Jami Chung Marjory Smith English 111 3 August 2011 Sources

From the Lei: Motivation is an internal state that arouses learners, steers them in particular directions, and keeps them engaged in certain activities (Ormrod,2008). Motivation often determines whether and to what extent students actually learn a challenging task, especially if the cognitive and behavioral processes necessary for learning are voluntary and under their control. Once college students have learned how to do something successfully, motivation is largely responsible for whether they continue to do it (Ormrod, 2008). pg 153 Intrinsic and extrinsic motivation are two major categories with which college students are engaged in the process of learning new knowledge and skills. Both types of motivation may not the exact same effect on student learning and performance at the college level (Ormrod, 2008). The objective of this article is to evaluate the benefits and drawbacks of intrinsic and extrinsic motivation in relation to student learning (achievement and performance) from the perspectives of college Instructors. pg 153 Like most college instructors, they are concerned about students' intrinsic motivation for learning (Schunk et al.. 2008). College students who are intrinsically motivated have a number of advantages over students who are extrinsically motivated (Table 1). For instance, intrinsically motivated students work on academic tasks because they find them enjoyable and interesting. Task participation is its own reward and does not depend on explicit rewards or other external constraints (Schunk et al.. 2008). There is evidence showing that intrinsic motivation is positively correlated with learning. achievement, perception of competence and self-efficacy, and is negatively correlated with anxiety, depression. and frustration (Gottfield. 1985 and 1990; Lepper et al.. 2005). pg 154 Although intrinsic motivation has numerous benefits including the now experience, few drawbacks of intrinsic motivation should also be considered and carefully evaluated (Table 1). Csikszentmihalyi (1990, 1996,1997, and 1999) and Csikszentmihalyi and Nakamra (1989) have been used the term "flow" to describe an intense form of intrinsic motivation, characterizing it as a state of complete absorption, focus, and concentration in a challenging activity. However, such intense form of intrinsic motivation can reach to the point that students completely lose track of time and space, completely ignore

authority and other important (required) tasks, as well as not having enough time to learn or perform other essential tasks while learning and enjoying a particular academic activity (Ormrod, 2008). pg 156 Although the benefits of intrinsic motivation are numerous, the benefits of extrinsic motivation are also noteworthy, especially at the college level. Different aspects of extrinsic motivation are also distinguished (Table 2). In general, the extrinsic motivation variable is a sum of recognition, grades, and competition in learning (Wigfield, 1997). learning for recognition is the pleasure in receiving a tangible form of recognition for success in learning. learning for grades assesses the desire to be favorably evaluated by college students. Competition in learning is the desire to outperform others in learning, an aspect tied to the notion of performance goals (Wigfield, 1997). These three aspects simply reflect the fact that college students do much of their learning in an educational setting, where their academic performance is formally evaluated, and students compare their performance to peer performance. Thus, extrinsic motivation and performance goals, as reflected in the aspects of recognition, grades, and competition, are evident in college students' motivation for learning (Wigfield, 1997). pg 156 Additionally, if college instructors want students to learn new course information, extrinsic rewards work more quickly and powerfully than intrinsic ones (Lowman, 1990). Students can be motivated to learn almost anything if promised a sufficiently attractive external reward. External reinforcement for engaging in a particular activity increases students' time on task, and performance is likely to improve as a result (Emmer and Evertson, 1981 ). Nevertheless, intrinsically motivated individuals are slower to learn new course information if topics are not very interesting to them and less certain of being effective, but they are usually more lasting once they learn the new information (Lowman, 1990). Source of intrinsic motivation lies within the individual and task: The individual finds the task enjoyable or worthwhile in and of itself (Ormrod, 2008). pg 158 From the Webb: IBM currently has 73 people with their feet up on their desks. Theyre the IBM Fellows. They got there by coming up with exceptional ideas and are charged with coming up with more under one condition: Freedom. Freedom from deadlines, committees and all the usual constraints of corporate approval. Since the programs inception in 1962, IBM fellows have invented some of the most useful and profitable technologies in the industry. Atlassian, an Australian software company, believes that great ideas can come from anywhere. Unlike IBM, who focuses efforts only on idea specialists, Atlassian gives everyone the opportunity to generate amazing ideas. Once a quarter, they tell their developers, For the next 24 hours, go work on whatever you want, any way you want, with whomever you want. These days of freedom have produced more new ideas and profitable ventures than any other program or system theyve tried. Google takes it all one step further. Like Atlassian they want to harness the creativity of their entire workforce, but they want to do it all year round. Google has a policy called

Innovation Time Off, where they encourage their engineers to spend twenty percent of their work time on projects that interest them. Gmail, Google News, Orkut, and AdSense are just some of the services that originated from these independent endeavors. From the Cock: In the traditional classroom, research in Norway indicates that the motive to achieve success is positively correlated to both performance and satisfaction. Conversely, the motive to avoid failure is reported to be negatively correlated to these behavioral variables (Brekke, 1981; Gjesme, 1971a, 1972, 1973a, 1973b, 1977). Research in other countries indicates a cumulative evidence of a significant positive correlation between the motive to achieve success and performance (Elliot & Church, 1997; Halvari, 1997; Spangler, 1992), whereas the pattern of relations between the motive to avoid failure and performance is less clear-cut (Birney, Burdick, & Teevan, 1969; Elliot & Church, 1997; Halvari, 1997; Heckhausen, Schmalt, & Schneider, 1985). pg 66 From the Hymowitz: On a recent evening stroll, James Rice, a vice president at Tyson Foods and the head of its China operations, wandered into a narrow alley, drawn by the pungent scent of spices coming from a food vendor's stall. The vendor was selling skewers of barbecued lamb coated with cumin, a popular evening snack here. That detour gave Mr. Rice the idea for a new food product: cumin-flavored chicken strips. "I found just what I was looking for -- an exotic flavor that is authentically Chinese," he says. Within a few weeks, his research-and-development manager had created a new recipe, and members of his marketing staff had begun testing it with consumers. When they got a 90% approval rating, they knew they had a hit. Mr. Rice began selling the new product in just two months. The most successful executives in China have autonomy, as well as access to corporate chiefs when they need it. Jack Q. Gao, vice president and regional director of Autodesk's operations in China, believes that "to grow in this market, which is so dynamic and unique, I need to be directly supported by top executives who can present one strategy to the government." China's government, he notes, not only sets economic policy but is the largest customer of Autodesk and many other multinational companies. Heres a link to the Dan Pink pod casthttp://www.ted.com/talks/dan_pink_on_motivation.html