assignment 4 motivation

Module 11: Motivation

Assignment: motivation, preparation.

Your text introduced you to many famous leaders and theorists in the subject of employee motivation. Each was notable for the different studies and/or theories they analyzed and professed. In this assignment, your mission is to match key definitions, theories, or concepts with the leaders or theorists who promoted them. The following steps will help you prepare for your written assignment:  

• Thoroughly read the Motivation module.
• As you read,  note  the key concepts and definitions of each theory and the author or leader who is most often associated with it.

Click the link to download the  Motivation assignment . Read the answer choices in the left column and the definition, associated terms, or key concepts in the center column. Complete the table by inserting the correct answer choice in the far right column. Hint: Each definition has only one correct theory or person. Submit your completed table for grading.

Your assignment will be graded on the basis of number of correct matches out of a total of 12.

• Assignment: Motivation. Authored by : Betty Fitte and Lumen Learning. License : CC BY: Attribution

Privacy Policy

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Sweepstakes
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

What Is Extrinsic Motivation?

Do You Need Rewards, Prizes, and Praise to Stay Motivated?

• How to Use It
• Potential Pitfalls

What Are The Rewards That Motivate You?

Extrinsic motivation is a catalyst for action that is driven by external rewards. These can be tangible, such as money or grades, or intangible, such as praise or fame . Unlike intrinsic motivation , which arises from within the individual, extrinsic motivation focuses purely on outside rewards.

People who are extrinsically motivated will continue to perform a task even though it might not be in and of itself rewarding. For example, they will do something at their job that they don't find enjoyable in order to earn a wage .

Extrinsic motivation can be understood through the lens of operant conditioning , which is when someone or something is conditioned to behave a certain way due to a reward or consequence.

Is It Extrinsic and Intrinsic Motivation?

Examples of extrinsic motivation.

Think about your motivation for reading this article. Are you trying to learn the material so that you can do well in your psychology class? If so, this is extrinsic motivation because a good grade is an external reinforcement.

If, on the other hand, you are interested in learning more about human behavior, then you are intrinsically motivated. Your curiosity and desire to learn are the driving forces of your motivation.

Here are some other examples of extrinsic motivation:

• Competing for a trophy or prize, such as in a sporting event
• Doing schoolwork to earn a good grade
• Working hard at a task or project to receive praise and recognition
• Shopping with a store loyalty card to gain points, discounts, and prizes
• Doing homework to earn a reward such as a special treat or toy
• Performing tasks at work that you dislike in order to keep getting a steady paycheck
• Using a particular credit card to receive airline miles

Sometimes, the external reward may be avoiding punishment or a negative outcome. For example, someone may engage in a behavior to avoid being shamed, judged, or assessed a fine.

Impact of Extrinsic Motivation

This type of motivation can be highly effective. Just think of all the examples in your life of things you do to gain some kind of external reward.

Extrinsic motivation is not a bad thing. External rewards can be a useful and effective tool for helping children learn new skills (or be on their best behavior) and for keeping people motivated and on task. This can be particularly important when people need to complete something that they find difficult or uninteresting, such as a boring homework assignment or a tedious work-related project.

How to Use Extrinsic Motivation

It's important to look at the specific situation to determine if extrinsic rewards might help motivate behavior. Below are some example scenarios when extrinsic rewards may be most effective:

• When people have little interest in the activity
• When people lack the skills to get started
• When a short-term motivator for a specific purpose is needed
• When people are working on a long-term project and need small incentives to keep them going

In these situations, the rewards should be kept small and tied directly to performing a specific behavior.

Once some intrinsic interest has been generated and some essential skills have been established, the external motivators should be slowly phased out.

In the Workplace, Parenting, and Education

Extrinsic motivation can play a role across many areas of life. For example, your boss might hold an ad design competition in which the winner earns a prize. Parents might offer their children special treats or outings to complete all their chores for the week. In education, the Dean's List recognizes students who attain high grades.

In all of these situations, some external factor serves as a force that drives positive behavior. With careful application, extrinsic motivation can result in intrinsic motivation—in which a person performs a task well simply because they enjoy it, find it fulfilling, or feel a sense of pride.

