Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.

By Richard M. Ryan, Edward L. Deci. 2000

18,220 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology, Cognitive Science & Psychology

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Citations in the corpus

Learning Parameterized Skills (2012, background): “Psychologists distinguish between extrinsic motivation, which means doing something because of some specific rewarding outcome, and intrinsic motivation, which refers to doing something because it is inherently “interesting or enjoyable” [58].”
Curiosity-Driven Exploration by Self-Supervised Prediction (2017, background): “Motivation/curiosity [7, 10] have been used both to explain the need to explore the environment and discover goal states, but also, more generally, as a way of learning new skills which might come handy for pursuing rewards in the future.”
Large-Scale Study of Curiosity-Driven Learning (2018, background): “, curiosity) as the primary driver in the early stages of development [32, 41]: babies appear to employ goal-less exploration to learn skills that will be useful later on in life.”
Evolved Policy Gradients (2018, background): “Another r cent metalearning algorithm is RL(2) (3) (whi h itself is similar to (24)).”
What is Intrinsic Motivation? A Typology of Computational Approaches (2007, background): “It has also often been proposed in psychology and education that humans have a natural propensity to learn and assimilate (Ryan and Deci, 2000).”
Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success (2014, background): “Indeed, there is some evidence that such incentives, in fact, may worsen subsequent performance (Deci and Ryan, 1985; Ryan and Deci, 2000).”
GRAIL: A Goal-Discovering Robotic Architecture for Intrinsically-Motivated Learning (2016, background): “1950s under the name of intrinsic motivations (IMs), first in animal psychology [21], [29], [54], [93] and then in human psychology [17], [18], [24], [70].”
Motivation and Autonomy in Counseling, Psychotherapy, and Behavior Change: A Look at Theory and Practice 1ψ7 (2011, methodology): “SDT has spawned experimental and field studies of how factors such as rewards, sanctions, use of authority, provision of choice, and level of challenge impact people's experiences and, in turn, their behavioral persistence and outcomes (Ryan & Deci, 2000a).”
The Motivational Pull of Video Games: A Self-Determination Theory Approach (2006, background): “First, we investigate the question of how well an existing theory of human motivation, namely self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000b) applies to and accounts for player motivation in gaming contexts.”
MOTIVATING STRUGGLING READERS IN MIDDLE SCHOOL THROUGH AN ENGAGEMENT MODEL OF CLASSROOM PRACTICE (2003, methodology): “Consequently, strategy instruction fulfills the motivational need for self-perceived competence (Ryan & Deci, 2000) as well as the cognitive need for possessing skills that are central to text comprehension.”
Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “‘Autonomy’ refers to students’ ability to control and regulate their studies based on their own pace and needs (Ryan and Deci 2000).”
Employee performance, well‐being, and differential effects of human resource management subdimensions: Mutual gains or conflicting outcomes? (2018, background): “In fact, both team working and job autonomy are likely to service key nutriments of self-determination in relatedness and autonomy while also providing employees with greater meaning and engagement in their work roles (Ryan & Deci, 2000).”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, neutral): “SDT research and its applications have increased tremendously in the two decades since our previous CEP special issue article (Ryan & Deci, 2000) as a result of the efforts of hundreds of scholars from dozens of nations, with varied interests in how the theory relates to educational processes and…”