Presentación del Dr. Johnmarshall Reeve en el marco del evento "Psicología en la PUCP en sintonía con la Psicología Mundial". / Dr. Reeve's presentation at the event "Psychology at the PUCP aligned with the world psychology" - 27.04.2017

1. Intrinsic Motivation:
Appreciating It, Supporting It
100th Anniversary PUCP celebration academic activities
Johnmarshall Reeve
Korea University
http://johnmarshallreeve.org
Abstract:
People are highly responsive to rewards, so a common approach to motivating others
is to offer them attractive incentives and rewards. In this talk, I focus on a different
type of motivation—namely, intrinsic motivation. The talk begins by overviewing
a neuroscience-based program of research to show how intrinsic motivation works in the brain.
I then outline a very practical intervention-based program of research to help teachers
learn how to support their students’ intrinsic motivation during instruction.
In doing so, I identify concrete, easy-to-do, and highly effective instructional strategies.
The appeal of the talk is encourage thinking about, first, how to best motivate others and,
second, how to upgrading the quality of one’s motivating style from offering rewards
to supporting intrinsic motivation.

2. Extrinsic Motivation & Intrinsic Motivation
Extrinsic Motivation
• An environmentally
created reason to initiate
or persist in an action.
• An “in order to” type of
motivation (“Do this and
you will get that”), where
“this” is the requested
behavior and “that” is the
attractive environmental
incentive or consequence.
Intrinsic Motivation
• Inherent desire to seek out
novelty and challenges, to
explore and investigate, and
to stretch and extend one’s
capacities (Ryan & Deci, 2017).
• It is a natural inclination
toward exploration,
spontaneous interest, and
environmental mastery that
emerges from experiences of
psychological need
satisfaction.

3. How Extrinsic Motivation Works,
Why It is So Easy to Use
How It Works
• The activity itself is unable to motivate and engage the person.
The student doesn’t want to study or clean up her workspace.
• An attractive incentive is offered (points, privileges).
• To realize the possible gain (points, privileges), the person infuses
the requested behavior (homework, clean up) with vigor, energy,
effort, and persistence.
• When the gain is realized, the enthusiasm for the behavior wanes.
Why It Is So Easy to Use
• Identify what an “attractive gain” is to that person and offer it in
exchange for the requested task engagement.

4. How Extrinsic Motivation Works,
Why It is So Easy to Use
How It Works (in the Language of Neuroscience)
• An opportunity for an attractive gain  VTA dopamine release.
• VTA dopamine release = the anticipation of reward (personal gain).
• Dopamine release activates the nucleus accumbens (pleasure) and
striatum (brain’s reward center).
• Striatum sends message of reward to motor cortex areas to give
behavior its energy and vigor.
Why It Is So Easy to Use
• Offer an “attractive gain” and you can generate energetic/vigorous
goal pursuit for practically any activity.

5. How Extrinsic Motivation Works,
Why It is So Easy to Use
1. Offer the person an opportunity for personal gain (e.g., money).
2. VTA dopamine release occurs.
3. VTA communicates with NA, Striatum, frontal cortex, OFC, motor cortex areas.
4. Behavior is energized (“motivated”).
1. $
2.
3.
4.
VTA = Ventral tegmental area

6. Problems with Extrinsic Motivation
Hidden Costs
• Undermines intrinsic motivation toward the task.
• Interferes with the process of learning.
• Interferes with the person’s capacity for autonomous
self-regulation.
Activity Is Irrelevant
• The motivation is for the reward, not the activity.
• The person is motivated to get rewards, not to read or
clean up their room or whatever the activity is.
• Motivation is fully correlated with the anticipation of
possible gain, and occurs in a way that is independent
of any property of the task itself.

7. Appeal of Intrinsic Motivation
• What about task-related motivation?
• Motivation to engage in the activity for its own sake.
• I have an interest in reading.
• I have a passion for art. I love art.
• My favorite activity is swimming.
• I like to play Pokémon Go.
• My dream in life is to become a professional dancer.

8. How Can a Task Generate Motivation?
The task generates the anticipation of psychological need satisfaction, which is intrinsic motivation.
When I interact with this activity, the activity creates in me
experiences of…
• Competence—the need to be effective in interactions with the
environment.
• Curiosity—an emotion from encountering novelty, feeling
suspense over what might come next, and opportunity to
discover new information, assimilate new information, and solve
a mystery.
• Autonomy—the need to experience self-direction and personal
endorsement in the initiation and regulation of behavior (goals)
• Relatedness—the need establish close emotional connections
and attachments with others.

9. Intrinsic Motivation  Anterior Insula
• When we engage in any activity that allows us to
experience competence, curiosity, and/or autonomy,
activations occur in the bilateral anterior insular cortex
(AIC).