Potential Pitfalls of Extrinsic Motivation

While offering rewards can increase motivation in some cases, researchers have also found that this is not always the case. In fact, offering excessive rewards can actually lead to a  decrease  in motivation.

The tendency of extrinsic motivation to interfere with intrinsic motivation is known as the  overjustification effect . For example, if someone is already intrinsically motivated to read books, and then you provide an external reward for reading, you might notice a decrease in the joy they once experienced in grabbing a good book on their own accord after the action has been extrinsically rewarded.

In a classic experiment by Lepper, Greene, and Nisbett, children were rewarded lavishly for drawing with felt-tip pens, an activity that they had previously enjoyed doing on their own during playtime.

When the children were later offered the chance to play with the pens during playtime, the children who had been rewarded for using them previously showed little interest in playing with the pens again. The kids who had not been rewarded, however, continued to play with the pens.

Why would rewarding an already intrinsically rewarding behavior lead to this sudden disinterest? One reason is that people tend to analyze their own motivations for engaging in an activity. Once they have been externally rewarded for performing an action, they assign too much importance to the role of the reinforcement in their behavior.

Another possible reason is that activities that initially feel like play or fun can be transformed into work or obligations when tied to an external reward. Extrinsic rewards can be an important tool in motivating behavior, but experts warn that they should be used with caution, especially with children.

A 2014 review from Procedia - Social and Behavioral Sciences examined research on motivation for learning and suggested that extrinsic rewards can actually be mostly effective and not harmful.

However, more research is needed on this topic to determine exactly how and when external rewards may undermine intrinsic motivation.

Final Thoughts

Extrinsic motivation can exert a powerful influence on human behavior, but it has its limits. You might find it helpful to consider whether you are intrinsically or extrinsically motivated in certain situations.

Are you looking forward to your workout because you have a bet with a friend about who can lose the most weight? Then, you are extrinsically motivated. If you are eager to work out because you find exercise fun and satisfying, then you are intrinsically motivated.

Extrinsic motivation has pros and cons. Whether external rewards will be beneficial in the long run depends on the person and situation.

American Psychological Association. Operant conditioning . APA Dictionary of Psychology .

Tranquillo J, Stecker M. Using intrinsic and extrinsic motivation in continuing professional education . Surg Neurol Int . 2016;7(Suppl 7):S197-S199. doi:10.4103/2152-7806.179231

Lepper MR, Greene D, Nisbett RE. Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis .  J Pers Soc Psychol. 1973;28(1):129-137. doi:10.1037/h0035519

Lepper MR, Greene D. The Hidden Costs of Reward: New Perspectives on the Psychology of Human Motivation .  Psychology Press; 2015. doi:10.4324/9781315666983

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

• ITI Online Mock Test
• CITS Mock Test
• CITS Assignment
• ITI Electrician
• ITI Resume maker
• Assignment for Lesson 2.4: Motivation in teaching learning process

Assignment for Lesson 2.4:

• Define the concept of motivation.

State some of the techniques adopted for motivation.

Explain briefly the following concepts:

• What learning means
• Learning by interaction
• Readiness to learn
• Psychological factors

Motivation refers to the inner drive or desire that compels individuals to act or behave in a particular way. In an educational setting, motivation refers to the desire or willingness of students to learn, engage, and participate actively in the learning process.

• Some techniques adopted for motivation include:Setting clear and achievable goals
• Providing positive feedback and reinforcement
• Using varied and engaging instructional strategies
• Creating a supportive and inclusive learning environment
• Encouraging self-reflection and self-evaluation
• Fostering a sense of autonomy and ownership in the learning process
• Using technology and multimedia resources to enhance learning experiences
• Brief explanations of the following concepts:

a.   Learning refers to the acquisition, assimilation, and retention of knowledge, skills, attitudes, and values. Learning can occur through various modalities, such as observation, experience, instruction, and reflection.

b. Learning by interaction involves active engagement and collaboration between learners, instructors, and peers. This type of learning emphasizes social interaction, discussion, and feedback as essential components of the learning process.

c. Readiness to learn refers to the state of being mentally, emotionally, and physically prepared to engage in the learning process. Readiness to learn can be influenced by various factors, such as prior knowledge, motivation, interest, and confidence.

d . Psychological factors refer to the cognitive, affective, and behavioral aspects of human learning and development. These factors can include memory, attention, perception, motivation, emotion, and personality. Understanding the psychological factors that influence learning can help instructors design effective instructional strategies and support students' learning needs.

