Importance of Intrinsic Versus Extrinsic Motivation - Research Paper Example

Analyze and summarize the findings in the articles regarding the relative importance of intrinsic versus extrinsic motivation Introduction Todayin order to be successful in both private and public organization, the employee’s skill needs to be maximizes. The primary task of any manager is to prepare an organization that functions effectively. In order to achieve this each and every employee needs to work with full dedication and efficiency. To increase the employee performance motivation is a crucial part. The term Motivation means the process that arouses, energizes, provides direction to an individual to perform his work. It stimulates a person to perform his job and achieve the desired goal. A motivated person always wants to do something. Motivation is the tool that is used by the managers effectively to get their work done. The managers try to derive the factor which motivates the employees and apply them to stimulate them. The present study is to analyze and summarize the finding of the three articles relating to intrinsic and extrinsic motivation. Intrinsic and Extrinsic Motivation Intrinsic motivation is derived from the inherent satisfaction that one gets when a task gets completed. It is something which comes from a feeling deep within. Whereas on the other hand extrinsic motivation is achieved by doing something that leads to separable outcome. The extrinsic motivation is due to the expectation of any reward from any external source, expectation of approval from other or self, any activity which leads to the goal one has been expecting and hierarchical synthesis of goal congruence. The extrinsic motivation is mixture of external and internal satisfaction (Cinar, Cetin & Aslan, 2011, p. 692). Summarization of the findings Study 1 The first study done by Hayenga and Corpus was designed to identify and evaluate naturally occurring combinations of intrinsic and extrinsic motivation. The cluster analysis revealed that the sample can be classified into the group of four: Those with high level of both intrinsic and extrinsic motivations (high quantity), low level of both the motivations (low quantity), high level of intrinsic motivation coupled with low level of extrinsic motivation (good quality) and high level of extrinsic motivation coupled with low level of intrinsic motivation (poor quality) (Hayenga & Corpus, 2010, p.371). In the present study an attempt was made to move in a dynamic direction by studying various combinations of intrinsic and extrinsic motivations and their stability over time. The cluster analysis showed that the four motivational profiles that varied in motivational quality and quantity were mapped closely to the findings of the previous research (Hayenga & Corpus, 2010, p.374). The study revealed that even if high quantity motivation was present in the student belonging to the cluster of poor quality motivation but still they couldn’t receive higher grades than the student present in good quality cluster. Therefore it can be predicted that the ratio of intrinsic to extrinsic motivation is far more prognostic of academic success than the total amount of motivation present. Since the spring data has favorable ratio of intrinsic to extrinsic motivation so the low quantity profile is also having good grades. The significance of motivation quality is also related to the performance of mediocre student in poor quality and high quantity profile. Indeed, students with high quantity motivation performed badly than those with good quality motivation despite of both the groups having high levels of intrinsic motivation. It can be presumed that extrinsic motivation was an undermining affect (Hayenga & Corpus, 2010, p.383). Study 2 The second study done by Constanta and Madela was based to find the relationship between intrinsic and extrinsic motivation and the performance based on them. The analysis was done based on the results obtained from 35 third year students and the type of motivation that is predominant. After considering the result of the questionnaire, it was found that more number of respondent that is 45.8% were both extrinsically and intrinsically motivated. Same number of respondents that is 17.1% were found both extrinsically and intrinsically motivated. While about 20% of the respondents were unmotivated. Now for finding if there existed a relationship between motivation and performance, the average of the students were divided into 3 catagories: the first category was having averages between 5 and 6.5, the second category was having an average between 6.5 and 7.5 and the last category was having an average higher than 7.5. It was found that from the students falling into the first group about 46.2% of the students were both extrinsically and intrinsically motivated, about 23.1% of the students were intrinsically motivated, 15.4% was