Overview of special issue on intrinsic motivation

Abstract

This issue of Motivation and Emotion is devoted to research and theory on intrinsic motivation. Individuals who were instrumental in defining the initial issues in this area of research were invited to submit papers. Initially, intrinsic motivation and extrinsic motivation were conceived as a dichotomy, although now many researchers no longer hold to this notion. This point of view is summarized in the first article by Rigby, Deci, Patrick, and Ryan. Lepper and Cordova, on the other hand, pursue the question of what makes learning “fun.” Harter and Jackson also question the dichotomy of intrinsic and extrinsic motivation, suggesting instead that sometimes motivational orientation is a trait, and other times it is situation-specific. Heyman and Dweck take a “goals approach” to the question of motivation in the schools, contrasting learning goals with performance goals. Sansone and Morgan argue that the sources of motivation are not static but can change across individuals, activities, surrounding context, and time. Boggiano and her colleagues, in the final article, present a diathesis-stress model to account for students' divergent achievement patterns. In all, these articles address the question of whether an intrinsic motivational orientation can be implemented in the schools, and if so how and where will it be effective?