1、本科毕业论文（设计）外文翻译原文INTRINSICANDEXTRINSICMOTIVATIONSCLASSICDEFINITIONSANDNEWDIRECTIONSRICHARDMRYANANDEDWARDLDECIUNIVERSITYOFROCHESTERINTRINSICANDEXTRINSICTYPESOFMOTIVATIONHAVEBEENWIDELYSTUDIED,ANDTHEDISTINCTIONBETWEENTHEMHASSHEDIMPORTANTLIGHTONBOTHDEVELOPMENTALANDEDUCATIONALPRACTICESINTHISREVIEWWEREVISI
2、TTHECLASSICDEFINITIONSOFINTRINSICANDEXTRINSICMOTIVATIONINLIGHTOFCONTEMPORARYRESEARCHANDTHEORYINTRINSICMOTIVATIONREMAINSANIMPORTANTCONSTRUCT,REFLECTINGTHENATURALHUMANPROPENSITYTOLEARNANDASSIMILATEHOWEVER,EXTRINSICMOTIVATIONISARGUEDTOVARYCONSIDERABLYINITSRELATIVEAUTONOMYANDTHUSCANEITHERREFLECTEXTERNAL
3、CONTROLORTRUESELFREGULATIONTHERELATIONSOFBOTHCLASSESOFMOTIVESTOBASICHUMANNEEDSFORAUTONOMY,COMPETENCEANDRELATEDNESSAREDISCUSSEDTOBEMOTIVATEDMEANSTOBEMOVEDTODOSOMETHINGAPERSONWHOFEELSNOIMPETUSORINSPIRATIONTOACTISTHUSCHARACTERIZEDASUNMOTIVATED,WHEREASSOMEONEWHOISENERGIZEDORACTIVATEDTOWARDANENDISCONSIDE
4、REDMOTIVATEDMOSTEVERYONEWHOWORKSORPLAYSWITHOTHERSIS,ACCORDINGLY,CONCERNEDWITHMOTIVATION,FACINGTHEQUESTIONOFHOWMUCHMOTIVATIONTHOSEOTHERS,ORONESELF,HASFORATASK,ANDPRACTITIONERSOFALLTYPESFACETHEPERENNIALTASKOFFOSTERINGMOREVERSUSLESSMOTIVATIONINTHOSEAROUNDTHEMMOSTTHEORIESOFMOTIVATIONREFLECTTHESECONCERNS
5、BYVIEWINGMOTIVATIONASAUNITARYPHENOMENON,ONETHATVARIESFROMVERYLITTLEMOTIVATIONTOACTTOAGREATDEALOFITYET,EVENBRIEFREFLECTIONSUGGESTSTHATMOTIVATIONISHARDLYAUNITARYPHENOMENONPEOPLEHAVENOTONLYDIFFERENTAMOUNTS,BUTALSODIFFERENTKINDSOFMOTIVATIONTHATIS,THEYVARYNOTONLYINLEVELOFMOTIVATIONIE,HOWMUCHMOTIVATION,BU
6、TALSOINTHEORIENTATIONOFTHATMOTIVATIONIE,WHATTYPEOFMOTIVATIONORIENTATIONOFMOTIVATIONCONCERNSTHEUNDERLYINGATTITUDESANDGOALSTHATGIVERISETOACTIONTHATIS,ITCONCERNSTHEWHYOFACTIONSASANEXAMPLE,ASTUDENTCANBEHIGHLYMOTIVATEDTODOHOMEWORKOUTOFCURIOSITYANDINTERESTOR,ALTERNATIVELY，BECAUSEHEORSHEWANTSTOPROCURETHEAP
7、PROVALOFATEACHERORPARENTASTUDENTCOULDBEMOTIVATEDTOLEARNANEWSETOFSKILLSBECAUSEHEORSHEUNDERSTANDSTHEIRPOTENTIALUTILITYORVALUEORBECAUSELEARNINGTHESKILLSWILLYIELDAGOODGRADEANDTHEPRIVILEGESAGOODGRADEAFFORDSINTHESEEXAMPLESTHEAMOUNTOFMOTIVATIONDOESNOTNECESSARILYVARY,BUTTHENATUREANDFOCUSOFTHEMOTIVATIONBEING
8、EVIDENCEDCERTAINLYDOESINSELFDETERMINATIONTHEORYSDTDECIINTHELATERCASE,THEEXTRINSICGOALISSELFENDORSEDANDTHUSADOPTEDWITHASENSEOFVOLITIONUNDERSTANDINGTHESEDIFFERENTTYPESOFEXTRINSICMOTIVATION,ANDWHATFOSTERSEACHOFTHEM,ISANIMPORTANTISSUEFOREDUCATORSWHOCANNOTALWAYSRELYONINTRINSICMOTIVATIONTOFOSTERLEARNINGFR
9、ANKLYSPEAKING,BECAUSEMANYOFTHETASKSTHATEDUCATORSWANTTHEIRSTUDENTSTOPERFORMARENOTINHERENTLYINTERESTINGORENJOYABLE,KNOWINGHOWTOPROMOTEMOREACTIVEANDVOLITIONALVERSUSPASSIVEANDCONTROLLINGFORMSOFEXTRINSICMOTIVATIONBECOMESANESSENTIALSTRATEGYFORSUCCESSFULTEACHINGWEDETAILINTHISARTICLENOTONLYTHEDIFFERENTTYPES
