THE EFFECT OF EXTRINSIC MOTIVATION

TO THE CLASS PERFORMANCE OF BACHELOR OF SCIENCE IN PSYCHOLOGY III

Review of Related Literature

One of the biggest obstacles that a high school teacher faces in the classroom is
motivating students to complete work. Traditional ideology focuses on intrinsic rewards
as way to encourage students to participate and try in the classroom. Things like
valuing education, planning for college, and taking pride in a good report card are used
in attempts to motivate. Yet, in the adult world, people expect a concrete extrinsic
reward (i.e. a paycheck) for the work that they do. This study takes the idea of extrinsic
rewards and brings them into the classroom. (Vargo, 2012) The word motivation is
accepted for most fields in learning that motivation is essential to success. We need the
motivation when we have to do something to succeed. Without such motivation we will
almost certainly fail to make necessary effort.

Motivation is some kind of internal drive which pushes someone to do things in order to
achieve something. (Harmer, 2007) This study focused on student retention and
motivational factors through the lens of Self-Determination Theory. While external
motivation factors are sometimes viewed as a means to an end and not necessarily
conducive to long-range success, Self-Determination Theory supports the concept that
extrinsic motivation factors can merge into intrinsic motivation and can therefore be
productive. (Spence,2014) According to Ryan and Decis SDT, the majority of students
who indicated that their motivation type was either intrinsic or integrated regulated
motivation also demonstrated that they were authentically engaged in their education
(Schlechty, 2002, 2011).T his study was based on Banduras social cognitive theory of
self-efficacy, which pertains to how individuals feel and think about themselves and the
way they self-motivate; it was also based on Skinners operant theory, which maintains
that a student can be motivated by positive reinforcement. (Houghton, 2015)

REFERENCES:
1. FH Kusumawati (2014)http://repo.iain-tulungagung.ac.id/171/3/CHAPTER%20II.pdf
2. Spence, Cynthia J., "The Role of Intrinsic and Extrinsic Motivation Focusing on Self-
Determination Theory in Relation to Summer Bridge Community College Students"
(2014). Electronic Theses, Projects, and Dissertations. Paper 72.
3. Vargo, E.A. (2012). THE EFFECT OF EXTRINSIC REWARDS IN THE HIGH SCHOOL
CLASSROOM. (A Thesis, Louisiana State University and Agricultural and Mechanical
College)
4. Sitwat , S. and Zyngier1 D. (2012). How Motivation Influences Student Engagement: A
Qualitative Case Study. Journal of Education and Learning; Vol. 1, No. 2; 2012.
Retrieved from http://files.eric.ed.gov/fulltext/EJ1081372.pdf
5. Houghton, K. L. (2015) Impacts of Intrinsic and Extrinsic Motivation on Reading
Achievement of First-Grade Students ( A Thesis, Walden University)