ISSN:
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2024
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«MODERN
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АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
417
THE ROLE OF INTRINSIC AND EXTRINSIC MOTIVATION IN LANGUAGE
LEARNING
Fozila Ochilzoda
The lecturer of History and Philology Department
Asia International University
Bukhara, Uzbekistan
E-mail:
https://doi.org/10.5281/zenodo.10523896
Abstract. A number of studies that haven't been conducted in the past ten years have shown
some intriguing details about how various motivational styles affect output. Richard Ryan,
Edward Deci, Sam Glucksberg, Dan Ariely, Robert Eisenhower, Linda Shanock, analysts from the
London School of Economics, and other researchers are among those who have expressed interest
in this topic. Although there hasn't been a consensus in this area, their findings imply that extrinsic
incentives may have a detrimental effect on overall performance. I hope to clarify the connection
between performance and intrinsic versus extrinsic motivation in this research. According to
experts, intrinsic motivation is the desire to complete a task or activity because of the intrinsic
fulfillment it brings, as opposed to the expectation of a different kind of reward. When an activity
is undertaken in order to achieve a distinct end, on the other hand, we refer to it as extrinsic
motivation as opposed to intrinsic motivation. We started and carried out an explanatory study in
an effort to help make the connections between concepts clear. The study's foundation is an
examination of the relationships between third-year students' academic performance and their
primary motivational style. To do this, we combined quantitative (research) and qualitative (focus
groups) methodologies to develop and test four work hypotheses. Following the surveys'
validation, the respondents were split into four groups: those who were intrinsically motivated,
those who were extrinsically motivated, those who were unmotivated, and those who were both.
Excel and SPSS were utilized to examine the gathered data. Among the main findings of the study
are the following: the percentage of people who possess both intrinsic and extrinsic motivation is
declining as average rises; the highest proportion of unmotivated students is concentrated in the
highest average category; female students typically perform better at the university level. The
study aims to serve as almost a preliminary investigation into the nature of the connection between
internal (and extrinsic) motivation and performance. More investigation is required.
Keywords: correlation, performance, extrinsic motivation, and intrinsic motivation.
РОЛЬ ВНУТРЕННЕЙ И ВНЕШНЕЙ МОТИВАЦИИ В ИЗУЧЕНИИ ЯЗЫКА
Аннотация. Ряд исследований, которые не проводились в течение последних десяти
лет, выявили некоторые интригующие подробности о том, как различные мотивационные
стили влияют на результат. Ричард Райан, Эдвард Деси, Сэм Глюксберг, Дэн Ариэли,
Роберт Эйзенхауэр, Линда Шэнок, аналитики Лондонской школы экономики и другие
исследователи — среди тех, кто проявил интерес к этой теме. Хотя в этой области не
было достигнуто консенсуса, их выводы предполагают, что внешние стимулы могут
оказывать пагубное влияние на общую производительность. В этом исследовании я
надеюсь прояснить связь между производительностью и внутренней и внешней
мотивацией. По мнению экспертов, внутренняя мотивация — это желание выполнить
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задачу или деятельность из-за внутреннего удовлетворения, которое она приносит, в
отличие от ожидания другого вида вознаграждения. С другой стороны, когда
деятельность предпринимается для достижения определенной цели, мы называем ее
внешней мотивацией, а не внутренней мотивацией. Мы начали и провели объяснительное
исследование, стремясь прояснить связи между понятиями. В основу исследования
положено изучение взаимосвязи между успеваемостью студентов третьего курса и их
основным мотивационным стилем. Для этого мы объединили количественные
(исследования) и качественные (фокус-группы) методологии для разработки и проверки
четырех рабочих гипотез. После проверки опросов респонденты были разделены на четыре
группы: те, кто имел внутреннюю мотивацию, те, кто был мотивирован извне, те, кто не
был мотивирован, и те, у кого было и то, и другое. Для анализа собранных данных
использовались Excel и SPSS. Среди основных выводов исследования можно выделить
следующие: процент людей, обладающих как внутренней, так и внешней мотивацией,
снижается по мере роста среднего показателя; наибольшая доля немотивированных
студентов сосредоточена в высшей средней категории; Студентки обычно лучше учатся
на университетском уровне. Исследование призвано служить почти предварительным
исследованием природы связи между внутренней (и внешней) мотивацией и
производительностью. Требуется дополнительное расследование.
Ключевые слова: корреляция, результативность, внешняя мотивация и внутренняя
мотивация.
1.
