At Education.com, Avi Kaplan tells us that “Intrinsic motivation refers to engagement in an activity with no reason other than the enjoyment and satisfaction of engagement itself. By comparison, extrinsic motivation refers to engagement that provides means to ends that go beyond the engagement itself.”
Need clarification? Some kids – and adults – are excited to do homework, practice their instrument, read a book, or do volunteer work solely because they enjoy it – That’s reward enough. They may also enjoy the outcome: it helps them learn something or improve somehow, it helps makes someone else feel good, etc, but that isn’t the driving force. Other people, however, require a much more tangible reward. Some kids need to get that sticker on the sticker chart in order to feel satisfied that they followed a direction, completed a task, or used kind words. Kaplan also suggests that the avoidance or absence of a punishment for not doing one of those things is an example of an extrinsic motivation or reward.
One of my kids gets tutoring at a well known agency in our area. For every assignment he completes where he demonstrates focused attention and hard work, he receives a certain amount of tokens. After collecting a bunch of tokens, he can turn them in for an item of his choice from their “rewards store.” It was exciting for him at first to keep track of how many tokens he earned each tutoring session – but in the many months that he’s been there, he has only exchanged them for a toy once. He continues earning tokens, but he never remembers how many he’s gotten anymore – for him, the system isn’t really necessary. He is motivated to go because he knows he has to, and because he sees the difference it’s making in his school work. My children have always been pretty motivated without a tangible reward system, or a “token economy.” They ate their veggies because they discovered they actually tasted good – and believed they’d become strong as a result, like Popeye – not because they might get dessert. They potty trained easily too – it was more comfortable than a dirty diaper or a pair of wet pants – there was no sticker or quarter coming to them as a result.
I recently heard on NPR a story about a little girl who was given a package of M&Ms each time she used the potty. She soon learned to take advantage of the reward, only allowing a little “pee” out each time, and using the potty several times an hour. She collected quite a stash of M&Ms!
In my work as a music therapist, the opportunity to play an instrument is often a reward for participation in other ways – singing in turn, sitting nicely, helping a peer. Though I prefer to provide the instruments as an option right from the start, and use positive verbal feedback to reward the children who are actively engaged, and to motivate others to participate. (ie: “Sally, you are really shaking that maraca, great job!” Or “Matthew, thank you for waiting your turn for the drum.”). It certainly depends on the developmental and cognitive level of my clients – and my goals (impulse control, socialization, etc). And I learn what is most effective with each child.
According to an article shared on StateUniversity.com: “In the 1960s, researchers began to contrast extrinsic motivation with intrinsic motivation–the desire to engage in activities because they are inherently pleasurable, regardless of external contingencies. Given this contrast, it soon became apparent that extrinsic motivators have the potential to decrease students’ subsequent intrinsic motivation when rewards are no longer available. That is, individuals must feel that their behavior is self-determined in order to experience motivation in the absence of extrinsic constraints. Studies have demonstrated that individuals who feel more in control of their own behavior also show more active learning, greater perceived competence, and higher academic achievement.”
You know your kids best, so you know what types of motivation and rewards they need. Just be prepared to follow through with your promises in order for any system to work.