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Motivational Orientation
Have you ever heard the notion that when someone “owns” an idea, they are more likely to follow through with it? Why would this be? It is born from the concept of the tug between intrinsic motivation and extrinsic motivation.
The simple definition of each is- from where is the inspiration coming to complete a task? Does it come from one’s internal interests for the sake of attributional factors such as fun, enjoyment, or morality, or from external interests such as awards, winning, or self-promotion?
Both can be powerful motivators. However, research shows that intrinsic motivational factors are more determinant of future involvement and success than are external factors (see Brunel, 1999; Halliburton & Weiss, 2002; Harter, 1978, 1981a, 1981b; Harter & Connell, 1984; Pelletier et al., 1995; Weinberg & Jackson, 1979; Weinberg & Ragan, 1979). More specifically, Weiss and Williams (2004) cite Halliburton and Weiss (2002) in showing that the perception of the environmental climate toward mastery of effort and learning evinces a greater use of self-referenced competence information sources. Conversely, that research also showed that the perception of the environmental climate toward performance outcomes demonstrated the greater use of peer comparison and competition performance sources.
However, research on physical competency done by Weiss, Bredemeier, and Shewchuk (1985) showed an interesting correlation between a decrease in intrinsic motivation and kids transitioning into middle school. This follows the research of similar focus in the academic realm (i.e., children transitioning to a new grade and school) whereby the teaching format changes from a more supportive role to a less supportive role with greater external evaluation as seen in grading (Harter, Whitesell, & Kowalski, 1992). Weiss and Williams (2004) suggest that the same forces may be in place as youth athletes transition from one level of competition to a higher level. This transition may also facilitate greater objectivity and introspection as to a given child’s perception of their ability. Those who continue to feel a positive sense will likely continue to play, whereas those who feel a negative sense of their ability will likely quit or find other less competitive avenues to pursue (Digelidis & Papaioannou, 1999).
As such, the implementation of an environment conducive to intrinsic motivation and skill mastery, no matter the level, is more likely to provide the desired sense of perceived competence, and by extension, enjoyment (Ferrer-Caja and Weiss, 2000).
The simple definition of each is- from where is the inspiration coming to complete a task? Does it come from one’s internal interests for the sake of attributional factors such as fun, enjoyment, or morality, or from external interests such as awards, winning, or self-promotion?
Both can be powerful motivators. However, research shows that intrinsic motivational factors are more determinant of future involvement and success than are external factors (see Brunel, 1999; Halliburton & Weiss, 2002; Harter, 1978, 1981a, 1981b; Harter & Connell, 1984; Pelletier et al., 1995; Weinberg & Jackson, 1979; Weinberg & Ragan, 1979). More specifically, Weiss and Williams (2004) cite Halliburton and Weiss (2002) in showing that the perception of the environmental climate toward mastery of effort and learning evinces a greater use of self-referenced competence information sources. Conversely, that research also showed that the perception of the environmental climate toward performance outcomes demonstrated the greater use of peer comparison and competition performance sources.
However, research on physical competency done by Weiss, Bredemeier, and Shewchuk (1985) showed an interesting correlation between a decrease in intrinsic motivation and kids transitioning into middle school. This follows the research of similar focus in the academic realm (i.e., children transitioning to a new grade and school) whereby the teaching format changes from a more supportive role to a less supportive role with greater external evaluation as seen in grading (Harter, Whitesell, & Kowalski, 1992). Weiss and Williams (2004) suggest that the same forces may be in place as youth athletes transition from one level of competition to a higher level. This transition may also facilitate greater objectivity and introspection as to a given child’s perception of their ability. Those who continue to feel a positive sense will likely continue to play, whereas those who feel a negative sense of their ability will likely quit or find other less competitive avenues to pursue (Digelidis & Papaioannou, 1999).
As such, the implementation of an environment conducive to intrinsic motivation and skill mastery, no matter the level, is more likely to provide the desired sense of perceived competence, and by extension, enjoyment (Ferrer-Caja and Weiss, 2000).