10. t = 100
AIC (34, 20, 17)
**
Signalchange(%)
A B
0
0.05
0.1
0.15
0.2
0.25
0.3
Highly
autonomous
Moderately
autonomous
Non
autonomous

11. Signalchange(%)
t = 100
x = -32
-0.2
0
0.2
0.4
0.6
3 4 5 6 7
-0.2
0
0.2
0.4
0.6
0.8
3 4 5 6 7
r = .56*
r = .57*
Curiosity-Inducing Questions Competence-Enabling Anagrams
The stronger the person feels curiosity,
the stronger the anterior insula activations.
The stronger the person feels competent,
the stronger the anterior insula activations.
Signalchange(%)

12. Anterior Insular Cortex (AIC) Activations Correlate with Extent
of Daily Need Satisfaction (assessed by BMPN scores)
A: Bilateral AIC activations in the intrinsically motivated condition
B: Scatterplot showing the BOLD signal changes in the left AIC correlated with BMPN scores.
C: Scatterplot showing the BOLD signal changes in the right AIC correlated with BMPN scores.

13. y = 0
B
A
y = 24
t = 100
Signalchange(%)
**
-0.12
-0.06
0
0.06
0.12
0.18
0.24
CUR NCUR COMP NCOMP
**
Signalchange(%)
-0.12
-0.08
-0.04
0
0.04
0.08
0.12
0.16
CUR NCUR COMP NCOMP
** **
One More Slide:
Bilateral Insular activations are greater during curiosity-inducing tasks
than during non-curiosity-inducing tasks (CUR > NCUR).
Bilateral Insular activations are greater during competence-enabling tasks
than during non-competence-enabling tasks (COMP > NCOMP).

14. What Does the Anterior Insular Do?
• Processes bodily satisfactions (Goldstein et al., 2009; Naqvi & Bechara,
2009)
• Generates subjective feelings (Craig, 2009; Damasio, 1999; Damasio &
Carvalho, 2013).
• It represents internal bodily needs (e.g., hunger, drug
craving), monitors bodily states related to these needs
(e.g., satiation, deprivation), and integrates the bodily
information into subjective feelings (Goldstein et al., 2009; Naqvi &
Bechara, 2009; Naqvi, Rudrauf, Damasio, & Bechara, 2007).
• AIC activity from feelings of intrinsic satisfaction is a
key source of intrinsic motivation.

15. Flag
(2s)
How much do
you freely
want to learn?
+
How
interesting was
it?
+
Flag + Name
(2s)
Autonomy rating
(2s)
ISI
(Mean=2s)
Question
(4s)
Question + Answer
(3s)
ITI
(Mean=4s)
Interest rating
(2s)
< National flag presentation > < National flag learning >
What instrument was invented to sound like a human singing? Violin
What was the first animated film to win an Academy Award? Beauty and the Beast
fMRI Tasks to Generate Competence, Autonomy, and Curiosity

16. How You Get from Feelings to Action:
From Intrinsic Motivation to Intrinsically Motivated Behavior
Anterior Insular Activations are associated with Striatum (Reward Center) Activation.

17. How You Get from Feelings to Action:
From Intrinsic Motivation to Intrinsically Motivated Behavior
Anterior Insular Activations are associated with Striatum (Reward Center) Activation.
So What? You don’t need extrinsic rewards to generate vigorous motivated behavior.

18. Anterior Insular Activations are Associated with
DLPFC Activations
• Anterior Insular activations are associated with
Dorsolateral Prefrontal Cortex (DLPFC) Activations,
a Key Brain Area for Mental Effort, Cognitive Engagement, etc.

19. Practical Application:
How Do You Support Intrinsic Motivation?
1. Present the activity in a way that involves a
psychological need.
• That is enough to make any activity interesting.
2. Structure/mentor the person’s interaction with
the activity to help cultivate a need-satisfying
experience.
• That is enough to make any activity enjoyable.

20. Practical Application:
How Do You Support Intrinsic Motivation?
1. Present the activity in a way that involves a
psychological need.
• That is enough to make any activity interesting.
2. Structure/mentor the person’s interaction with
the activity to help cultivate a need-satisfying
experience.
• That is enough to make any activity enjoyable.
Okay, how do I do that?

21. Support Motivating in Others
Present the activity so that the person can
experience intrinsic motivation with that activity:
• Offer the Activity + Autonomy support
• Offer the Activity + Competence support
• Offer the Activity + Relatedness support
• Offer the Activity + Curiosity support

22. Recommended Autonomy-Supportive Instructional Behavior #2:
Involve (Vitalize) Students’ Psychological Needs
How to involve autonomy:
• Become aware of and integrate into instruction,
students’ interests, goals, preferences so that they
say, “I want to…”
What it is:
• Using instruction as an opportunity to involve students’
otherwise dormant sense of autonomy, competence,
and relatedness. The lesson becomes about both (a)
provide content and (b) involve psychological needs.
How to involve competence:
• Challenge students (Can you do it? Can you do
better than before?) and then provide the guidance
and strategies they need to meet that challenge.
How to involve relatedness:
• Put students together in face-to-face interaction
(e.g., sharing their work, sharing their answers) to
give them a chance to relate to/share with a peer.