extrinsically motivated and about 15.4% were unmotivated. Again while considering the second group about 58.3% of the students were both extrinsically and intrinsically motivated, about 8% of the students were intrinsically motivated, 16.7% was extrinsically motivated and about 16.7% were unmotivated. Considering the last group about 30% of the students were both extrinsically and intrinsically motivated, about 20% of the students were intrinsically motivated, 20% was extrinsically motivated and about 30% were unmotivated (See Table 1). Looking at the results it can be concluded that as the average increases the percentage of individuals motivated both intrinsically and extrinsically decreases. Furthermore the highest percentage of unmotivated student is found in the highest average category. Therefore from this it can be concluded that there is not significant relationship between motivation and performance. The females were better performers at the university level. But when the study tried to find a relationship between gender and motivation nothing significant was found. Yet it was found that percentage of intrinsically motivated men are more than that of female (Constan?a & Madela, 2011, pp. 672-676). Table 1: Relationship between Average and Motivation Study 3 In the third study done by Cinar, Bektas and Aslan they were trying to understand the effect of intrinsic factors and extrinsic factors on employee motivation. It also identifies which type of motivation is more effective. This study also throws a light on the differences between the effectiveness of intrinsic and extrinsic motivation factors on the demographic characteristics. Their study reveals three outcomes. Firstly, the employee motivation is effected by both intrinsic and extrinsic factors. Secondly a significant difference was observed in the motivation of the employees due to intrinsic and extrinsic factors. However it was found that employee motivation is highly effected by the intrinsic factors (See table 2). Thirdly there exists no difference in the motivation of the employee due to the effectiveness of the intrinsic and extrinsic factors, based on demographic characteristics. From the findings of this paper it can be summarized that, both extrinsic and intrinsic factors affect the employees while they achieve their goals. However the ‘intrinsic factors are more motivating’ than the extrinsic factors. But when the demographic features were compared, no differences were found (Cinar, Cetin & Aslan, 2011, pp. 693-695). Number Mean Range Intrinsic Factor 41 4.44 Highly motivates Extrinsic Factor 41 3.71 Motivates Table 2: Effect of motivation factor In your own words, briefly describe the research methods used in each of the three articles you obtained. Remember to compare and contrast methods across all three papers. How are they similar and how are they different? Research Methods The first study done by Hayenga and Corpus used the Clustering technique. The data were collected using questionnaire and later on analyzed using clustering technique. The technique follows a model that treats the data of an individual from a single time point as a discrete unit referred to as I-state. In the study an I-state is considered as one student’s intrinsic and extrinsic motivation at a single point of time that is either fall or spring time. The i-states of both the time points were treated as one group forming a single set of clusters. The first step was to organize the data in terms of i-state and not in terms of participants. After this step was completed agglomerative hierarchical clustering took place using Ward’s procedure, with average squared Euclidean distance to measure the similarity. By adhering to the criteria sketched by Bergman and ‘concerns of parsimony’, four clusters were chosen. In order to ensure that the final solution was steady and replicable, it was subjected to a double- split cross validation. Then firstly the i- states were split into two halves and the two step cluster was then performed on each half. The reclassification of the data points from each half was based on the cluster to, which their nearest neighbor in the other half belongs. The original and the reclassified cluster were then compared by means of Cohen’s kappa. The average kappa value for the two halves was .88, which was far above the threshold of acceptability (Hayenga & Corpus, 2010, pp. 375-376). In the second study done by Constanta and Madela, they collected data through a structured questionnaire and then the collected data was analyzed using Excel and SPSS software. To test the work hypothesis an explanatory research was conducted. Questionnaire was used as one of the research tool. To find a relation between motivation and averages Crosstabulation function available in the SPSS software was used. Using the cross tabulation the first three hypothesis were not verified. In order to verify the