Abstract
Motivation is the driving force that explains why people act and behave as they do. Even though the image of a carrot dangling from the end of a stick in front of a person’s nose is often used as a symbol of motivation, you cannot actually motivate another person. True motivation must come from within—it must be intrinsic. Prizes or awards (extrinsic) may bribe someone into performing a certain action but compliance is not motivation. If you want your group to be successful, intrinsic motivation must be infused into every aspect of group-centered prevention. An intrinsic motivational environment (the group) can actually change a person’s perceived perceptions of self and guide them into changing their behavior. This chapter discusses the difference between intrinsic and extrinsic motivation and how to infuse intrinsic motivation into your group-centered prevention program. A case study gives a detailed description of how to use intrinsic motivation. The training session for this chapter gives two examples of groups using extrinsic rewards and shows how to transform these groups by using intrinsic motivation.
Keywords
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Aldea, M. A., & Rice, K. G. (2006). The role of emotional dysregulation in perfectionism and psychological distress. Journal of Counseling Psychology, 53, 498–510. doi:10.1037/0022-0167.53.4.498.
Amiot, C. E., & Sansfacon, S. (2011). Motivations to identify with social groups: A look at their positive and negative consequences. Group Dynamics: Theory, Research, and Practice, 15, 105–127. doi:10.1037/a0023158.
Amiot, C. E., Terry, D. J., Wirawan, D., & Grice, T. (2010). Changes in social identities over time: The role of coping and adaptation processes. British Journal of Social Psychology, 49, 804–826. doi:10.1348/014466609 × 480624.
Anderman, E. M., Lane, D. R., Zimmerman, R., Cupp, P.C., & Phebus, V. (2009). Comparing the efficacy of permanent classroom teachers to temporary health educators for pregnancy/HIV prevention instruction. Health Promotion Practice, 10, 597–605.
Anderman, E. M., Gray, D., O’Connell, A., Cupp, P. K., & Lane, D. R. (2011). Classroom goal structures and HIV and pregnancy prevention education in rural high school health classroom. (2011). Journal of Research on Adolescence, 21, 904–922. doi:10.1111/j.1532–7795.2011.00751.x.
Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good but relevance is excellent: Autonomy affecting teacher behaviors that predicts student engagement in learning. British Journal of Educational Psychology, 72, 261–278.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Personality, 41, 586–598.
Bandura, A., Barbaranelli, C., Vittorio Caprara, G., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72, 187–206.
Baumeister, R. F. (2014). Self-regulation, ego depletion, and inhibition. Neuropsychologia, 65, 313–319. doi:10.1016/j.neuropsychologia.2014.08.012.
Baumeister, R. F., & DeWall, C. N. (2005). Inner disruption following social exclusion: Reduced intelligent thought and self-regulation failure. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 53–73). New York: Psychology Press.
Baumeister, R. F., & Leary, M. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.
Boone, L., Soenens, B., Braet, C., & Goossens, L. (2010). An empirical typology of perfectionism in early to-mid-adolescents and its relation with eating disorder symptoms. Behavior Research and Therapy, 48, 686–691. doi:10.1016/j.brat.2010.03.022.
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40 year meta-analysis. Psychological Bulletin, 140, 980–1008. doi:10.1037/a0035661.
Clanton Harpine, E. (2010). Erasing failure in the classroom, vol. 2: Vowel clustering, a ready-to-use classroom style group-centered intervention for teaching irregular vowel sounds to at-risk children and youth. North Augusta: Group-Centered Learning.
Clanton Harpine, E. (2012, August). Prevention and change in low socioeconomic neighborhoods: Developing community programs that work—creative art interventions for change with children and teens. Paper presented at the annual convention of the American Psychological Association, Orlando, Florida.
Clanton Harpine, E. (2013). Erasing failure in the classroom, vol. 3: The Reading Orienteering Club, using vowel clustering in an after-school program. North Augusta: Group-Centered Learning.
Deci, E. L. (1972). Intrinsic motivation. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. V. Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (Vol. 1, pp. 416–437). Thousand Oaks: Sage.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.
Deci, E. L., Koestner, R., Ryan, R. M., & Cameron, J. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again: comment/reply. Review of Educational Research, 71, 1–51.
