Thoughts On Motivation

Dr. Robert Fettgather holds a PhD in psychology, master’s degrees in psychology and special education, and a bachelor of arts in psychology.

Why do we do the things we do? As you read this article and go about your day, what motivates you? Why are you more or less motivated under different conditions? And why do some people you know seem less motivated than you while others have the kind of high motivation you admire?

Many human behaviors appear to be logical, such as eating or sleeping when needed, whereas others can be destructive and senseless. But how do we explain why people behave the way they do? We know that people can learn to behave in certain ways by watching and learning. Another way to explain behavior is by considering what might be motivating it. Think of motivation as a process where activity is initiated, directed and sustained toward satisfying a need or want. Those needs may be either physical or psychological. As we act, we can notice our motivated behaviors as being distinctly persistent and even energized.

Numerous theories have been advanced regarding motivation. There are biologically oriented theories that focus instincts, drive reduction and the basic need to establish and maintain bodily homeostasis. Think of hunger or human sexuality as examples.

When motivation comes from outside the self, it is called extrinsic motivation. On the other hand, if a person does something for its own sake, because it is satisfying in some way, the motivation is called intrinsic motivation. Interestingly, if an individual chooses an activity based on its intrinsic merit, doing the activity for its own sake sustains the behavior. But, if an authority figure offers extrinsic rewards for the very same activity, thereafter the activity may lose some of that intrinsic luster. Each type of motivation should be considered carefully in both workplace and educational settings.

If a child freely chooses a task because of its intrinsic value to the child (“I just love to draw”), and an authority figure then imposes an extrinsic reward on the task (“If you draw me a picture, I’ll give you this red balloon”), then subsequent motivation to engage in that activity may decrease. The greatest loss of intrinsic motivation comes when the child perceives his or her behavior to be under surveillance and extrinsic rewards are expected. There are similar findings in studies with adults. What are the implications of these findings for the effects of reward on adults at work?