Intrinsic Motivation and Extrinsic Motivation

A broad discussion about creativity is incomplete without mention of intrinsic and extrinsic motivation.  Many researchers (Amabile, 1996; Collins & Amabile, 1999; Deci and Ryan, 1985; Nickerson, 1999; Sternberg & Lubart, 1999) note strong correlations between intrinsic motivation and creativity; however, there are varied opinions about the effects of extrinsic motivation on creativity.  Amabile (1996, p. 115) provides the following definitions: “We define as intrinsic any motivation that arises from the individual’s positive reaction to qualities of the task itself: this reaction can be experienced as interest, involvement, curiosity, satisfaction, or positive challenge. We define as extrinsic any motivation that arises from sources outside of the task itself; these sources include expected evaluation, contracted-for-reward, external directives, or any of several similar sources.”

Learners are intrinsically motivated in art class when they work with media that they enjoy, pursue personally relevant ideas, have open-ended outcomes, feel competent, and experience autonomy.  When students are passionate about their work, circumstances are favorable for creativity (Collins & Amabile, 1999, p. 308). 
 

The artist statement for this self-directed drawing highlights the intrinsic motivators of interest and choice in media:
For my drawing, I was thinking about what I did over the summer.  I went to a lake with my friends and it was a really nice day.  I was thinking about the fall when I was playing with my friend on a trampoline.  Then I thought about baseball and how fun it will be to play again.  I remembered some of the drawings that I did last year and combined them into this picture.

 

The second photograph, taken by a fourth grade girl, resulted from her desire to manipulate and play with digital editing options.  Learners who are driven by intrinsic motivation are engaged because they want to do the activity and have control over its outcome.  When the activity is teacher-directed, will students respond creatively to extrinsic motivators determined by their teacher?

In my next blog entry, I will discuss how visual art teachers can balance intrinsic and extrinsic motivation to encourage creative thinking in art class. 

Diane Jaquith
Burr Elementary School
Newton, MA
didij@aol.com

------------------------------------

References:
-Amabile, T. M. (1996). Creativity in Context. Boulder, CO: Westview Press.
-Collins, M.A. & Amabile, T.M. (1999). Motivation and creativity.  In R.J. Sternberg (Ed.), Handbook of Creativity (pp. 297-312).  NY: Cambridge University Press.
-Deci, E. L. and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.  New York: Plenum Press. 
-Nickerson, R.S. (1999). Enhancing creativity.  In R.J. Sternberg (Ed.), Handbook of Creativity (pp. 392-430).  NY: Cambridge University Press.
-Sternberg, R.J. & Lubart, T.I. (1999). The concept of creativity: Prospects and paradigms.  In R.J. Sternberg (Ed.), Handbook of Creativity (pp. 3-15).  NY: Cambridge University Press.