forth hypothesis Crosstabulation was applied to analyze on the average and gender variables. Chi-Square and the correlation coefficient were calculated (Constan?a & Madela, 2011, pp. 674-675). In the third study done by Cinar, Bektas and Aslan , the researcher used descriptivesurvey design. Aquestionnaire was used for collecting the data used in the study. The questionnaire was designed to achieve the objective of the study using five point Likert Scale. The five points are never motivates, rarely motivates, middle motivates, motivates and highly motivates. For comparing two groups like gender and position of the participant, T test was used while for comparing more than two groups like qualification, seniority and age, one way annova was used (Cinar, Cetin & Aslan, 2011, pp. 692-694). Similarities and Differences All the three studies are basically aiming towards a single objective to find a correlation between the intrinsic and extrinsic motivational factors and the performance of an individual. Here the first study done by Hayenga and Corpus tries to find a correlation between the performance of student in the middle school and the factors of both the motivations. The second study done by Constanta and Madela has tried to find a correlation between the performance of student in the university and the motivating factors. The third study done by Cinar, Bektas and Aslan has tried to find a correlation between the performance of the employee and the motivating factor. All the three studies are trying to find a sort of correlation except their segments are only different. The first study used Cluster analysis because the researcher wanted to group the research sample on the basis of the motivational quality and quantity because in the sampling the individual were of same age. The researcher did not want to differentiate in terms of demography. He also formed two groups Spring and Fall and did the analysis on these two groups. On the other hand in the second study the researcher wanted to verify a group of hypothesis so he has gone for exploratory research. For this they have grouped the performance of the students on the basis of the average. The researchers also framed different types of motivational factor like both intrinsic and extrinsic, only extrinsic, only intrinsic and neither intrinsic nor extrinsic. They attempted to find a correlation in between these two but could not find any. Eventually they then tried to find correlation between sex and the motivational factors. Hence Chi Square test and correlation was done to confirm the relation. In the third study the researcher wanted to find the answer of some question and not verifying any hypothesis so descriptive research was used. For this they developed a five point Likert scale categorizing the motivation on the basis of which the means will be interpreted. The respondents were categorized on the basis of demography. Since gender and position has two variables, so T-test was done to predict their relationship’s significance. On the other hand since qualification, seniority and age has more than two variables so One way Anova test was done. Moreover since all the three studies are though intended to find the answer of some questions or to prove some hypothesis but all related to the factors of motivation only their segments were different. Since these research are done in one particular organization or institution so the outcome cannot be generalized. For each research article, do the following: • Discuss the kind of data collected, how it was collected, and how it was presented (graphical or table format). • Explain which aspects of the data best support the conclusions of the author. • Provide at least one representative graph or table that best reflects the conclusions drawn by the author(s). Describe the findings in this graph or table Types of Data, Process and Presentation The first study done by Hayenga and Corpus, the research was based upon primary data. The primary data was collected by the help of a structured questionnaire. The participants were students of 6th, 7th and 8th standard of a middle school in Portland, Oregon. The students were divided on the basis of their academic track and roll system. All the students were invited to participate in the survey; 58% of the parents of the student sent their consent. About 45 students were rejected due to absences and school transfers. Thus the final sample size was 343. The survey was done twice, once during the spring and second in the fall. Around 20 students were there who were separated by barrier to omit the chances that their answers may be influenced by the answer of their friends. The students were first given sample questions. The research assistants read out the questions loudly to make better and easy understanding of the question. Some of the research assistant floated in the cafeteria to conduct the survey more effectively. The