1. Motivation: External and Internal

2. Why do we work? Support ourselves and our families. Pay bills.
Most people enjoy work.
Sense of purpose.
Social aspect of being with other people.

3. Enjoy leisure activities.
Retirement activities.
Sun City, Florida.
Sports, crafts, performance, social outreach.
Everyone has role in community.
Community run by volunteers.

4. Motivating people to get involved.
Hope people will do what is best.
Help out when needed.
Avoid well-known risks.
Sometimes we have to mold behavior.

5. Safer to wear seatbelts.
Well-known that seatbelts save lives.
Usage varies greatly.
51% in Mass before law. Now 76%.
91% in Calif
78% in CT
Requirement and enforcement make a difference

6. Eventually internalized
Starts extrinsic.
Not wearing seatbelt might lead to punishment.
Wearing reinforced by others and by vehicle.
Put them on as a matter of habit.
Becomes intrinsic.

7. Punishment and reinforcement.
“Click it or ticket”
Threat of punishment.
Random checks.
Car comes with warning buzzers.
Stop if you buckle up.
Reinforces wearing.

8. Developing skills String bass in corner Like to get back to playing it
Boring to play bass part
Need to join group
Rewards of working together
Concert coming up
Positives outweigh negatives
Lugging bass across campus

9. Environment controls behavior
Extrinsic motivation.
External rewards and punishments.
Praise increase likelihood I’ll participate.
Criticism decrease the likelihood.
Principles of operant conditioning at work.

10. Effects on behavior Reinforcement Leads to an increase in behavior.
Punishment
Leads to a decrease in behavior.

11. Types of reinforcement
Positive reinforcement:
behavior leads to reward.
Negative reinforcement: behavior removes pain or anxiety
Ex: take pill for headache

12. Types of punishment
Behavior leads to unpleasant outcome or takes away something pleasant.
Goal of punishment is a decrease in unwanted behavior.

13. Problems with punishment
Negative feelings towards person giving punishment.
Physical or psychological pain.
Escalate in severity.
Situational: substitute teacher syndrome.
Less likely to internalize.

14. External versus internal
Better to have intrinsic motivation.
Behave not because you fear punishment or expect reward (external)
But because you want to behave in a certain way.
Motivation from within (intrinsic).

15. Components of Intrinsic Motivation
Autonomy: self-governing
Competence: well-qualified, capable
a.k.a self-efficacy
Relatedness: support and affirmation from peers.

16. Extrinsic Motivation Needed when no intrinsic reasons
Example: pay taxes
Develop intrinsic over time
Example: seat belt use.
At first extrinsic: avoid tickets, alarms, nagging children
Becomes internalized

17. Internal regulation Synthesis with self-congruence.
Agreement conforms to beliefs
Goal is to get people to accept goals as their own.
Move from compliance to self-regulation.
Compliance with medication.

18. Facilitating Internalization
Relatedness
Desire to belong and feel connected.
Group projects, share tasks
Self-efficacy
Improves chances of success
Avoid early failures

19. Psychological needs
Self-determination theory related to psychological needs.
Extrinsic motivation not strongly related to well-being
Wealth, fame and image.
Well-being not enhanced by achievement of extrinsic goals.

20. Self actualization Promote autonomy and competence.
Encourage natural potential for growth.
Facilitating human achievement and well-being
Provide social environment to support growth. “Hot house”
Home, school, job.

21. Intrinsic Motivation “Core” Psychological Motives
Autonomy (control)
Competence
Relatedness
Self-esteem
Secondary Motives that arise from “Core”
Curiosity – function of autonomy & competence

22. Intrinsic & Extrinsic Motivation
Motivation from within self
Typically refers to psychological motives
Inherent pleasure associated with behavior
Extrinsic
Motivation due to environmental incentives/consequences
Behavior is not inherently enjoyable
Behavior is done because of anticipated consequences (e.g., money, food, social rewards, etc.)

