Introduction
The psychological theory of intrinsic and extrinsic motivations influences behavior and the pursuit of personal objectives. Extrinsic motivation refers to pursuing a goal primarily driven by things outside of oneself, including rewards or recognition (Legault, 2016). It implies relying heavily on external rewards or approval as the main driving force behind doing tasks or reaching objectives. An athletic contest where competitors put forth extra effort and time in the hope of winning prizes or fame is an example of extrinsically driven behavior. On the contrary, intrinsic motivation is doing something or working toward a goal because it makes one happy or brings them happiness (Chanta Jhantasana, 2021). In some cases, attributes like self-determination, capacity, and proximity characterize intrinsic motivation. For instance, a person conducting research out of a desire to advance the subject of study might have powerful intrinsic motivation.
In order to achieve life goals, both intrinsic and extrinsic motivation have a variety of effects. Initiating acts and pursuing goals can be sparked by extrinsic motivation, offering an initial push and external rewards (Morris et al., 2022). However, a disproportionate dependence on extrinsic factors could hinder intrinsic motivation and sustained engagement, resulting in lower satisfaction and goal achievement levels. Contrarily, intrinsic motivation tends to encourage consistent effort, dedication, and a sense of unique control in pursuing life objectives due to its focus on individual fulfillment and satisfaction (Legault, 2016). People are more inclined to feel happier, function at their best, and achieve their full potential when genuinely motivated, which increases the likelihood that they will succeed in reaching their objectives.
Literature Review
Research by Adamma et al. (2018) examined the effect of extrinsic and intrinsic motivation on pupils’ academic performance in mathematics. The research utilized a descriptive survey design and involved 200 primary-level sixth-graders chosen as the population study sample from two schools. The tools employed to gather data were the Academic Motivation Scale (AMS) and the Mathematics Achievement Test (MAT). The data was analyzed using inferential statistics, including t-tests and Pearson product-moment correlation. According to the research’s findings, motivation and good grades in mathematics have a significant positive correlation. The findings supported previous research that showed a strong correlation between academic achievement and motivation.
Additionally, the study revealed gender differences in motivation types and academic performance. Females were found to be more intrinsically motivated, while males exhibited higher levels of extrinsic motivation (Adamma et al., 2018). The study emphasizes the importance of motivation in improving academic performance and suggests that teachers should adopt strategies to enhance students’ determination and efficacy in learning mathematics (Adamma et al., 2018). Furthermore, the study recommended that educators connect mathematical concepts to students’ everyday experiences to make learning more meaningful and relevant.
Another study by Arshad and Farooq (2018) examines how internal and external variables affect entrepreneurial intentions (EIs), focusing on the mitigating impact of collectivism. The research technique used in this project involved collecting data through a cross-sectional survey administered to business school graduates from a Pakistani college. The survey instrument used validated measures to assess intrinsic and extrinsic goals, EIs, societal standards, and self-esteem. The data were analyzed using the structural equation modeling method.
The research indicates that intrinsic and extrinsic ambitions favorably affect entrepreneurial inclinations. Specifically, Fiscal achievement and reputation were discovered to be the primary indicators of EIs, while developing oneself and social engagement also played significant roles (Arshad & Farooq, 2018). On the other hand, physical attractiveness and well-being had weaker effects on EIs. The study further revealed that collectivist orientation moderates the connection between internal and external objectives and EIs. Extrinsic motivation dominated those with strong collectivism, while intrinsic motivation dominated those with minimal collectivism (Arshad & Farooq, 2018). This study emphasizes the role of cultural orientation, specifically collectivism, in shaping the link between aspirations and EIs. The study’s findings provide insights into the factors influencing individuals’ entrepreneurial intentions, particularly in a South Asian cultural setting.
