. 133). In this case, therefore, a more cohesive and enabling

environment within which students can undertake their learning is created. This translates to a

remarkable improvement in their skills and knowledge. According to a research analyst known

as Kendra Cherry, extrinsic motivation greatly impacts the behavior of any person. Even though

it has its limits, it is a useful tool in cases where pupils have to be motivated to complete the

tasks assigned to them.

Secondly, extrinsic motivation leads to certain individual achievements. Putting in place,

motivational factors which conform to a pupil's individual personality is bound to inspire them in

diverse ways. This sense of inspiration would certainly be absent if these motivational factors

were not included (Leuven et al., 2010, pp. 1246). For instance, a primary school pupil may be

aware that the pass mark for a particular subject is 40. However, the pupil’s parent may have
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promised him that if he were to earn a mark of 80 and above, he would be bought a bicycle. This

pupil will, therefore, work extra hard to achieve that high mark in order to get a bicycle.

Another impact of extrinsic motivation is that it is deemed to generate a certain desire to

work towards a pupil’s dreams. Most of us reckon those moments when we were young, and we

would be asked what we would want to be when we grow up. As young pupils, we were

motivated by other individuals who have made it in their career lives (Lee et al., 2010, pp. 267).

Currently, many schools invite certain esteemed individuals from various professions to go talk

to their pupils and encourage them to strive hard in their academic lives so that they can also

make such achievements. Such external motivational factors inspire the pupils to put more effort

into their studies as they work towards achieving their dreams.

Fourthly, extrinsic motivation forms the basis for survival. Most subjects have been

designed in such a way that they educate pupils on the current situations in their economies. In so

doing, pupils get to know how the economy works and how basic and secondary needs are met.

With this knowledge in mind, pupils are inspired to work hard in their studies so that they can be

in a better position in the future to survive the harshness of the fluctuating economy (Kusurkar et

al., 2013, pp. 68). They are made aware that for them to get money with which to use in

acquiring a variety of their needs, they have to get a job. And to acquire employment, they are

supposed to have certain academic qualifications which they can achieve by working hard in

their studies beginning with their primary school education.

Furthermore, extrinsic motivation proves as an effective strategy with which pupils can

be motivated to perform well. It is deemed the most efficient tool which produces highly

remarkable results. On most occasions, do teachers find themselves using extrinsic motivation in

their quest to encourage their pupils to work hard? Before undertaking any tests or exams, pupils
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are often informed that those who perform well will be given certain rewards. These rewards are

varied based on the achievements of the pupils (Gillet et al., 2010, pp. 158). They are also

changed after a certain period of time to avoid monotony, and to keep the whole process of

learning an interesting experience. For instance, a mathematics teacher may promise the students

that the top three performers will be taken for a trip at a certain tourist site within the country. It

is only trivial that all pupils will work hard to pass that exam in order to get a chance to visit that

site. They will change their prior behaviors of wasting time and make more time to revise for

their exams. Provided that the pupils are assured of the presence of that reward, they will

continue being motivated to work twice as hard as they used to.

Consequently, extrinsic motivational have a positive impact on the pupils’ behavior with

regards to time management. Having in mind that there is a specific reward that awaits a pupil at

the end of the term, he or she is bound to cut back all the activities that might have been

irrelevant and time-consuming (Sung et al., 2013, pp. 45). Replacing these activities with useful

ones such as studying or getting involved in discussion groups allows the pupil to make good use

of their time and thus achieve optimum results.

Negative implications of extrinsic motivation

As stated earlier, the impact of extrinsic motivation is felt almost immediately and is,

therefore, short-term in nature. According to a previously conducted research study, where a

group of random people was selected and interviewed on their then views regarding the kind of

choices they had to make in the earlier years of their lives. Most of them regretfully admitted that

they had spent most of their time seeking for achievements in areas where rewards were involved

(Bettinger, 2012, pp. 869). It is only trivial that such motivational rewards as trips or edibles

would be consumed and be forgotten in a short while. Once these motivational factors were done
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away with, the interest in learning would also deteriorate. Contrastingly, those individuals who

majorly inclined on intrinsic motivational factors throughout their academic life were happy with

the choices they made. Many education experts have criticized extrinsic motivational factors by

stating that rewards that are in monetary terms cannot, at any point, be used to substitute intrinsic

motivation among learners.

The second negative implication of extrinsic motivation is that it suppresses the positive

effects that can be felt if intrinsic motivation were to be used to encourage learners to work hard.

Extrinsic motivation does not necessarily impact the pupil’s attitude nor interest in a particular

subject (Ayub, 2010, pp. 369). These two aspects are the most crucial when it comes to intrinsic

motivation. In this case, therefore, extrinsic motivation may indeed make a pupil achieve

academic excellence but fail to build upon his character and overall behavior, as well as the, will

power to work hard in life towards achieving success.

Additionally, sustaining extrinsic motivation is deemed a rather difficult process.

Whenever a pupil knows that it is a must for him to be awarded regardless of what he does, then

he is less motivated to put more effort. Nonetheless, extrinsic motivation follows the law of

diminishing returns. A pupil is less likely to be motivated as time progresses if he is given the

same reward over and over again. Some students may also find it boring to be motivated

extrinsically. Lack of factors that motivate them internally may lead to an unhappy future for an

individual.

Conclusion

Throughout this paper, we have learned about the concept of extrinsic motivation and

how it affects primary school pupils. We have come to an understanding that various educational
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experts have varying views regarding the implications of this concept. Some of them have

argued that extrinsic motivation tends to boost pupils' spirit of achieving ultimate success as well

as creating a foundation for them to learn how to tackle life's hardships. Other experts have,

however, argued that extrinsic motivation suppresses internal motivational factors within a pupil

and also follows the law of diminishing returns. This research paper has helped us come to the

conclusion that extrinsic motivation is a useful concept but also has its flaws. It is thereby

imperative that the education sector, teachers, and parents take this matter into critical

consideration and ensure that pupils are given specific rewards that tend to reflect on the kind of

tasks they are performing throughout their learning process.

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