whole process took about 20 minutes. After collecting the data analysis was done to reach to the result. The analysis was depicted in form of Tables and Graphs (Hayenga & Corpus, 2010, pp. 374-375). The second study done by Constanta and Madela was also based on primary data. The primary data was collected with a help of structured questionnaire. The questionnaire was tailored from Horst H. Siewert and Renate Siewart. The questionnaire contained 31 questions, design in order to measure extrinsic and intrinsic motivation. The questionnaire was given to 37 third year Mnagement students from the faculty of Economics. Out of 37, 35 were considered valid and 2 were rejected. To facilitate the interpretation of the collected data, focus groups were organized. The grouping was based on the results of the questionnaire. The first group consists of individual with both extrinsic and intrinsic motivation. The second focus group brought individuals with either extrinsic or intrinsic motivation. The third group consists of unmotivated individuals. After a thorough analysis, the results were represented through both table and graph (Constan?a & Madela, 2011, pp. 672-673). The third study done by Cinar, Bektas and Aslan was again based on primary data. The data were collected using modified questionnaire tagging the intrinsic and extrinsic motivating factors. The target population was employees of an electricity delivery company located in Turkey. Out of 60 employees 41 participated in the survey. The questionnaire was designed keeping in mind the objective of the research. The questionnaire used five point Likert Scale with responses ranging from never motivated to highly motivate. The data collected was also based on demographic characteristics like age, gender, seniority, designation and qualification (Cinar, Cetin & Aslan, 2011, pp. 692-693). Aspect of data supporting the Conclusion In the first study done by Hayenga and Corpus the data related to the GPA that is Grade Point Average of the students under fall and spring with different motivational qualities ( high, low, poor, good) helps the researcher to reach to a decision (Hayenga & Corpus, 2010, p.371). In the second study done by Constanta and Madela, the data related to the average and the type of motivation was collected and then analyzed. This set of data when analyzed on the basis of gender, a conclusive result was achieved. The data which was collected to find whether intrinsic factor is more prevalent among male or female was found to be fruitful, since this relation was verified (See Table 3). Gender Total Average under 7.5 Count 12 8 20 % within Media 60 40 100 % within Gen 92.3 36.4 57.1 Over 7.5 Count 1 14 15 % within Media 6.7 93.3 100 % within Gen 7.7 63.6 42.9 Total Count 13 22 35 % within Media 37.1 62.9 100 % within Gen 100 100 100 Table 3: Average Gender Crosstabulation (Constan?a & Madela, 2011, pp. 674-675). In the third study done by Cinar, Bektas and Aslan the researcher wanted to find a correlation between the type of motivatinf factor and the demographic characteristics of the employees. So not only the demographic characteristics but also the mean plays an important role in conclusion (See Table 2 in question 1 and Table 4). Percentage Number Gender Female 9 22 Male 32 78 Total 41 100 Position Manager 10 24 Employee 31 76 Total 41 100 Academic Qualification Secondary School 15 37 Vocational High School 14 34 Faculty 12 29 Total 41 100 Seniority To 10 years 14 34 10 – 15 Years 13 32 More than 15 years 14 34 Total 41 100 Age To 25 years 4 10 25-35 years 18 44 35-45 years 12 29 More than 45 years 7 17 Total 41 100 Table 4: Demographic characteristic of the employees (Cinar, Cetin & Aslan, 2011, p. 693). Graph or Table that represents the conclusion In the first study the motivational clusters were analyzed for the fall and spring, to find the variation in gender and grade distribution. The Chi square tests for examining gender across the cluster were not so significant. There was significant disparity in the percentage of student from each grade among the cluster. The students of the sixth grade were overrepresented and seventh grade students were under represented in the high quantity group. Whereas the seventh grade students were overrepresented and eighth grade students were underrepresented in the good quality group. Since GPA is related to the grade so Covariant analysis was done to find relationship between member ship and GPA. This analysis revealed that for fall the students in the good quality group achieved higher grade than their peers in the other three clusters. Whereas for the spring it showed that good quality group got better grades than those in high quantity and poor quality cluster but not higher than the low quantity group. Thus in terms of academic achievement the two clusters that is good quality and low quantity, with the highest ratio of intrinsic and