"Keep exploring with us!

Check out our previous blog posts for even more insightful content"

Free Mock Test  Training Methodology 

• All CITS RPL Quiz Unit Wise
• Assignment for Lesson 10.2
• Assignment for Lesson 10.1
• Assignment for Lesson 9
• Assignment for Lesson 8.5
• Assignment for Lesson 8.4 
• Assignment for Lesson 8.3
• Assignment for lesson 8.2
• Assignment for lesson 8.1
• Assignment for Lesson 7.3
• Assignment for Lesson 7.1 & 7.2
• Assignment for Lesson 5.3 Prepare a information sheet
• Assignment for Lesson 5.2
• Assignment for Lesson 5.1
• Assignment for Lesson 4.1  State some of the important factors for the necessity of planning a lesson
• Assignment for Lesson 3.4 
• Assignment for Lesson 3.3 : Rearrange the listed skills from simple to complex
• Assignment for Lesson 3.2 : List out the skills semester wise
• A Step-by-Step Guide to Prepare NSQF Level-1 Syllabus for Any Vocational Trade
• Assignment 3.1 of CITS RPL NSQF Level-1 Syllabus for Your Trade: Fitter 
• Assignment for Lesson 2.3 Laws of learning & Theories of learning
• Assignment for Lesson 2.2 Principles of learning & teaching
• Assignment for Lesson 2.1 Educational psychology and teaching
• Assignment for Lesson 1.4 Good instruction and defects in instruction
• Assignment for Lesson 1.3 Traits of a Good Instructor
• Assignment for Lesson 1.2 “Roles and responsibilities of an instructor”
• Assignment for Lesson 1.1 (Vocational Scenario in Other Countries)
• RPL under CITS Examination Format And Study Material
• Gradingof ITIs: "New Data Driven Grading Methodology
• ITI GradingCalculator -Calculate Your ITI Grading
•  ITI CTS Upgraded Employability Skills Curriculum

here are some frequently asked questions related to the above assignment:

Why is it important for CITS ITI instructors to understand the principles of teaching?

CITS ITI instructors need to understand the principles of teaching to be effective in their roles. Understanding these principles can help them design and deliver effective training programs that meet the needs of their learners. It can also help them create a positive and engaging learning environment that promotes learning and growth.

What are the key skills required for CITS ITI instructors?

CITS ITI instructors require a combination of technical and teaching skills. Technical skills include knowledge of the subject matter, tools, and technologies used in their field. Teaching skills include the ability to design and deliver effective training programs, communicate effectively with learners, provide feedback, and assess learning outcomes.

What are some effective teaching strategies that CITS ITI instructors can use?

Some effective teaching strategies that CITS ITI instructors can use include active learning, problem-based learning, flipped classroom, and collaborative learning. Active learning involves engaging learners in hands-on activities that promote exploration and discovery. Problem-based learning involves presenting learners with real-world problems to solve. Flipped classroom involves having learners prepare for the class beforehand by watching videos or reading materials, and using class time for discussions and activities. Collaborative learning involves having learners work in groups to solve problems or complete projects.

How can CITS ITI instructors assess learning outcomes?

CITS ITI instructors can assess learning outcomes through various methods, such as quizzes, exams, practical assessments, and project work. They can also use formative assessments, such as feedback and self-reflection, to help learners improve their learning. It is important for instructors to align their assessments with the learning objectives and ensure that they are fair and valid.

You may like these posts

• Assignment RPL (31)
• CITS Mock Test (18)
• Fitter Mock Test (1)
• ITI CBT TEST (16)
• ITI Employability Skills (2)
• ITI Jobs (9)
• ITI Mock Test (2)
• ITI Resume (1)
• NCVT Circular (8)
• Study Material (5)
• Syllabus (2)
• Workshop Cal. & Science (1)

Made with Love by

• Privacy Policy
• Terms and Conditions

Contact form