Guide for Parents: Understanding Extrinsic versus Intrinsic Motivation in Child Development
In the complex world of human behavior, understanding motivation plays a crucial role, particularly in education and parenting. Self-Determination Theory (SDT) is a valuable tool that can help parents and educators better understand and promote intrinsic motivation in neurodivergent teens.
SDT suggests motivation exists on a spectrum, with intrinsic motivation at one end and extrinsic motivation on the other. The theory emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. For neurodivergent youth, such as those with ADHD or autism, these core psychological needs are particularly significant.
Autonomy means supporting teens in making meaningful choices and having control over their learning and activities. This is crucial, as neurodivergent teens often face restrictive and medicalized approaches. Competence involves providing challenges that are achievable and feedback that builds their sense of mastery without undermining self-confidence. Relatedness emphasizes fostering strong, supportive relationships with parents, educators, and peers, which can help neurodivergent teens feel accepted and understood.
This SDT approach encourages a shift away from deficit-focused models toward a coaching and humanistic framework, where adults work alongside teens transparently and respectfully to develop their internal motivation and self-awareness. For example, recognizing that neurodivergent teens’ boredom or restlessness (linked to dopamine regulation differences) is a valuable signal rather than a problem to fix can empower more empathetic engagement and intrinsic motivation.
In practice, parents and educators might offer choices and encourage self-initiation in learning and daily tasks, tailor challenges to build skills at an appropriate pace with positive reinforcement, and cultivate emotional support networks that honor neurodivergent experiences and concerns.
Using SDT can lead to more personalized, autonomy-supportive environments that enhance intrinsic motivation and well-being in neurodivergent teens. Figuring out what ignites the internal motivation in a child can help them feel the most personal satisfaction. Individuals with high achievement motivation tend to be more focused, persistent, and resilient in the face of challenges.
Understanding both intrinsic and extrinsic motivation, along with theories of motivation, can help educators foster student engagement and better support neurodivergent learners. Continuing to monitor and evaluate motivation on a regular basis is important to achieving goals and sustaining progress. While extrinsic rewards such as classroom privileges, positive feedback, and other incentives can be used to motivate students academically, relying too heavily on extrinsic motivation may undermine intrinsic motivation.
There are several resources and tools available to learn more about extrinsic and intrinsic motivation, including books, motivation apps, and coaching services. Using music, games, performance, and group engagement can be effective in promoting intrinsic motivation in the classroom. Both intrinsic and extrinsic motivation are important variables in helping a child get things done.
References:
[1] Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
[2] Vallerand, R. J. (2008). Self-determination theory: A macro theory of human motivation. Guilford Press.
[3] Salmela-Aro, K., & Koikkalainen, M. (2013). Neurodivergent learners: A neurodiversity perspective. Routledge.
[4] Kauffman, J., & Hall, F. (2013). Neurodiversity in the classroom: Helping diverse learners learn. Prufrock Press.
[5] Pelletier, K. R., & Duda, J. L. (2006). Motivation, learning, and development: A self-determination theory perspective. Guilford Press.
Life skills such as decision making and problem solving can be effectively taught through an education-and-self-development approach that emphasizes intrinsic motivation, as suggested by the Self-Determination Theory (SDT). This approach encourages learning through autonomy, competence, and relatedness, providing neurodivergent teens with the opportunity to make meaningful choices, build their sense of mastery, and develop strong, supportive relationships.
Continued learning and the development of intrinsic motivation can lead to improved problem-solving skills and increased life satisfaction for neurodivergent individuals, as well as a heightened sense of focus, persistence, and resilience in the face of challenges. Therefore, understanding and promoting intrinsic motivation should be a key component of education and self-development for all individuals, including neurodivergent teens.