Introduction
The idea of motivation first surfaced around 1930, and it has since been the subject of
extensive discussion and research to determine what exactly motivates people to carry out a given
activity. It is impossible to declare that there is a single, cohesive theory of motivation after decades
of investigations and research. Nonetheless, there are several aspects of motivation that are well
acknowledged. A number of studies that haven't been conducted in the past ten years have shown
some intriguing details about how various motivational styles affect output. Richard Ryan, Edward
Deci, Sam Glucksberg, renowned economist Dan Ariely (along with his colleagues from Carnegie
Melon and the University of Chicago), analysts from the London School of Economics, Robert
Eisenhower, Linda Shanock, and others are among the researchers who have expressed interest in
this field (Pink: 2009). Although there hasn't been a consensus in this area, their findings imply
that extrinsic incentives may have a detrimental effect on performance as a whole. Many
businesses are developing a new idea centered on autonomy, mastery, and purpose, even if it is
still unclear how extrinsic incentives affect creativity or what effects intrinsic motivation has on
performance (Matei and Abrudan: 2010, 1137-1139). The research is focused on the analysis of
the relations between the results (performance) acquired by third year students and their primary
type of motivation (intrinsic and extrinsic motivation). II. Define the terms "intrinsic and extrinsic
motivation" A motivated person feels inspired or stimulated to do action, whereas an unmotivated
person has no such feelings (Ryan and Deci, 2000, 54). Consequently, it is evident that individuals
differ in their levels of motivation. Human motivation can also differ in terms of its form and
orientation in addition to its level. These characteristics of motivation serve as the basis for some
ISSN:
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2024
International scientific journal
«MODERN
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VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
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recent studies, and there has never been greater discussion about intrinsic vs extrinsic drive. The
definition of intrinsic motivation is the decision to carry with a task or activity because of the
intrinsic fulfillment it brings, as opposed to the expectation of a different result. People's innate
tendency to absorb information and integrate it into their lives is reflected in their intrinsic
motivation. However, theorists Ryan and Deci (2000), 56) have demonstrated that this tendency
seems to manifest itself only in certain situations. When an activity is carried out to achieve a
distinct result, as opposed to intrinsic motivation, we refer to it as extrinsic motivation (Ryan and
Deci: 2000, 60). Extrinsic rewards have the potential to reduce intrinsic motivation, according to
experts Ryan and Deci (Ryan and Deci: 2000, 58). Threats, deadlines, rewards associated with task
completion, and instructions all work against intrinsic motivation because people see them as
methods of behavior control. However, because they come with a sense of autonomy, having
freedom of choice and the ability to lead oneself can boost intrinsic drive. Even extrinsic
motivation, though, is capable of some autonomy. Extrinsic motivation influences autonomy to
varying degrees, which may indicate genuine self-regulation or external control (Ryan and Deci:
2000, 59).
II. Methodologies for Research
We took into account the following work hypotheses when conducting the research: - The
average is higher for those whose intrinsic motivation is stronger than for people whose extrinsic
motivation is stronger. People who possess both intrinsic and extrinsic motivation outperform
those who just have one active motivational factor. The least driven people have the lowest
averages. Women exhibit intrinsic motivation in a different way than do males. Research has been
done to provide an explanation in order to test the work hypothesis. In order to get the most
significant results, quantitative and qualitative methodologies were used for this. We thus linked
the focus group to the inquiry, which served as the main research method, in order to provide
recommendations for the interpretation of the data. A questionnaire was employed as a research
method in the study. The purpose of the 31 closed questions on the questionnaire, which was
modified from one by Horst H. and Renate Siewert (Siewert H.H, Siewert R., 2000), is to gauge
extrinsic and intrinsic motivation. Thirty-seven second-year Management students from The
Faculty of Economics were administered the questionnaire. 35 of the 37 questionnaires were
validated, while 2 were ignored. In order to streamline the analysis of the gathered information,
three focus groups were arranged. The questionnaire results determined the participants' groups,
which were as follows:
- People with both intrinsic and extrinsic motivation were in the first focus group (16
students);
- People with either intrinsic or extrinsic prevailing motivation were in the second focus
group (12 students);
- People without motivation were in the third focus group (7 students).
III. Research results
Thirty-seven third-year students who completed the questionnaire during the study's initial
phase made up the sample. 35 surveys have since been deemed legitimate. Men made up 37,1%
of the responders, while women made up 62,9%. The following is a summary of the
questionnaire's results: - 17,1% of respondents are intrinsically motivated; - 17,1% of respondents
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are extrinsically motivated; - 20% of respondents are unmotivated (neither extrinsic nor intrinsic
motivation predominant). - 45,8% of respondents have both extrinsic and intrinsic motivation
prevailing. We took into account each student's average during the first two years of university
study in order to examine the relationships between performance and the dominant motivational
style. To achieve a relatively equal distribution, the averages were split into three categories:
averages falling between 5 and 6,5 in the first category, averages falling between 6,5 and 7,5 in
the second, and averages above 7,5 in the third. Three of the study hypotheses are clearly not
proven, which makes the results uninspiring. Furthermore, it appears that the percentage of people
who are motivated by both intrinsic and extrinsic factors is declining as the average rises. It's also
important to note that the biggest percentage of unmotivated pupils (30%) is centered in the
category with the highest average. In summary, it appears that the two variables under
consideration have no link with one another. The correlation coefficient is provided in Exhibit 3.
The correlation coefficient's low value (0,139) indicates that there isn't a strong association
between motivation and average performance.
Overall, data analysis showed that the theories regarding the types of motivation that are
correlated with performance were not supported. In contrast to predictions, as the average grew,
the proportion of people who were motivated by both intrinsic and extrinsic factors declined. In
the highest average category, the proportion of unmotivated pupils was highest.
IV. Conclusion
The study's assumptions produced a range of outcomes, highlighting the necessity for more
investigation to fully understand the complex interplay between academic achievement and
internal and extrinsic motivation. The association between gender and academic performance with
female students typically outperforming male students at the university level was a noteworthy
discovery, nevertheless. The acknowledgement of the research's shortcomings includes the fact
that the population under investigation was not statistically representative.
All in all, this study provides a useful foundation for further research in this area by
examining the intricate relationship between performance and motivation.
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