23. Involve Students’ Psychological Needs into the Learning Activity
Involve Competence
Offer Optimal Challenge Goal to Improve Goal to Develop Skill
Provide Guidance “How to” Demonstration
Competence Defined: The need to interact effectively with one’s surroundings
(with learning activities, with educational challenges)
Provide Step-by-Step Help

24. Involve Students’ Psychological Needs into the Learning Activity
Involve Autonomy
What do you want? What’s interesting? Where should we start?
Offer
choice
Encourage
intrinsic goals
Autonomy Defined: The need to be the origin of one’s behavior.
The inner endorsement of one’s behavior.
An experience of, “Yes, I want to do this.”

25. Involve Students’ Psychological Needs into the Learning Activity
Involve Relatedness
Work with a Partner Work with a Group
Relatedness Defined: The need to be involved in warm relationships
characterized by acceptance, liking, and mutual concern.
This is enough to involve the need for relatedness.
To satisfy the need for relatedness, one’s interaction partner needs to show responsiveness,
Responsiveness to your concerns, needs, wishes, goals, aspirations and self more generally.

26. Use Instruction to Involve Students’ Psychological Needs for
Autonomy, Competence, and Relatedness
Support
Autonomy
• Offer students an opportunity for
self-direction within the learning
activity.
• When introducing a learning
activity, allow students to
approach that activity in a way
that is consistent with their own
personal interests, goals, wants,
preferences, and priorities.
• When engagement originates
from these inner motivational
resources, students say
“I want to do it…”
• I want to = an inner endorsement
of behavior = autonomy.
Support
Relatedness
Autonomy Defined:
The need to be the origin of one’s behavior.
The inner endorsement of one’s behavior.
Relatedness Defined:
The need to be involved in warm relationships
characterized by acceptance and mutual concern.
Support
Competence
• within the learning activity.
• When introducing a learning
activity, allow students an
opportunity for face-to-face
social interaction, such as:
• Pair students together
• Invite students to share their
work with each other
• Invite students to exchange their
answers to a question
• Simply have them initiate a
conversation—invite them to ask
each other about their interests,
activities, perspective, concerns,
plans, and so forth.
• Everyone wants to belong.
• Everyone want to be accepted.
• When introducing a learning
activity, offer students not only
the learning activity but also a:
• Optimal challenge (Can you do
it?)
• Goal to strive for
• Standard of Excellence (“This
is what excellence is”)
• The challenge is always “Try
to improve; try to perform
better than before.”
• Everyone wants to be effective
• Everyone wants to improve
Competence Defined:
The need to interact effectively with
one’s environmental surroundings.

27. “Learning Together” Exercise
• Step 1: Teacher lectures on topic for 15 minutes.
• Step 2: Teacher interrupts the lecture to offer a topic-centric reflective
question on a PowerPoint slide.
e.g., Which is the more effective way for teachers to motivate students—intrinsically or extrinsically? Why?
• Step 3: Students take 1 minute to answer the question for themselves.
Each student writes down an answer on a piece of paper and, once done,
exchanges it with the student sitting next to them (the “learning together”
partner).
• Step 4: Each student reads the answer of the other and then both engage
in a 1 minute discussion to try to reach a consensus.
• Step 5: Teacher resumes lecture for another 15 minutes.
Offer Students a Relatedness-Vitalizing
Opportunity for Social Interaction.

28. Source: Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits
from giving autonomy support during physical education instruction.
Journal of Sports and Exercise Psychology, 36, 331-346.
Concluding Comment
• Is it worth all the effort to learn how to present
learning activities to students to generate a sense of
intrinsic motivation toward those activities?

29. Giving Support Generates Even Greater Well-Being
than Does Receiving It
• Brown, S. L., Nesse, R., Vinokur, A. D., & Smith, D. M. (2003). Providing support
may be more beneficial than receiving it: Results from a prospective study of
mortality. Psychological Science, 14, 320-327. Live longer.
• Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits from
giving autonomy support during physical education instruction. Journal of Sport
and Exercise Psychology, 36, 331-346. Greater job satisfaction.
• Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006).
On the benefits of giving as well as receiving autonomy support: Mutuality in close
friendships. Personality and Social Psychology Bulletin, 32, 313-327.
Giving autonomy support is a key aspect of high-quality friendships and
relationship satisfaction.
• Cohen, S., Schulz, M. S., Weiss, E., & Waldinger, R. J. (2012). Eye of the beholder:
the individual and dyadic contributions of empathic accuracy and perceived
empathic effort to relationship satisfaction. Journal of Family Psychology, 26, 236-
245. Making an effort to be empathic toward the other generates relationship
satisfaction.

30. Thank You
Please Let Me Acknowledge 3 Key Collaborators on this Work
Woogul Lee Lennia Matos Sung Hyeon Cheon