The Types of motivation Are the intrinsic, extrinsic, amotivation, positive, negative, primary, social, basic and daily motivation.
To achieve a goal, individuals must have that goal well delimited, and possess the necessary skills, activation and energy. In addition, it must be aware to maintain that energy in the activity for extended periods of time (which can become very extensive) until reaching the established goal.
Motivation means the energy or drive that a person feels to do something. Being motivated then entails an impetus or an inspiration to act to achieve the desired goal.
Usually it is considered as a unitary phenomenon but that can be variable for each task that we realize, being able to go from a small motivation to reach the objective to a great amount of this one.
But the motivation not only varies in the level in which it is presented, but also in the orientation, existing different types. The concept of orientation includes the underlying attitudes and goals that produce motivation, that is, the different phenomena that cause and are maintained by Deci and Ryan (2000).
For example, a person may be very involved in a particular task, such as researching a particular topic because he is interested in learning more or because he needs to do a job to get a good grade in class.
These small variations associated with motivation would constitute the different types that the authors have tried to define over time.
This phenomenon implies a set of related perceptions, values, beliefs, interests and actions. The motivation is changing and increasing with age, in addition, its appearance in children, predicts its characteristics later in life (Lai, 2011).
Types of motivation
Intrinsic motivation
The most frequent distinction is intrinsic motivation And extrinsic motivation (Deci and Ryan, 1985).
Intrinsic motivation is centered on the individual, and refers to conduct behavior because it is interesting, pleasant or pleasant for the person. In this way, the activity is performed by an inherent satisfaction rather than external pressures or rewards.
The forces that often move people into this type of motivation are the novelty, the sense of challenge or challenge, or the aesthetic value for that person.
This phenomenon began to be observed in animals, when the investigators contemplated their behavior realized that many beings show natural behaviors lúdicas, of exploration or that simply come from the curiosity; Although they did not obtain any external or instrumental reinforcement or reward (White, 1959). Rather, what moves them to act are the positive experiences associated with developing one's abilities.
Healthy human beings are, since they are born and by nature, explorers, curious and active. Therefore, they have an innate predisposition to know the world, discover it and learn from it; Without needing any extra incentive to push them.
Thanks to these abilities of exploration and curiosity, it will facilitate physical, cognitive and social growth.
According to research, intrinsic motivation is more durable and implies better learning and an important Increased creativity . Traditionally, educators consider this type of motivation more desirable and result in better learning outcomes than The extrinsic motivation .
However, research suggests that motivation can be shaped through certain instructional practices, although studies have both positive and negative effects (Lai, 2011).
Extrinsic motivation
It is a type of transient motivation that refers to the energy that appears to carry out a certain behavior with the objective of obtaining some external benefit, although that activity is not experienced as intrinsically interesting.
Many times we do things that are not to our liking, but if we realize them we know that an important reward will come for us. This would be basically the extrinsic motivation.
This type of motivation is more frequent after early childhood, when that freedom that provides the intrinsic motivation has to be modulated to begin to adapt to the demands of the environment.
There are many tasks that are not intrinsically interesting to the person, but you have to start carrying them out. As children, we must learn to make the bed or keep our clothes and probably is not a task that involves inner or intrinsic motivation.
Rather, they are usually our parents who give us small rewards like"if you make the bed, then you can play", motivating us extrinsically.
In fact, it seems that, as school progresses, intrinsic motivation becomes weaker and gives way to extrinsic motivation. This is because in school we have to learn all kinds of subjects and subjects, and most of them may not be interesting or fun for children.
Within this type, Deci and Ryan (1985) identify several subtypes depending on how focused they are on the individual or on the outside:
- External regulation: Is the least autonomous form of extrinsic motivation and refers to the behaviors that are performed to meet external demand or to obtain a reward.
This subtype is the only one recognized by advocates of operant conditioning (Such as F.B. Skinner ), Since these theories focus on the behavior of the individual and not on his"inner world".
- Introjected regulation: Refers to a motivation that appears when people perform some activity in order to Avoid anxiety Or guilt, or to increase pride or see increased value. As we can see, it is closely associated with the self-esteem , Specifically with maintaining or increasing it.
It is not considered intrinsic, natural or fun for the person because it is contemplated as the performance of tasks to achieve an end.
- Regulation identified: This form is somewhat more autonomous, and means that the individual begins to give personal importance to a behavior, seeking its value.
For example, a child who memorizes multiplication tables because it is relevant for him to achieve more complex calculations would have a motivation of this kind because he has identified with the value of that learning.
- Integrated regulation: This is the most autonomous form of extrinsic motivation, and it occurs when the identification (the previous phase) has already been totally assimilated for the person. It is considered as a regulation that the person makes of itself, self observing and integrating it with their values and needs. The reasons why some task is done are internalized, assimilated and accepted.
