week 7 lit review

2

Title: Understanding the Role of Intrinsic Motivation in Learning: A Literature Review

Barbara Maclure

Keiser University

Dr. Daniels

08/06/2023

Introduction: This literature review aims to explore and synthesize the existing research on the topic of intrinsic motivation and its influence on learning in the field of psychology. The paper seeks to provide a conceptual overview of the subject, examine the theoretical frameworks that have guided previous work, summarize the current knowledge, and identify gaps that require further investigation.

The Concept of Intrinsic Motivation: In this section, we will define intrinsic motivation and its significance in the context of learning. Intrinsic motivation refers to the inherent desire and internal drive to engage in an activity for its own sake, without external rewards. Studies by Deci and Ryan (1985) have emphasized the role of autonomy, competence, and relatedness as the pillars of intrinsic motivation. (More sources will be added on final paper)

The Impact of Intrinsic Motivation on Learning: This section will explore the influence of intrinsic motivation on learning outcomes and academic achievement. Research by Harter (1981) suggests that students who are intrinsically motivated demonstrate better problem-solving skills and a higher level of engagement in the learning process. (More sources will be added on final paper)

Factors Affecting Intrinsic Motivation: Here, we will discuss various factors that contribute to or hinder intrinsic motivation in educational settings. Studies by Vallerand (1997) have identified the role of passion and interest in sustaining intrinsic motivation, while research by Hidi and Renninger (2006) highlights how external pressures can undermine it.

The Role of Teachers and Parents in Fostering Intrinsic Motivation: This section will examine the impact of teachers and parents on students' intrinsic motivation. Studies by Reeve (2009), Sansone and Tang (2021) have shown that supportive and autonomy-supportive teaching practices can enhance students' intrinsic motivation and foster a love for learning.

Intrinsic Motivation and Academic Performance: In this part, we will explore the relationship between intrinsic motivation and academic performance. Research by Gottfried (1985) reveals a positive association between students' intrinsic motivation and their achievements in various academic subjects. (More sources will be added on final paper)

The Intersection of Intrinsic and Extrinsic Motivation: This section will delve into the interplay between intrinsic and extrinsic motivation and how they can complement or conflict with each other. Deci and Ryan's (1985) Self-Determination Theory provides insights into the dynamic between these two types of motivation. (More sources will be added on final paper)

The Role of Intrinsic Motivation in Online Learning: This section will focus on the relevance of intrinsic motivation in the context of online learning environments. Research by Wang and Zhang (2022) has examined how intrinsic motivation impacts students' engagement and success in online courses. (More sources will be added on final paper)

Intrinsic Motivation and Lifelong Learning: Here, we will discuss the implications of intrinsic motivation for lifelong learning and continuous skill development. Studies by Di Domenico and Ryan (2017) explore the connection between intrinsic motivation and the pursuit of knowledge beyond formal education. (More sources will be added on final paper)

Gaps in Current Research: This section will identify gaps in the existing literature and areas that require further investigation. While several studies have focused on the positive effects of intrinsic motivation, more research is needed to understand its mechanisms and the role of cultural factors (Chirkov et al., 2003). (More sources will be added on final paper)

Conclusion: In conclusion, this literature review has provided an in-depth analysis of intrinsic motivation and its impact on learning. The synthesis of empirical research has highlighted the importance of fostering intrinsic motivation to promote effective and lifelong learning experiences. Nevertheless, further research is required to explore the intricacies of intrinsic motivation and its potential integration with other motivational factors.

References

Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97-110.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.

Di Domenico, S. I., & Ryan, R. M. (2017). The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Frontiers in Human Neuroscience, 11, 145.

Gottfried, A. E. (1985). Academic intrinsic motivation in elementary and junior high school students. Journal of Educational Psychology, 77(6), 631-645.

Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17(3), 300-312.

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159-175.

Sansone, C., & Tang, Y. (2021). Intrinsic and extrinsic motivation and self-determination theory. Motivation Science, 7(2), 113.

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.

Zhu, Y., Xu, S., Wang, W., Zhang, L., Liu, D., Liu, Z., & Xu, Y. (2022). The impact of Online and Offline Learning motivation on learning performance: the mediating role of positive academic emotion. Education and Information Technologies, 27(7), 8921–8938. https://doi.org/10.1007/s10639-022-10961-5