Analysis and Conclusion
The literature review incorporates two unique studies investigating the connection between life objectives and motivation in various circumstances. Adamma et al.’s study focused on how internal and extrinsic motivation affects pupils’ academic achievement in mathematics. In contrast, Arshad and Farooq looked into the connection between intrinsic and extrinsic factors and entrepreneurial goals, focusing on the limiting effect of the collectivist position. Both studies show a clear correlation between innate drive and life objectives. According to research by Adamma et al., students’ academic performance in mathematics was favorably impacted by their intrinsic desire. This result suggests that people are more likely to perform academically if they are inwardly motivated and interested in a topic. Similar findings were found by Arshad and Farooq, who found that intrinsic motivations like community service and personal development significantly impacted entrepreneurial ambitions. That shows that people driven by personal satisfaction and significance in their business ventures are more inclined to stick with their ambitions enthusiastically and persistently.
However, the investigations also provided insight into the connection between extrinsic drive and life objectives. According to Adamma et al., extrinsic motivation improved outcomes in mathematics, suggesting that rewards or incentives from outside sources can affect students’ accomplishments. Based on Arshad and Farooq’s research, entrepreneurial ambitions were significantly influenced by extrinsic goals like fame and financial gain. That suggests that people motivated by incentives and recognition from others may be more likely to undertake entrepreneurial pursuits because of the possible financial gains they provide.
Synthesis and Implications
The collective effect of these research findings concludes that internal and extrinsic motives are equally crucial in determining an individual’s life objectives and ensuing actions. A feeling of purpose, satisfaction, and tenacity in pursuing life goals are all fostered by intrinsic motivation. On the contrary, extrinsic motivation can affect goal-pursuing by appealing to the need for material advantages. The consequences of these findings for instructors, legislators, and businesses are substantial. Instructors should encourage students’ intrinsic motivation in school settings by designing exciting and fulfilling learning activities that relate to their beliefs and hobbies. That might improve academic results and encourage continuous improvement.
Establishing ambitious objectives can be made easier for potential entrepreneurs by discovering how intrinsic and extrinsic drives interact. A more viable and worthwhile entrepreneurial endeavor can result from understanding how intrinsic motivation is fueled by personal development, charity work, and passion. Additionally, entrepreneurs can efficiently organize their firms and rewards by considering the effects of extrinsic rewards. Additionally, the second study’s emphasis on the limiting impact of ethnic orientation highlights the significance of considering cultural diversity when developing motivational tactics. This element raises more concerns regarding how social mores and cultural beliefs influence people’s motives and life objectives in various civilizations.
References
Adamma, O., Ekwutosim, O., & Unamba, E. (2018). Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics. SJME (Supremum Journal of Mathematics Education), 2(2), 2549–3639. https://doi.org/10.5281/zenodo.1405857
Arshad, M., & Farooq, O. (2018, October 4). The Effect of Intrinsic and Extrinsic Factors on Entrepreneurial Intentions: The Moderating Role of… ResearchGate; Emerald. https://www.researchgate.net/publication/328073157_The_Effect_of_Intrinsic_and_Extrinsic_Factors_on_Entrepreneurial_Intentions_The_Moderating_Role_of_Collectivist_Orientation
Chanta Jhantasana. (2021, November 16). Intrinsic and Extrinsic Motivation for University Staff Satisfaction: Confirmatory Composite Analysis and… ResearchGate; unknown. https://www.researchgate.net/publication/356561006_Intrinsic_and_Extrinsic_Motivation_for_University_Staff_Satisfaction_Confirmatory_Composite_Analysis_and_Confirmatory_Factor_Analysis
Legault, L. (2016, November 30). Intrinsic and Extrinsic Motivation. ResearchGate; unknown. https://www.researchgate.net/publication/311692691_Intrinsic_and_Extrinsic_Motivation
Morris, L. S., Grehl, M., Rutter, S. B., Mehta, M., & Westwater, M. L. (2022). On what motivates us: a detailed review of intrinsic v. extrinsic motivation. 52(10), 1801–1816. https://doi.org/10.1017/s0033291722001611
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