Intrinsic Motivation Quotes

“and half of learning to play is learning what not to play
and she's learning the spaces she leaves have their own things to say
and she's trying to sing just enough so that the air around her moves
and make music like mercy that gives what it is and has nothing to prove

she crawls out on a limb and begins to build her home
and it's enough just to look around and to know that she's not alone

up up up up up up up points the spire of the steeple
but god's work isn't done by god
it's done by people”
― Ani DiFranco

“I want to make beautiful things, even if nobody cares.”
― Saul Bass

“The skills that got you here today are not the same ones that will take you confidently into the future. Continue to learn and adapt.”
― Jennifer Touma, Moment of Impact: Harness the Explosive Power of Three to Maximize Your Mind, Life, and Business

“In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables.

It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation.

And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.”
― Paul Tough, Helping Children Succeed: What Works and Why

“Soccer must be played with the heart,not with strength and talent as perceived.”
― ABC

“Altruism is never pure or absolute. We do good because it makes us feel good. If it didn't feel good, we wouldn't do good.”
― Izey Victoria Odiase, 99 Quotes and Affirmations For Self-Love & Personal Development

“No need to fret about the circumstances of my station, it doesn't matter my trouble's inclination; all I need is a dark room, music and meditation, and trust that I can figure out any situation.”
― Renee' A. Lee

“In transformative teaching, understanding motivation theories such as intrinsic and extrinsic motivation is essential for fostering students' internal drive and interest in learning.”
― Asuni LadyZeal