Intrinsic versus extrinsic motivation: A study of undergraduate student motivation in science

Abstract

Many individuals who enter into science programs do so because study in this area is a requirement rather than because of a genuine interest in the subject matter. As a result, science educators need to find new ways of motivating today's learners. One approach is to modify the educational process so that students no longer find themselves in the roles of traditional learners, where the instructor directs them to the information. Instead, they need to become active learners, who take responsibility for their own learning both in and out of the classroom. This study examined the effects of an external motivation approach that utilized a token system known as Microbucks. Qualitative examination of the data showed that students responded favourably and quantitative analysis showed up to a 9.39 percent increase in final grades.

Assessing the replicability of Cognitive Psychology via remote experiential learning

“…For example, a Flex Lab examining the relationship between hemispheric specialization and emotion was completed the week before course materials on Cognitive Neuroscience. Third, participation marks (1% of course grade) were allocated to each Flex Lab, with a bonus 1% for engagement with all 9 Flex Labs, thereby providing external motivation for course participation (Gallo & Rinaldo, 2011).…”

Enhancing Students’ Academic Performance in Malaysian Online Distance Learning Institutions

“…Self-determination theory is a modern theory of situated motivation that is constructed on the foundation of learner autonomy. Intrinsic motivation is a very powerful source in our lives and can often produce fast results (Gallo & Ronaldo, 2011). Students who have strong intrinsic motivation usually seek success for the sake of achieving it.…”