Is Intrinsic Motivation Better Than Extrinsic Motivation?

Harpine, Elaine Clanton

doi:10.1007/978-3-319-19102-7_6

Cited by 9 publications

(3 citation statements)

References 55 publications

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“…Paradoxically, the inability of its academic variant to afford all these rewards may impact the continuous engagement of students. The reliance on extrinsic motivation is also deleterious because it neither supports learning nor long‐lasting lifetime performance and can lead to obsessive behavior problems, procrastination, and negativism [12]. This certitude suggests that schools may need to rebrand hackathons as primarily ECAs where internal factors are in the foreground to preclude the ascendancy of extrinsic over intrinsic motivation.…”

Section: Resultsmentioning

confidence: 99%

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Garcia

2022

Comp Applic In Engineering

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The education sector is constantly progressing its competency paradigm by establishing a nexus between practical, theoretical, and technical dimensions of teaching and learning. In the modern age of education, hackathons are becoming increasingly prominent in providing an optimal academic environment that connects classroom learnings to real‐life scenarios. This study explored the motivational orientation behind student participation in hackathons through the framework provided by self‐determination theory. Specifically, it investigated the role of intrinsic and extrinsic motivations in encouraging initial and continuous hackathon participation. The partial least squares‐structural equation modeling method was used to analyze data collected from 437 students in 12 countries. According to the findings, although intrinsic motivation influences participation intention, extrinsic motivation drives continuance participation. When intrinsic and extrinsic motivational constructs were analyzed individually, it was found that continuance participation demands both motivational orientations. Comparisons of demographic characteristics indicate that older students with more extensive educational experience may have higher intentions to participate and continue participating in these events. This study offers insights into how the education sector can increase hackathon participation by tapping on students’ motivational orientation. From a methodological point of view, it is apparent to recommend the promotion of hackathons as a core extracurricular activity at a school level, and more indispensably, as pedagogy at a classroom level. In a world where students are encouraged to fail early, fast, and often, participating in hackathons is a tactical preparation for eventual success.

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Section: Resultsmentioning

confidence: 99%

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Garcia

2022

Comp Applic In Engineering

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“…Lastly, it must be underlined that, like many gamified systems, also the mechanics of the BLUTUBE educational program relied upon extrinsic motivators (e.g., Points). However, the use of extrinsic motivators might have a negative effect on long-term motivation (Wong and Thomson, 2014; Clanton Harpine, 2015), so also fueling the motivation that comes from “within” and stems from fulfilling the action itself - i.e., the intrinsic motivation - would be key for the success of longer-term educational programs.…”

Section: Discussionmentioning

confidence: 99%

Gamification and Sustainable Water Use: The Case of the BLUTUBE Educational Program

Paolo

Pizziol

2023

Simulation & Gaming

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Background In a world increasingly stressed by climate change and scarcity of natural resources, the prosocial behaviors of new generations become increasingly essential, especially when aimed at sustainability. This study aims to investigate the gamified system applied to the game-based educational program BLUTUBE, designed to promote better practices regarding virtuous water usage in the primary schools of the Municipality of Lucca. Methods We analyze the self-reported sustainable behaviors of almost 800 students of the 2nd, 3rd, and 4th grades, using a survey about water consumption and awareness of related topics. We examine the association between the increase in the self-reported prosocial behaviors, which occurs after the end of the educational program, and participation in different activities - measured by the number of accumulated points - stimulated through gamification. Results We find that higher participation in gamified activities corresponds more likely to a higher increase in reported sustainable behaviors. Moreover, we observe that this result is led by specific activities - playing the board game Blutube at school, playing the urban game, and taking pictures of virtuous actions - rather than others - playing the board game at home. Lastly, given the difference between genders in the perceived benefits from gamification, we find that males increase more their awareness about sustainable behaviors by playing more the board game than females. In contrast, females raise their awareness when playing the urban game more. Discussion We suggest that playing the board game in a broader social context, such as school, can enhance the perception of children’s behaviors’ impacts on the external environment. Also, to effectively promote sustainable behaviors, educators should consider using game-based learning materials that incorporate rewards mechanisms into the activities. Conclusions This work sheds light on the relationship between gamification and pro-environmental behaviors, laying the ground for future research.

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“…Whilst the former stands for the motivation to do something in order to meet some external demands, the latter does it for the motivation to do something for its interest (Deci & Ryan, 1975). It is assumed that intrinsic motivation is the most beneficial for change in comparison to external motivation, that even is considered that leads to engaging in problematic behaviors (Clanton-Harpine, 2015). From a behavioral perspective, this way of understanding motivation entails several conceptual problems that might affect the control that therapists have over clients' behavior during the therapeutic process.…”

Section: Introductionmentioning

confidence: 99%

Analysis of the role of motivating operations in the therapeutic verbal interaction

Estal-Muñoz,

Andrés-López,

Pereira

et al. 2023

An. psicol.

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The concept of motivating operation (MO) helps to overcome both theoretical and practical problems of the traditional notion of motivation in the study of the therapeutic process. In this research, the role of three types of therapists’ verbalizations with an MO function was analyzed, in addition to their association with clients’ verbal behavior. For this purpose, recordings of 40 clinical sessions belonging to 9 different cases were observed. The ACOVEO System was the observational category system used to identify the therapists’ verbal MOs coded as MO with clinical information, MO with consequences, and MO with pairings. The SISC-CVC was the one used to identify clients’ verbalizations coded as Agreement and Disagreement. Sequential analyses were performed to test the relation between the three different types of MOs with themselves, as well as with clients’ concurrence. Results showed that the different MOs were emitted in chunks and when MO with clinical information was uttered either with MO with consequences or MO with pairings there was a greater association with Agreement (r = 2.47; r = 1.86) rather than with Disagreement (r = -.53; r = -.36). These findings highlight the importance of the emission of MOs that associate directly events with an eliciting component with clients’ behavior, giving more efficacious strategies to the therapists El concepto de operación motivadora (OM) ayuda a suplir los problemas de la noción tradicional de motivación en el estudio del proceso terapéutico. En este trabajo, se analizó el rol de tres tipos de verbalizaciones del terapeuta con una función de OM y se comprobó su relación con el comportamiento verbal de los clientes. Para tal propósito, se observaron grabaciones de 40 sesiones de terapia pertenecientes a 9 casos diferentes. El Sistema ACOVEO fue el sistema de categorías empleado para identificar las categorías OM con información clínica, OM con consecuencias y OM con emparejamiento. El SISC-CVC fue aquel utilizado para identificar las verbalizaciones de las clientes codificadas como Acuerdo y Desacuerdo. Se llevaron a cabo análisis secuenciales para comprobar la relación entre las diferentes OMs entre ellas y con el acuerdo del cliente. Los resultados mostraron que las diferentes OMs fueron emitidas en bloque y que cuando la categoría OM con información clínica se emitía con OM con consecuencias o con OM con emparejamiento se encontraba una mayor asociación con la categoría de Acuerdo (r = 2.47; r = 1.86) que con la de Desacuerdo (r = -.53; r = -.36). Estos resultados destacan la importancia de la emisión de OMs que asocian de manera directa el comportamiento del cliente con eventos con un componente elicitador, ofreciendo estrategias más eficaces para los terapeutas.

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Is Intrinsic Motivation Better Than Extrinsic Motivation?

Cited by 9 publications

References 55 publications

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Hackathons as extracurricular activities: Unraveling the motivational orientation behind student participation

Gamification and Sustainable Water Use: The Case of the BLUTUBE Educational Program

Analysis of the role of motivating operations in the therapeutic verbal interaction

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