4.2.4 (HL)—Motivation and cognition

Intrinsic motivation is engaging in learning because the activity is satisfying or meaningful; extrinsic motivation relies on a separate reward. Both can influence behaviour, but they do not necessarily produce the same quality or persistence of learning.

An external reward can draw attention to a task, yet it may also shift the learner’s reason from interest to payment. Whether motivation is sustained depends on autonomy, task value, feedback and whether the reward controls rather than supports choice.

In Lepper’s drawing study, children promised a certificate later spent less time drawing than children who received an unexpected reward or no reward. The result illustrates a possible overjustification effect, but the elite nursery sample limits transferability.

The finding does not mean all rewards damage learning. Check the kind of reward, when it is given, the learner’s prior interest and the outcome measured; distinguish reduced free-choice persistence from lower ability.

To support independent learning, combine a meaningful goal, bounded choice of method, appropriately difficult tasks, progress feedback and opportunities for self-monitoring; gradually remove prompts so regulation shifts toward the learner. Motivation can be assessed with self-report, choice, persistence or effort, but each measure has demand, opportunity and construct-validity limits. Converging measures are stronger than assuming high performance proves high intrinsic motivation.