Looking back over my last three blogs for Emotion and Motivation I see a passion and genuine interest from myself in the topics I’m writing about, I see the reason I wanted to do this module and because of these things I see myself being intrinsically motivated (Deci & Ryan, 2001).
It’s not just my personal interest that has worked to motivate me intrinsically however, having control and autonomy over what I’m writing about has been shown to positively influence intrinsic motivation (Levesque et al, 2010) and having this autonomy and control each week has increased my motivation as I’ve wrote about different subject areas (Radel et al, 2014). One of the main factors here is argued to be that not only did I control the content, but my approach to said content and what I wanted to get out of each blog was also down to me (Wu, 2003) enhancing my motivation.
The advantages of this intrinsic motivation over the usual extrinsic motivation is argued to be that I will achieve better grades than I otherwise would have been able to achieve (Lin, McKeachie & Kim, 2001) and I have been more easily motivated to complete the work and struggled with doing it less than I otherwise would (Robinson et al, 2012). I am better able to share the information which I have learnt through my blogs (Hung et al, 2011), and I was more likely to succeed in finding the research and completing my aims with each blog (David et al, 2007).
Personally I enjoyed completing the blogs and really appreciated the freedom to research and learn about what I wanted to do; the exploitation of our personal interest creates the strange paradox that not focusing on our grades should actually improve our grades (Lin, McKeachie & Kim, 2001), which is a strong argument for wider spread use of blogs as a teaching method.
I took Emotion and Motivation because of their roles in military psychology and the blogs allowed me to put some research into areas related to that which I otherwise would not have covered, hence my personal interest which helped motivate me (Deci & Ryan, 2001), and my gratitude for the opportunity to do that.
– – – – – References – – – – –
David, P., Song, M., Hayes, A., & Fredin, E. S. (2007). A cyclic model of information seeking in hyperlinked environments: The role of goals, self-efficacy, and intrinsic motivation. International Journal of Human-Computer Studies,65(2), 170-182.
Deci, E. L. & Ryan, R. M. (2001). Intrinsic Motivation, Psychology of. International Encyclopedia of the Social & Behavioural Sciences. 7886-7888.
Hung, S. Y., Durcikova, A., Lai, H. M., & Lin, W. M. (2011). The influence of intrinsic and extrinsic motivation on individuals’ knowledge sharing behavior.International Journal of Human-Computer Studies, 69(6), 415-427.
Levesque, C., Copeland, K. J., Pattie, M. D. & Deci, E. (2010) Intrinsic & Extrinsic Motivation. International Encyclopedia of Education, (3). 618-623.
Lin, Y. G., McKeachie, W. J., & Kim, Y. C. (2001). College student intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences,13(3), 251-258.
Radel, R., Pelletier, L., Baxter, D., Fournier, M., & Sarrazin, P. (2014). The paradoxical effect of controlling context on intrinsic motivation in another activity. Learning and Instruction, 29, 95-102.
Robinson, L. J., Stevens, L. H., Threapleton, C. J., Vainiute, J., McAllister-Williams, R. H., & Gallagher, P. (2012). Effects of intrinsic and extrinsic motivation on attention and memory. Acta psychologica, 141(2), 243-249.
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4), 501-517.