說明
內在動機是指投入某項活動純粹是因對活動自身的興趣。內在動機意味著既有能力也有自主(如，「我可以自己做」）。具有內在動機的學生幹事情，是因為他們覺得事情本身有趣。換句話說，參與是幹事情自身的獎勵，而與表揚，成績或其他外部因素等有形獎勵的關係不大。
相反，具有外在動機的學生將學習任務作為達到目的的手段，如獲得好成績，獲得父母的讚揚，或避免受到懲罰。
必須指出，內在動機和外在動機並非處於動機連續譜的兩個極端位置，而是一個多點，另外一個就少點而已。比如學生參與學術任務既有內在動機，也有外在動機（因為他們既喜歡學術，也想獲得好成績）。儘管如此，內在動機式參與任務不僅令他更愉快，而且與更持久地學習、成就和感知能力正相關，並與焦慮負相關。
然而值得注意的是，大量的實驗研究表明，正確使用外在動機對產生積極的教育結果非常重要。研究還表明，學生在以精心地建設性方式反覆完成某項任務的做法，可以培養學術能力，使學術基本技能成為習慣。隨著更多基本技能習慣化，完成任務需要努力的強度變低，並且更加愉快。就像在體育運動一樣，當學生在教練的反覆指導和反饋下完成任務時，他們會提高閱讀、寫作和數學技能，逐漸從不太複雜的任務過渡到較困難的任務。學生參與這些活動，往往需要教師鼓勵和讚揚才能取得進步。隨著學生培養能力的提高，所發展的知識和技能為完成更複雜的任務提供了基礎，使得這些任務變得更加輕鬆和愉快。當學生達到這一點時，學習往就往成為內在獎勵了。
對教師的啟示
促進內在驅動需要活動與實踐相結合，以滿足能讓學生感到能力和自主的基本需求：
•對成績，教師可以突出顯示其信息（反饋）而不是獎懲功能。
•當使用外部約束（例如截止日期）時，有用的策略是從學生角度考慮是否會將約束視為過度控制。對控制所感知的大部分可以通過將任務交給學生的方式來管理。當學生有選擇權時，自主需求就更有可能得到滿足。允許學生從一系列活動中進行選擇，並在建立規則和程序中發揮學生的作用，這有助於培養自主的觀點。這種方法還可以幫助學生在完成中等難度的任務過程中知道選擇的價值。當任務既不太容易也不太難時，任務是最為有效。
•因為內在動機僅僅與喜歡任務自身有關，所以教師可能希望將原則8中原理創造性地結合進來，以便引入新穎性來實現某種程度的suprise或衝突，和創造性解決問題。
支持學生實現的內在動機並不意味著教師應該完全取消獎勵的使用。 課堂和生活中的某些任務，比如練習新技能，對學生來說本身就是無趣的。重要的是要教導學生一些任務，甚至是掌握必要的任務，一開始可能是無趣的，但需要持續的，甚至是乏味的學習投入。 一旦學會了，新技能可能成為他們自己的獎勵。
Principle 9 Students tend to enjoy learning and to do better when they are moreintrinsically rather than extrinsically motivated to achieve.
Explanation
Intrinsic motivation refers to engaging inan activity for its own sake. To be intrinsically motivated means to feel bothcompetent and autonomous (e.g., 「I can do it for myself」). Students who areintrinsically motivated work on tasks because they find them enjoyable. Inother words, participation is its own reward and is not contingent on tangiblerewards such as praise, grades, or other external factors. In contrast,students who are extrinsically motivated engage in learning tasks as a means toan end, such as to get a good grade, to get praise from their parents, or toavoid punishment. It is not the case that intrinsic and extrinsic motivationare at opposite ends of a motivation continuum, such that having more of onemeans having less of the other. Instead, students engage in academic tasks forboth intrinsic and extrinsic reasons (e.g., because they enjoy it and to get agood grade). Nonetheless, intrinsically motivated task engagement is not onlymore enjoyable, it is positively related to more enduring learning,achievement, and perceived competence and is negatively related to anxiety.
These benefits occur because students whoare intrinsically motivated are more likely to approach their tasks in waysthat enhance learning, such as attending more closely to instruction,organizing new information effectively, and relating it to what they alreadyknow. They also feel more self-efficacious and are not burdened by achievementanxiety. On the other hand, students whoare more extrinsically motivated may be so focused on the reward (e.g., gettinga high grade) that learning is superficial (e.g., the student may resort toshortcuts such as skimming the reading for specific terms rather than absorbingthe entire lesson), or they may become discouraged if the pressures are toohigh. Furthermore, externally motivated students may disengage once theexternal rewards are no longer provided, whereas intrinsically motivatedstudents show more long-lived mastery of learning goals.
Notably, however, a substantial body ofexperimental research studies shows that extrinsic motivation, when properlyused, is very important to producing positive educational outcomes. Researchalso shows that students develop academic competence when they do tasksrepeatedly in carefully constructed ways so that the basic skills becomeautomatic. As more basic skills become automatic, the tasks require less effortand are more enjoyable. Just as in sports, students improve their reading,writing, and mathematics skills when they do these activities repeatedly withteacher guidance and feedback, gradually progressing from less complex tasks tomore difficult ones. Students』 engagement in these activities often requiresteacher encouragement and praise for making progress. As students develop increasingcompetence, the knowledge and skills that have been developed provide afoundation to support the more complex tasks, which become less effortful andmore enjoyable. When students have reached this point, learning often becomesits own intrinsic reward.
Relevance for teachers
Promoting intrinsic motivation requires theincorporation of practices and activities that support students』 fundamentalneed to feel competent and autonomous:
• When using grades, teachers might want tohighlight their informational (feedback) rather than controlling(rewarding/punishing) function.
• A useful strategy when using any externalconstraints such as deadlines is to think about whether the constraints will beperceived by students as too controlling. Much of the perception of control canbe managed by the way in which a task is communicated to students. Autonomyneeds are more likely to be satisfied when students have choices. Allowingstudents to select from an array of achievement activities and to have a rolein establishing rules and procedures helps foster perceptions of autonomy. Thisapproach can also help students learn the value of choosing tasks that are ofintermediate difficulty for them. Tasks are optimally challenging when they areneither too easy nor too hard.
• Because intrinsic motivation involvesenjoying a task for its own sake, teachers might want to incorporate the ideaspresented for Principle 8 on creativity so as to introduce novelty by providingsome level of surprise or incongruity and allowing for creative problemsolving.
Supporting students』 intrinsic motivationto achieve does not mean that teachers should completely eliminate the use ofrewards. Certain tasks in the classroom and in life, like practicing newskills, are going to be inherently uninteresting to students. It is importantto teach students that some tasks, even tasks that are necessary to master,might be uninteresting at first yet require consistent, sometimes tedious,engagement for learning. Once learned, new skills may become their own reward.
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