Basically, the whole issue of motivation — whether intrinsic or extrinsic — becomes less of an issue when we balance left with right brain thinking.
I’m getting there, but not quite ready with a succinct answer yet.
Michael Haupt
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In many ways, we limit our thinking by how we frame things. Describing motivation as intrinsic or extrinsic—and almost treating it as a zero-sum game, where more of one means less of the other—can be a helpful way to think about motivation, but it may not always be accurate or helpful.

There is a ton of research that says, just by putting a grade on something, students lose intrinsic motivation to do it. Now, one way to respond to that research is to stop putting grades on things. But another way is to ask ourselves: “If we are intrinsically motivated to do something, why is our intrinsic motivation dampened just by someone putting a random grade on it? Which is a bigger concern—the grade or our reaction to the grade?” To me, our reaction to the grade is a symptom of a much deeper problem, and I’m focused on addressing the deeper problem. Then, if someone puts a grade on our work, we can take it as a single data point among many, and put the appropriate weight on it.

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