![]() ![]() Mastery rather than a performance outcome is the key here. ![]() The reward resides in the action of learning itself. By contrast, students who are intrinsically motivated, tend to engage in learning for it’s own sake. ![]() In effect, the action of learning only becomes a ‘means to an end’. Students are driven to act for extrinsic reasons when they anticipate a tangible payoff (e.g., stickers, awards, grades, recognition of others). In its most simplest form, students can be motivated for intrinsic or extrinsic reasons. Along these lines, academic motivation can broadly be described as a student’s energy and drive to learn, engage and achieve in the academic domain (Martin, 2007). When psychologists talk about motivation, we are typically referring to the ‘reason behind the action’ (Frydenberg, Ainley, & Russell, 2005). ![]()
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