Day 58: Intrinsic vs. Extrinsic Motivation Myths

"We shouldn't use rewards. They destroy intrinsic motivation!"

"Stickers are bribery! Children should want to learn for learning's sake!"

"External motivation ruins internal drive!"

The staff meeting was getting heated. Half the teachers wanted to eliminate all rewards. The other half thought that was insane.

"You're both wrong," I said. "The relationship between intrinsic and extrinsic motivation isn't what the simplified research suggests. Let me show you what actually happens."

The Oversimplified Story

Popular belief: Extrinsic rewards kill intrinsic motivation.

Based on: One 1973 study with preschoolers and markers.

Conclusion everyone draws: Never use external rewards.

Reality: It's WAY more complicated than that.

The Famous Marker Study

Lepper, Greene & Nisbett (1973):

●      Kids who liked drawing were offered rewards

●      After rewards stopped, they drew less

●      Conclusion: Rewards reduced intrinsic motivation

What everyone ignores:

●      Only happened with expected rewards

●      Only with already-enjoyable activities

●      Only when rewards were removed suddenly

●      Only with certain types of rewards

The Motivation Spectrum

Motivation isn't binary (intrinsic OR extrinsic). It's a spectrum:

External regulation: "Do this or else" Introjected regulation: "I should do this" Identified regulation: "This is important to me" Integrated regulation: "This aligns with my values" Intrinsic motivation: "I love this"

Movement along spectrum is normal and healthy.

When Rewards Actually Help

Rewards INCREASE motivation when:

●      Task is initially boring

●      Skill building is required

●      Feedback is needed

●      Competence is developing

●      Social recognition matters

Marcus hates handwriting. Stickers for practice don't destroy intrinsic motivation - he has none to destroy. They build competence until intrinsic motivation can develop.

The Competence Connection

Can't have intrinsic motivation without competence.

Try being intrinsically motivated to play violin when you can't hold it properly. Impossible. You need extrinsic support until competence develops.

Then intrinsic motivation becomes possible.

External → Competence → Internal

The Undermining Effect Reality

Rewards undermine motivation ONLY when:

●      Activity is already intrinsically motivating

●      Rewards are controlling (if-then)

●      Rewards are expected

●      Focus shifts to reward not activity

●      Rewards are removed suddenly

Most classroom rewards don't meet these criteria.

The Information vs. Control

Same reward, different effects:

Controlling: "If you read 20 books, you get a pizza." Informational: "Wow! You read 20 books! Let's celebrate!"

First undermines. Second supports. Same pizza. Different framing.

The Age Factor Nobody Mentions

Young children (under 8):

●      Don't distinguish intrinsic/extrinsic well

●      See all positive feedback as supportive

●      Need external structure to develop internal

Older children:

●      Can feel controlled by rewards

●      More sensitive to undermining

●      Can self-regulate better

One size doesn't fit all ages.

The Cultural Component

Different cultures view rewards differently:

Individual cultures: Rewards can feel controlling Collective cultures: Rewards honor group values Competition cultures: Rewards motivate improvement Collaboration cultures: Group rewards work better

"Never use rewards" is culturally biased advice.

The Neurodivergent Need

ADHD brains:

●      Lower dopamine baseline

●      Need external motivation more

●      Benefit from immediate rewards

●      Can build intrinsic through extrinsic

Denying rewards is denying brain chemistry support.

The Skill Building Sequence

Learning new skill:

1.      External motivation needed (no competence yet)

2.      Rewards for effort and progress

3.      Competence develops

4.      Enjoyment emerges

5.      External fades, internal grows

6.      Intrinsic motivation established

Skipping steps 1-3 means many never reach 6.

The Reading Reality

"Children should love reading naturally!"

Reality:

●      Decoding is hard work initially

●      No intrinsic motivation for struggle

●      External support needed

●      Competence builds

●      Enjoyment follows competence

●      Intrinsic motivation develops

Rewards don't destroy love of reading. They scaffold until love can develop.

The False Dichotomy

It's not intrinsic OR extrinsic.

Healthy motivation combines:

●      Internal interest AND external recognition

●      Personal goals AND social celebration

●      Self-satisfaction AND other appreciation

●      Autonomous choice AND structured support

Both/and, not either/or.

The Classroom Reality

My classroom uses both:

●      Celebration charts (external) for skill building

●      Choice time (internal) for exploration

●      Peer recognition (external) for effort

●      Personal goals (internal) for growth

●      Class rewards (external) for collaboration

●      Individual projects (internal) for passion

Multiple motivations for multiple needs.

The Transition Teaching

Start external, build internal:

Week 1: "Complete worksheet for sticker" Week 2: "Notice how much you're improving!" Week 3: "You're getting so fast at this!" Week 4: "How does it feel to be getting better?" Week 5: "You don't even need stickers anymore!" Week 6: Internal motivation established

Scaffolded transition, not sudden removal.

What You Can Do Tomorrow

Use rewards informationally "You did it!" not "If you do this, then..."

Reward effort, not just outcome Process matters more than product.

Fade rewards gradually As competence builds, external support reduces.

Combine motivations Internal choice + external celebration.

Respect individual needs Some need more external support longer.

Build competence first Can't love what you can't do.

The Marcus Motivation Journey

September: "I hate writing" (needs external motivation) October: Stickers for each sentence (building competence) November: "Look, I wrote a paragraph!" (pride emerging) December: Chooses to write stories (internal developing) January: Still likes stickers but doesn't need them February: "I'm a writer!" (intrinsic motivation achieved)

External support didn't destroy internal drive. It created it.

The Research Reality

Meta-analyses show:

●      Verbal praise increases intrinsic motivation

●      Unexpected rewards don't undermine

●      Informational feedback enhances motivation

●      Tangible rewards for boring tasks help

●      Social recognition supports development

The "never use rewards" crowd ignores most research.

The Practical Balance

Use rewards when:

●      Building new skills

●      Task is inherently boring

●      Competence is developing

●      Recognition is needed

●      Celebration is appropriate

Avoid rewards when:

●      Activity is already loved

●      Control is the message

●      Dependence is developing

●      Natural consequences exist

●      Internal drive is strong

The Beautiful Both

My students have:

●      Internal drive AND external recognition

●      Personal satisfaction AND social celebration

●      Autonomous goals AND structured support

●      Intrinsic joy AND extrinsic appreciation

They're not choosing. They're experiencing full motivation spectrum.

The Tomorrow Truth

Tomorrow, someone will say rewards destroy motivation.

Share the nuance:

●      Depends on the reward

●      Depends on the framing

●      Depends on the task

●      Depends on the child

●      Depends on the competence level

Because motivation isn't simple.

It's not internal OR external.

It's a complex dance between both.

And great teachers don't avoid rewards.

They use them strategically, building bridges from external support to internal drive.

That's not bribery.

That's scaffolding.

And once you understand the real research?

You stop feeling guilty about celebration stickers.

And start using them to build intrinsic motivation, not destroy it.

Because that's what actually happens.

When you do it right.