23. Intrinsic & Extrinsic Motivation
Behaviors
Same behavior might be driven by different motives in different people
Example: competition – athletic, mental, social, etc.
Intrinsic motivation – enjoy the task, enjoys competition
Extrinsic motivation – social acknowledgement of accomplishment
Ramifications of intrinsic vs. extrinsic
Maintaining extrinsic depends on reward
Intrinsic motivation more likely to persist

24. Intrinsic & Extrinsic Motivation
Assessing whether behavior is due to intrinsic or extrinsic motives can be difficult
Behavioral measures (choice, intensity, persistence) can be used only when certain that there is not extrinsic motivation
Physiological measures do not have this precision yet
Self-reports might disentangle extrinsic from intrinsic if well designed and people report honestly

25. Instrumental Conditioning
External cue provides sign that certain behavior will result in positive or negative consequence
Classic example
Cage with lever
Animal presses lever
Animal gets food
Extrinsic Motivation – external events that alters likelihood of future behavior
Impact on primary needs (physiological, psychology, emotional)
Act as intermediate reinforcer (money)

26. Instrumental Conditioning
Reinforcers
Stimuli or events that make “appropriate” behavior more likely to occur in a given situation
Learning what to do
Positive Reinforcer
Stimulus that increases likelihood of future behavior when presented
Positive stimuli that are presented when behavior occurs
Money, food, praise, etc.

27. Instrumental Conditioning
Negative Reinforcer
Stimulus that increases the likelihood of future behavior when removed
Aversive stimuli that are removed when behavior occurs
Seat belt chime, alarm clock,
Appropriate behavior allows you to escape or avoid aversive stimuli

28. Instrumental Conditioning
Punishers
Stimuli or events that make “unappropriate” behavior less likely to occur in a given situation
Learning what NOT to do
Negative Punisher
Stimulus that decreases the likelihood of future behavior when removed
Aversive stimuli that are presented when behavior occurs
Spanking
Negative punishers are intended to stop unwanted behaviors
Negative reinforcers are intended to encourage wanted behaviors

29. Instrumental Conditioning
Positive Punisher
Stimulus that decreases the likelihood of future behavior when presented
Positive stimuli that are removed when behavior occurs
Taking away toy,
Positive punishers are intended to stop unwanted behaviors
Some things can be both positive and negative punishers
“time-out” is taking way freedom (positive punisher) and might also be aversive (negative punisher)

30. Effects of Punishment Short term intended effect of compliance
Long Term Consequences
May lead to other negative consequences (e.g., increased aggression, lower quality relations, etc.)
Studies are mostly correlational in nature
Punishment focuses on what not to do
Need to also teach/reinforce what to do

31. Instrumental Conditioning
Instrumental vs. Classical Conditioning
Classical – learning the association between two stimuli – one stimulus predicts another
Instrumental – learning the association between a behavior and stimulus (consequence)

32. Effects of Extrinsic Motivation
Intrinsic motivation
Motivation driven by inherent pleasure associated with behavior
Extrinsic motivation
Motivation driven by external reward for doing behavior
How does using extrinsic motivation influence intrinsic
Competence & autonomy (and curiosity) will make children interested in reading, math, etc.
What happens to this motivation if reinforcement or punishment is applied?

33. Effects of Extrinsic Motivation
Intrinsic motivation preferable for many behaviors
e.g., behaviors that are generally “healthy” – mental/physical exercise (reading, education, physical activities, etc.)
No need for external reward (behavior is more consistent)
Intrinsically driven behavior tends to be “better”
Extrinsic – focus on reward not quality of behavior
Intrinsic – focus on behavior and learning (improvement), more creativity
Intrinsically behavior is more enjoyable and fulfilling

34. Effects of Extrinsic Motivation
Motivational Orientations
Complex behaviors (work, school) often involve both motivations
Certain tasks are driven by extrinsic and others by intrinsic

35. Effects of Extrinsic Motivation
What happens when extrinsic motivation is applied to behavior that is driven by intrinsic motivation?
Research by Lepper & colleagues
Assess children’s interest in drawing
Identify children who “enjoy” drawing
These children are either:
Given expected extrinsic reward for drawing
Given unexpected extrinsic reward
Not given extrinsic reward
After reward, children watched to assess intrinsic motivation toward drawing
Children given expected extrinsic reward drew less than other two groups