Unit 1: Two Main Types of Motivation

INTRODUCTION

There are two main types of motivation, intrinsic and extrinsic, that are typically used when trying to decrease unwanted behaviors and increase(motivate) positive outcomes. Intrinsic motivators “ include fascination with the subject, a sense of its relevance to life and the world, a sense of accomplishment in mastering it, and a sense of calling to it” (DeLong & Winter, 2002). Extrinsic motivators “include parental expectations, expectations of other trusted role models, earning potential of a course of study, and grades (which keep scholarships coming)” (DeLong & Winter, 2002). Extrinsic motivation is a type of reinforcement that can be applied to the whole class or on an individual level, it’s universal. Intrinsic motivation can be more time consuming as there’s a greater need for diversity among students. An increased effort must be made by the teacher to help the student recognize how a task relates to his/her life and to build student confidence. A further student must be conducted and results compared. The theory behind consequences for unwanted behaviors was first implemented in the home setting. As more individuals began attending school, theories for the utilization of consequences, for behavior, increased. Consequences are meant to increase motivation, increase positive behaviors and decrease unwanted behaviors. Consequences include; positive reinforcements, negative reinforcements, positive punishment and negative punishment. In the mid 1930’s B.F. Skinner “believed that the best way to understand behavior is to look at the causes of an action and its consequences” (McLeod, 2017). His theory, called operant conditioning, was one of the most important earlier research projects implemented. Skinner also was set out to identify consequences that increased or decreased certain behaviors. Skinner was particularly interested in reinforcement. He determined that “behavior which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e.weakened)” (McLeod, 2017). These early theories gave educators and researchers today a basis to the studies being conducted today as far the relationship between antecedents, behaviors and consequences.

CLASSROOM MANAGEMENT IS A MUST

Classroom management is needed to maintain positive behaviors and allow for a safe learning environment. Behavior management strategies/models can be used across grade and ability levels. According to T.R. Kratochwill, R. DeRoos and S.B. (2017), an increase in “meaningful academic learning and the facilitation of social and emotional growth” is noticed with well managed classrooms. When appropriate consequences (what happens directly after behavior occurs) are given, problem behavior tends to decrease allowing for more positive engagement in instruction. Classrooms which exhibit poor behavior management can lead to a decrease in student engagement, student motivation, and “high teacher stress and burnout rates” (Kratochwill, et al., 2017). The implementation of and lack of behavior management strategies can have a substantial impact on student learning and motivation. Reinforcements and punishments can be used throughout the classroom if appropriate and ethical, to decrease problem behavior or increase positive behavior.