De Dreu C. K. W., Beersma, B., Stroebe, K., & Euwema, M. C. (2006). Motivated information processing, strategic choice, and the quality of negotiated agreement. Journal of Personality and Social Psychology, 90, 927–943. doi:10.1037/0022-3514.90.6.927.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.
Durrani, H. (2014). Facilitating attachment in children with autism through art therapy: A case study. Journal of Psychotherapy Integration, 24, 99. doi:10.1037/a0036974.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Ellemers, N. (2012). The group self. Science, 336, 848–852. doi:10.1126/science.1220987.
Flowerday, T., Schraw, G., & Stevens, J. (2004). The role of choice and interest in reader engagement. Journal of Experimental Education, 72, 93–114.
Forgas, J. P., Williams, K. D., & Laham, S. M. (2005). Social motivation: Conscious and unconscious processes. New York: Cambridge University Press.
Grant, H., & Dweck, C. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541–553.
Grolnick, W. S. (2003). The psychology of parental control: How well-meant parenting backfires. London: Erlbaum.
Grzegorek, J. L., Slaney, R. B., Franze, S., & Rice, K. G. (2004). Self-criticism, dependency self-esteem, and grade point average satisfaction among clusters of perfectionist and non-perfectionist. Journal of Counseling Psychology, 51, 192–200. doi:10.1037/0022-0167.51.2.192.
Hogg, M. A. (2007). Uncertainty– identity theory. In M. P. Zanna (ed.), Advances in experimental social psychology (Vol. 39, pp. 69–126). San Diego: Academic Press.
Juvonen, J., & Gross, E. F. (2005). The rejected and the bullied: Lessons about social misfits from developmental psychology. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 155–170). New York: Psychology Press.
Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychological Review, 19, 429–442.
Kuncel, N. R., Hezlett, S. A., & Ones, D. S. (2004). Academic performance, career potential, creativity, and job performance: Can one construct predict them all? Journal of Personality and Social Psychology, 86, 148–161.
Langens, T. A. (2007). Congruence between implicit and explicit motives and emotional well-being: The moderating role of activity inhibition. Motivation and Emotion, 31, 49–59 doi: 10.1007/s11031-006-9038-5
Leary, M. R. (2005). Varieties of interpersonal rejection. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 35–51). New York: Psychology Press.
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the “overjustification” hypothesis. Journal of Personality and Social Psychology, 28, 129–137.
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97, 184–196. doi:10.1037/0022-0663.97.2.184.
Malchiodi, C. A. (ed.) (2011). Handbook of art therapy. New York: Guilford.
Morier, D., Bryan, A. E. B., & Kasdin, L. (2013). The effects of group identity, group choice, and strength of group identification on intergroup sensitivity. Group Dynamics: Theory, Research, and Practice, 17, 14–29. doi:10.1037/a0030190.
Oettingen, G. (2014). Rethinking positive thinking: Inside the new science of motivation. New York: Current, Penquin Group, LLC.
Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170–183. doi:10.1037/0022-0663.97.2.170.
Oyserman, D., Johnson, E., & James, L. (2011). Seeing the destination but not the path: Effects of socioeconomic disadvantage on school focused possible self content and linked behavioral strategies. Self and Identity, 10, 474–492. doi:10.1080/15298868.2010.487651.
Pinder, W. C. C. (2011). Work motivation in organizational behavior (2nd ed.). New York: Psychology Press.
Reeve, J., Nix, G., & Hamm, D. (2003). The experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 347–392.
Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2007). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. Schunk & B. Zimmerman (Eds.). Motivation and self-regulated learning: Theory, research, practice (pp. 223–244). Mahwah: Lawrence Erlbaum Associates Publishing.
Reinhard, M., & Dickhauser, O. (2009). Need for cognition, task difficulty, and the formation of performance expectancies. Journal of Personality and Social Psychology, 96, 1062–1076. doi:10.1037/a0014927.
Rice, K. G., Richardson, C. M. E., & Clark, D. (2012). Perfectionism, procrastination, and psychological distress. Journal of Counseling Psychology, 59, 288–302 doi:10.1037/a0026643.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs and personality and the organization of behavior. In O. P. John, R. W. Robbins, & L. A. Pervin (Eds.). Handbook of personality: Theory and research (pp. 654–678). New York: Guilford.
Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal contacts to intrinsic motivation: A review and test using cognitive evaluation. Journal of Personality and Social Psychology, 45, 736–750.
Salovey, P., Rothman, A. J., Detweiler, J. B., & Steward, W. T. (2000). Emotional states physical health. American Psychologist, 55, 110–121.
Seligman, M. E. P. (2006). Learned optimism: How to change your mind and your life. New York: Vintage.
Silvia, P. J., & Duval, T. S. (2004). Self-awareness, self-motives, and self-motivation. In R. A. Wright, J. Greenberg, & S. S. Brehm (Eds.). Motivational analysis of social behavior (pp. 57–75). Mahwah: Lawrence Erlbaum Associates, Inc.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65–94. doi:10.1037/0033-2909.133.1.65.
Steele, A. L., & Wade, T. D. (2008). A randomized trial investigating guided self-help reduce perfectionism and its impact on bulimia nervosa: A pilot study. Behavior Research and Therapy, 46, 1316–1323. doi:10.1016/j.brat.2008.09.006.
Steger, M. F., & Kashdan, T. B. (2009). Depression and everyday social activity belonging, and well-being. Journal of Counseling Psychology, 56, 289–300. doi:10.1037/a0015416.
Steger, M. F., Frazier, P., Oishi, S., & Kaler, M. (2006). The meaning in life questionnaire: Assessing the presence of and search for meaning in life. Journal of Counseling Psychology, 53, 80–93.
Taylor, S. E., Kemeny, M. E., Reed, G. M., Bower, J. E., & Greenewald, T. L. (2000). Psychological resources, positive illusions, and health. American Psychologist, 55, 99–109. doi:10.1037//003-066X.55.1.99.
Tice, D. M., & Faber, J. (2001). Cognitive and motivational processes in self-presentation. In J. P. Forgas, K. D. Williams, & L. Wheeler (Eds.), The social mind: Cognitive and motivational aspects of interpersonal behavior (pp. 139–156). New York: Cambridge University Press.
Twenge, J. M. (2005). When does social rejection lead to aggression? The influences of situations, narcissism, emotion, and replenishing connections. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 201–210). New York: Psychology Press.
Twenge, J. M., Baumeister, R. F., De Wall, C. N., Ciarocco, N. J., & Bartels, J. M. (2007). Social exclusion decreases prosocial behavior. Journal of Personality and Social Psychology, 92, 56–66. doi:10.1037/0022-3514.92.1.56.
Tyler T. R., & Blader, S. T. (2002). Autonomous vs. comparative status: Must we be better than others to feel good about ourselves? Organizational Behavioral and Human Decision Processes, 89, 813–838. doi:10.1016/S0749-5978(02)00031 – 6.
Tyrka, A. R., Waldron, I., Graber, J. A., & Brooks-Gunn, J. (2002). Prospective predictors of the onset of anorexic and bulimic symptoms, International Journal of Eating Disorder, 32, 282–290.
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C. F., Leonard, M., Gagne, M., & Marsolais, J. (2003). Les passions de l’ame: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85, 756–767.
Warneken, F., & Tomasello, M. (2014). Extrinsic rewards undermine altruistic tendencies in 20-month-olds. Motivation Science, 1, 43–48. doi:10.1037/2333-8113.1.S, 43.
Williams, K. D., Forgas, J. P., von Hippel, W., & Zadro, L. (2005). The social outcast: An overview. In K. D. Williams, J. P. Forgas, & W. von Hippel (Eds.), The social outcast: Ostracism, social exclusion, rejection, and bullying (pp. 19–31). New York: Psychology Press.
Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101, 1–20. doi:10.1037/a0013152.
Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.
Yampolsky, M. A., & Amiot, C. E. (2013). Priming self-determined and non-self-determined group identification: Effects on well-being and intergroup bias. Group Dynamics: Theory Research and Practice, 17, 137–149. doi:10.1037/a0032825.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Clanton Harpine, E. (2015). Is Intrinsic Motivation Better Than Extrinsic Motivation?. In: Group-Centered Prevention in Mental Health. Springer, Cham. https://doi.org/10.1007/978-3-319-19102-7_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-19102-7_6
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-19101-0
Online ISBN: 978-3-319-19102-7
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)