Intrinsic versus Extrinsic Motivation in Learning Arithmetic

[Writer's Name]

[Institute's Name]Intrinsic versus Extrinsic Motivation in Learning Arithmetic

Introduction

There are numerous aspects that a person is bound to confront in one's life, which are made viable and assimilative, as soon as the person is propelled and motivated in the right direction, with the relative attainment of certain objective or goal. It can be articulated with sheer eloquence that in varying situations and instances, a person who is to be motivated in a specific direction is endowed with an enchanting incentive that prepare him to act in a certain manner. The incentives that act as the bait for propelling a person in a certain direction can be extensively assistive in attaining the desired goal.

Research Questions

What are the basic aspects of incentives that can be incorporated in the respective activities for motivating students/ individuals?

Are the facets of intrinsic motivation more effective than the extrinsic motivational factors?

Are human/ students more receptive towards extrinsic motivational factors?

What is the basic relation between motivational aspects and arithmetic?

What are the main components that are involved in the intrinsic and extrinsic motivations in learning arithmetic?

Literature Review

Whenever the term motivation is used, a naïve yet cognitive mind is coerced to ponder over the factors that amalgamate together to render the facets of motivation. Ever since, the domain of science and psychology progressed, numerous scholars and researchers belonging to this domain had dug further characteristics that are believed to be imperative constituents that are integral in broadening the framework and characteristics of this arena. At this stage, if the debate surrounding the efficacy of intrinsic motivation and extrinsic motivation is brought under scrutiny then apart from the basic understanding that intrinsic motivation reflects the characteristics of motivation that arise within the person or internally, rather than being augmented or formulated via the external matters or rewards. On the other hand, the features of extrinsic motivation can be articulated by eloquently stating that this type of motivation takes into account the facets of motivation that take place externally or outside a person. This motivation can be devised or formulated by announcing materialistic rewards and prizes, on accomplishment of a task or objective.

However, besides the basic understanding of the facets of the intrinsic and extrinsic motivation, the prime objective of this paper resides at extending the contribution of these two approaches in learning arithmetic. As mentioned earlier, over time courtesy in incessant researches and advancements in this domain, there have been varying studies that focus on the previously mentioned objective. Such as, the article/ study presented in “Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization, and Choice”, by Diana I. Cordova and Mark R. Lepper, take into account an experiment that primarily focused on examining the impressions or results on a learning process that constituted and comprised of augmented and complimentary strategies, pertaining to contextualization, stipulation of choices and personalization, which would be critical in enhancing and improving the intrinsic motivation of the students.

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