extrinsic motivations appeared to be more adaptive (See figure 1). Figure 1: Mean GPA adjusted for grade level in fall and spring by cluster (Hayenga & Corpus, 2010, p.375) The second study was analysis four hypothesizes. But the first three were not verified that the researcher failed to find any correlation between motivation and performance (Average) since the correlation coefficient was small (See table 5). Average Motivation Average 1 Motivation 0.1397454 1 . Table 5: Correlation between Average and motivation (Constan?a & Madela, 2011, p. 674) But for the forth hypothesis the researcher was successful to verify the hypothesis and found a correlation between gender and intrinsic motivation. That is intrinsic motivation is different for men and women (See table 6). Average Gender Average 1 Gender 0.403640948 1 Table 6: Correlation between average and gender (Constan?a & Madela, 2011, p. 675) The third study was trying to find the answer of three questions. Firstly what degree of motivation factors affects the employee? The study found the answer to be Intrinsic factor. For the second question, which factor is more effective on employee motivation, the researcher found that the intrinsic factor is more effective. This solution was reached as they observed a significant difference in employee motivation as p0.05 (See table 8). t p Gender Intrinsic Factors 1.041 0.304 Extrinsic Factor 0.262 0.794 Position Intrinsic Factors 0.189 0.851 Extrinsic Factor 0.833 0.410 F p Academic Qualification Intrinsic Factors 1.524 0.231 Extrinsic Factor 0.437 0.649 Seniority Intrinsic Factors 0.195 0.824 Extrinsic Factor 0.565 0.573 Age Intrinsic Factors 0.154 0.927 Extrinsic Factor 2.791 0.054 Table 8: Comparisons according to demographic characteristics (Cinar, Cetin & Aslan, 2011, p. 694) For each “person” in each scenario below, assess and discuss each situation for (a) possible intrinsic versus extrinsic motivators, (b) possible emotions that might be present in the scenario, and (c) the possible motivation for the behavior from an evolutionary perspective Storeowner: A storeowner knowingly lies about the winning lottery numbers to a customer who has a winning lottery ticket. The store owner stealthily pockets the customer’s lottery ticket In this situation the store owners was strongly intrinsically motivated and to some extend extrinsically. Because the lie told by the storeowner was due to the reason of theft. This telling of lie will give him inward enjoyment as well as the outward happiness of winning the prize of the lottery. Telling lie to someone intentionally is something done in full senses so there has to be a strong motivational factor. The storeowner was more concerned about the prize money instead of being concerned about his own ethics. This act would provide him with recognition in his personal and professional life as well as monetary benefits is also there. Mother: Following an earthquake, a mother hurriedly writes a note and pins it to her baby's clothing. The note declares her love for the child. She then places her body between her baby and the falling debris from the ceiling. In this situation the act of the mother reveals that she is intrinsically motivated. Behind this act her love, care and affection for her baby is attached. Since the earthquake may result to loss of her baby’s life so she didn’t even thought of her own life and just protection of her baby was her first priority. She might not even survive but she wanted her bay to be safe and the note was showing her love only. She wanted that whoever gets her baby may get the note and take good care of her baby. Nurse: A nurse volunteers to travel to a flood and earthquake-prone place for 30 days to help with a recent disaster that has crippled that region of the world. She is receiving no compensation for the work and is leaving her spouse and two children behind. The nurse in this case is both intrinsically and extrinsically motivated. The nurse by profession is dedicated to serve the public when they are suffering. In this case though she is not compensated but she is dedicated towards her profession. Incentives are just outward pleasure for her. Inward happiness and responsibility is more important for her. Her work was much more prior to her rather than her spouse and children. She is more concerned about the suffering of the people. Out of this act she will get respect, self esteem and inward happiness. REFERENCES Constan?a, M.M. & Madela, A.M. (2011). Intrinsic And Extrinsic Motivation. An Investigation Of Performance Correlation On Students. The Journal of the Faculty of Economics, 1(1), pp. 671-677 Cinar, O., Cetin, B. & Aslan, I. (2011). A Motivation Study On The Effectiveness Of Intrinsic And Extrinsic Factors, Economics and Management 16 Hayenga, A.O. & Corpus, J.H. (2010). Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school. Springer Science+Business Media Read More