Intrinsic Motivation: Definition and
Conceptual Background
When a person engages in an activity because
they are interested in and enjoy the activity (e.g., they perform
the activity for the sake of doing it—for the enjoyment, fun
orpleasure) and not because the activity will produce a reward or
result in the avoidance of a negative
consequence.
Intrinsic motivation describes an individual
who engages in an activity because they are interested in and enjoy
the activity (e.g., they perform the activity for the sake of doing
it—for the enjoyment, fun, or pleasure) and not because the
activity will produce a reward or result in the avoidance of a
negative consequence (Eccles & Wigfield, 2002; Grolnick,
Gurland, Jacob, & Decourcey, 2002; Linnenbrink & Pintrich,
2002a; Snow et al., 1996; Standage, Duda, & Ntoumanis,
2003). The converse (extrinsic motivation) is
present when an individual engages in an activity for other (e.g.,
reward) or instrumental reasons (e.g., means to an end).
Intrinsic motivation “energizes important growth- fostering
behaviors, such as seeking out challenges, exercising skills, and
pursuing one’s interests (Deci & Ryan, 1985)”
(Reeve, Nix, & Hamm, 2003, p. 375). As such, intrinsic
motivation is frequently mentioned as a causal contributor to
self-determination. High intrinsic motivation orientation is
often considered as an indicator of the highest levels of self-
determination (d'Ailly, 2003; Reeve et al., 2003; Standage et al.,
2003).
Early motivation research suggested that intrinsic
motivation was not trait-like in nature, but rather, was
situation-specific and alterable (Harter, 1981). This
“state” interpretation of intrinsic motivation suggests
that a student’s intrinsic motivation is amenable to
environmental manipulation. Researchers are now treating intrinsic
motivation as less of a situation-specific state and more of a
trait-like characteristic (Eccles & Wigfield, 2002). The
highly correlated components of the trait-intrinsic motivation (as
would be described in an academic context) are: (a) academic
learning driven by curiosity and interest; (b) a preference for
hard or challenging academic tasks; and (c) a striving for
competence and independent mastery (Eccles & Wigfield, 2002;
Harter, 1981; Newman, 2000). Of the 3 characteristics, the
first (curiosity- driven learning) is the core concept of intrinsic
motivation.
