Compare intrinsic and extrinsic motivation and describe a classroom strategy to foster intrinsic motivation using Self-Determination Theory.

Compare intrinsic and extrinsic motivation and describe a classroom strategy to foster intrinsic motivation using Self-Determination Theory.

• A. Intrinsic motivation is driven by external rewards; extrinsic by internal interest; strategy: provide external praise to boost motivation.
• B. Intrinsic motivation arises from external pressures; extrinsic from inherent enjoyment; strategy: increase task difficulty to challenge students.
• C. Intrinsic motivation arises from inherent interest; extrinsic from external rewards or pressures; strategy: support autonomy, competence, and relatedness to foster intrinsic motivation (e.g., choice, meaningful tasks, feedback).
• D. Intrinsic motivation is identical to extrinsic motivation; strategy: ignore social needs.

Answer: (C)

Intrinsic motivation arises from inherent interest in the activity, while extrinsic motivation comes from external rewards or pressures. Self-Determination Theory teaches that people are most engaged when three needs are met: autonomy (having choice and control), competence (feeling capable and seeing progress), and relatedness (feeling connected to others). To foster intrinsic motivation in the classroom, create meaningful, authentic tasks and give students real choices; support a sense of competence with clear goals, constructive feedback, and tasks that are challenging but achievable; and build a supportive, collaborative environment that strengthens relatedness. For example, let students select from several project topics, connect the work to their interests or real-world relevance, and provide feedback that emphasizes growth and mastery. This approach shifts motivation toward internal interest rather than external rewards. The other options either misstate where motivation comes from, rely on strategies that SDT warns can undermine intrinsic motivation, or ignore social needs.

Intrinsic motivation arises from inherent interest in the activity, while extrinsic motivation comes from external rewards or pressures. Self-Determination Theory teaches that people are most engaged when three needs are met: autonomy (having choice and control), competence (feeling capable and seeing progress), and relatedness (feeling connected to others). To foster intrinsic motivation in the classroom, create meaningful, authentic tasks and give students real choices; support a sense of competence with clear goals, constructive feedback, and tasks that are challenging but achievable; and build a supportive, collaborative environment that strengthens relatedness. For example, let students select from several project topics, connect the work to their interests or real-world relevance, and provide feedback that emphasizes growth and mastery. This approach shifts motivation toward internal interest rather than external rewards. The other options either misstate where motivation comes from, rely on strategies that SDT warns can undermine intrinsic motivation, or ignore social needs.