It is a type of motivation very similar in some things to the intrinsic, but they differ in that the motivation of integration has an instrumental objective in spite of being volitive and valued by the person.
These subtypes can be a process that progresses throughout life, so that individuals are internalizing the values of the tasks they carry out and are increasingly approaching integration.
Although it should be mentioned that in each activity it is not necessary to go through all the phases, but it is possible to start new tasks that imply any degree of extrinsic motivation. This will depend on past experiences or the environment in which you are at that time.
Positive motivation
It is about starting a series of activities in order to achieve something that is desirable and pleasant, having a positive connotation. It is accompanied by an achievement or well-being in doing the task that reinforces the repetition of that task.
That is, if a child recites the alphabet in front of his parents and they congratulate him he will be more likely to repeat this behavior. Above all, if reciting the alphabet is fun for the child (and if it is neutral, thanks to the reinforcement of the parents can be a pleasant task).
Negative motivation
On the other hand, the negative motivation entails conducting behaviors to avoid unpleasant results. For example, scrub dishes to avoid discussion or study to avoid the suspense of a subject.
This type of motivation is not highly recommended because in the long run it is not as effective and causes discomfort, anxiety. It causes people not to be focused on the task and wish to do it well, but to avoid the negative consequence that possibly appears if they do not do it.
Amotivation or demotivation
Deci and Ryan added in the year 2000 the concept of amotivation.
The individual has no intention of acting. This happens because he does not have a specific activity for him, he does not feel competent to carry it out, or he thinks he will not get the result he wants.
Primary motivation
It refers to the individual's performance by maintaining his state of homeostasis or balance in the organism. They are innate, they help survival, are based on the coverage of biological needs and are present in all living beings.
Hunger, thirst, sex, and escape from pain would be the motive for triggering behavior (Hull, 1943). Others have even introduced, the need for oxygen, to regulate body temperature, rest or sleep, elimination of waste, etc.
However, in humans it is more complex, in fact, they have criticized the theory that supports this type of motivation because sometimes people enjoy exposure to risk or cause an imbalance in their internal state (such as watching movies Action or fear or go to amusement parks).
Social motivation
This is what is related to the interaction between individuals, and includes violence or aggression, which occurs if there are certain external keys that trigger it or come from frustrations.
The motivation for the violence can appear by learning, that is to say; Because those behaviors have been rewarded in the past, have avoided negative experiences or have been observed in other people who are a role model for us.
Within this type of motivation is also the affiliation or gregariousness, which suppose those behaviors that are carried out to get to belong to a group or to maintain the social contact because it is adaptive and highly valued by the living being.
On the other hand, it is also to do certain tasks to obtain the recognition and acceptance of others or to gain power over them, to achieve security, to acquire assets that establish you in a privileged position with respect to others, or simply to satisfy the need for establishment of Social links.
Types of motivation in sport
According to Lozano Casero (2005), sports psychologist, there are two other types of motivation that are more focused on sport. These are:
Basic Motivation
This term is used to reflect the commitment that an athlete has with his task and carries with it a special interest and a desire to overcome his own performance.
The goal is to maintain or improve these behaviors and achieve both personal and social recognition for them (as prizes).
Daily Motivation
This, on the other hand, implies the feeling of satisfaction of the athlete by his training by himself. That is, it feels good and rewarded by routine physical activity itself independent of other major achievements.
It is associated more with its day-to-day performance, fun that produces the activity and the environment itself where it takes place (peers, time of day, etc.)
Obviously these two types of motivation are usually given together and are linked to each other, being essential to be perseverant in sports training.
If you are interested in this topic, here you can read more about Sports motivation Or more specifically, motivation for Start running.
Here's a motivational kick if you want to get your hands on these 10 keys Which you should not forget.
On the other hand, in this article We show you steps to manage your motivation and achieve results. In this You can know theories about motivation according to the schools of psychology.
References
- Deci, E. L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
- Fuentes Melero, J. (s.f.). Motivation. Retrieved on July 25, 2016, from the University of Murcia.
- Hull, C.L. (1943). Principles of behavior. New York: Appleton Century.
- Lai, E. R. (2011). Motivation: A Literature Review. Retrieved on July 25, 2016 from Pearson's Research Reports.
- Lozano Casero, E. (April 1, 2005). Psychology: What is motivation? Obtained from Royal Spanish Golf Federation.
- Motivation: positive & negative. (S.f.). Retrieved on July 25, 2016, from How can psychology affect performance?
- Ryan, R. M., & Deci, E.L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 (1), 54-67.
- Sharma, A. (s.f.). Types of Motives: Biological, Social and Personal Motives | Psychology. Retrieved on July 25, 2016, from Psychology Discussion.
- White, R. W. (1959). Motivation reconsidered. Psychological Review, 66, 297-333.