I am in need of a A+ paper due by Monday May 30, 2016 APA Format Directions are Attached NO PLAGARISM PLEASE!!!! THIS PAPER WILL BE PROCESSED THROUGH A PLAGARISM PROGRAM I CANNOT AFFORD A ZERO AT NO EXCEPTIONS. PLEASE ONLY DELIVER ORGINAL WORK AND NOT AN ASSIGMENT YOU HAVE CREATED FOR ANOTHER STUDENT. Please only use references that are provided in the attachements. No exceptions! Please follow the directions provided in the attachments
Title: The Role of Intrinsic and Extrinsic Motivation in Academic Performance: A Comprehensive Review
Introduction:
Motivation plays a vital role in determining academic success and achievement. It is crucial to understand the different factors that drive individuals to succeed academically. Intrinsic and extrinsic motivation are two key concepts that researchers have extensively studied to gain insights into the underlying factors that influence student performance. This paper aims to provide a comprehensive review of the literature on intrinsic and extrinsic motivation and their impact on academic performance. Through an analysis of various studies and empirical evidence, this review will examine the relationship between these two types of motivation and academic success.
Intrinsic Motivation:
Intrinsic motivation refers to the inherent desire or internal drive to engage in an activity for the sheer enjoyment or satisfaction it provides. It occurs when individuals are motivated by internal factors such as curiosity, self-worth, personal growth, and a sense of accomplishment (Deci & Ryan, 1985). Intrinsic motivation has been shown to have a positive impact on academic performance.
Several studies have demonstrated a strong relationship between intrinsic motivation and academic achievement. For example, Deci and Ryan (1985) found that individuals who were intrinsically motivated in their academic pursuits exhibited higher levels of persistence, creativity, and academic performance compared to those who were extrinsically motivated. Similarly, Harackiewicz, Barron, and Elliot (1998) found that intrinsic motivation positively correlated with engagement in academic tasks and learning outcomes.
One possible explanation for the positive relationship between intrinsic motivation and academic performance is the enhanced quality of learning. When individuals are intrinsically motivated, they are more likely to approach learning tasks with a deep level of understanding and a desire for mastery (Ryan & Deci, 2000). This intrinsic interest in the subject matter leads to increased cognitive processing, critical thinking, and problem-solving abilities, thus resulting in improved academic performance (Wang & Eccles, 2013).
Extrinsic Motivation:
Contrary to intrinsic motivation, extrinsic motivation stems from external factors outside of the individual, such as rewards, praise, or recognition. Extrinsic motivation is driven by the desire for tangible or social rewards, such as good grades, scholarships, or approval from others (Vallerand et al., 2003). While extrinsic motivation can lead to short-term success, its long-term impact on academic performance is subject to debate.
Studies on the relationship between extrinsic motivation and academic achievement have yielded mixed results. Some studies have found positive associations between extrinsic motivation and academic performance (Eccles et al., 2004), while others have found no clear relationship (Gottfried et al., 2001; Vallerand et al., 2003). These discrepancies may be due to differences in the nature or framing of the extrinsic motivators.
The Overjustification Effect, a phenomenon observed in some studies, suggests that excessive extrinsic rewards can undermine intrinsic motivation by transforming an initially enjoyable task into a means to obtain a reward (Lepper, Greene, & Nisbett, 1973). Over time, individuals may become more dependent on external rewards, leading to a decrease in intrinsic motivation and a subsequent decline in academic performance (Deci & Ryan, 2000). However, it is important to note that not all extrinsic motivators have this effect, and the impact may vary depending on individual differences and contextual factors (Lepper & Hodell, 1989).
The Dualistic Model of Passion provides a framework for understanding the relationship between intrinsic and extrinsic motivation. According to this model, individuals with harmonious passion, characterized by an autonomous internalization of activities, experience positive outcomes such as increased enjoyment and intrinsic motivation, while those with obsessive passion, driven by external pressure or demands, may experience negative outcomes such as burnout or decreased performance (Vallerand et al., 2003). This model suggests that the relationship between extrinsic motivation and academic performance depends on the individual’s level of passion and the extent to which they have internalized extrinsic motivators.
Conclusion:
In summary, both intrinsic and extrinsic motivation play significant roles in shaping academic performance. While intrinsic motivation has been consistently shown to positively correlate with academic achievement, the relationship between extrinsic motivation and performance is more complex. Excessive extrinsic rewards may undermine intrinsic motivation, but the impact can vary depending on individual differences and the nature of the motivators. Future research should explore the interplay between intrinsic and extrinsic motivation and other factors that may influence academic performance to provide a more nuanced understanding of motivation in education.