10、OFMOTIVATIONALORIENTATIONTHATEXISTWITHINTHEGLOBALEXTRINSICCATEGORY,BUTMOREOVER,THEIRDIFFERENTIALANTECEDENTSANDCONSEQUENCESINTRINSICMOTIVATIONINTRINSICMOTIVATIONISDEFINEDASTHEDOINGOFANACTIVITYFORITSINHERENTSATISFACTIONSRATHERTHANFORSOMESEPARABLECONSEQUENCEWHENINTRINSICALLYMOTIVATEDAPERSONISMOVEDTOACT
11、FORTHEFUNORCHALLENGEENTAILEDRATHERTHANBECAUSEOFEXTERNALPRODS,PRESSURES,ORREWARDSTHEPHENOMENONOFINTRINSICMOTIVATIONWASFIRSTACKNOWLEDGEDWITHINEXPERIMENTALSTUDIESOFANIMALBEHAVIOR,WHEREITWASDISCOVEREDTHATMANYORGANISMSENGAGEINEXPLORATORY,PLAYFUL,ANDCURIOSITYDRIVENBEHAVIORSEVENINTHEABSENCEOFREINFORCEMENTO
12、RREWARDWHITE,1959THESESPONTANEOUSBEHAVIORS,ALTHOUGHCLEARLYBESTOWINGADAPTIVEBENEFITSONTHEORGANISM,APPEARNOTTOBEDONEFORANYSUCHINSTRUMENTALREASON,BUTRATHERFORTHEPOSITIVEEXPERIENCESASSOCIATEDWITHEXERCISINGANDEXTENDINGONESCAPACITIESINHUMANS,INTRINSICMOTIVATIONISNOTTHEONLYFORMOFMOTIVATION,OREVENOFVOLITION
13、ALACTIVITY,BUTITISAPERVASIVEANDIMPORTANTONEFROMBIRTHONWARD,HUMANS,INTHEIRHEALTHIESTSTATES,AREACTIVE,INQUISITIVE,CURIOUS,ANDPLAYFULCREATURES,DISPLAYINGAUBIQUITOUSREADINESSTOLEARNANDEXPLORE,ANDTHEYDONOTREQUIREEXTRANEOUSINCENTIVESTODOSOTHISNATURALMOTIVATIONALTENDENCYISACRITICALELEMENTINCOGNITIVE,SOCIAL
14、,ANDPHYSICALDEVELOPMENTBECAUSEITISTHROUGHACTINGONONESINHERENTINTERESTSTHATONEGROWSINKNOWLEDGEANDSKILLSTHEINCLINATIONSTOTAKEINTERESTINNOVELTY,TOACTIVELYASSIMILATE,ANDTOCREATIVELYAPPLYOURSKILLSISNOTLIMITEDTOCHILDHOOD,BUTISASIGNIFICANTFEATUREOFHUMANNATURETHATAFFECTSPERFORMANCE,PERSISTENCE,ANDWELLBEINGA
15、CROSSLIFESEPOCHSRYANDECHARMS,1968EXTERNALREGULATIONISTHEONLYKINDOFMOTIVATIONRECOGNIZEDBYOPERANTTHEORISTSEG,SKINNER,1953,ANDITISTHISTYPEOFEXTRINSICMOTIVATIONTHATWASTYPICALLYCONTRASTEDWITHINTRINSICMOTIVATIONINEARLYLABSTUDIESANDDISCUSSIONSASECONDTYPEOFEXTRINSICMOTIVATIONISINTROJECTEDREGULATIONINTROJECT
16、IONDESCRIBESATYPEOFINTERNALREGULATIONTHATISSTILLQUITECONTROLLINGBECAUSEPEOPLEPERFORMSUCHACTIONSWITHTHEFEELINGOFPRESSUREINORDERTOAVOIDGUILTORANXIETYORTOATTAINEGOENHANCEMENTSORPRIDEPUTDIFFERENTLY,INTROJECTIONREPRESENTSREGULATIONBYCONTINGENTSELFESTEEMACLASSICFORMOFINTROJECTIONISEGOINVOLVEMENTNICHOLLS,1
17、984RYAN,1982,INWHICHAPERSONPERFORMSANACTINORDERTOENHANCEORMAINTAINSELFESTEEMANDTHEFEELINGOFWORTHALTHOUGHTHEREGULATIONISINTERNALTOTHEPERSON,INTROJECTEDBEHAVIORSARENOTEXPERIENCEDASFULLYPARTOFTHESELFANDTHUSSTILLHAVEANEPLOCAMOREAUTONOMOUS,ORSELFDETERMINED,FORMOFEXTRINSICMOTIVATIONISREGULATIONTHROUGHIDEN
18、TIFICATIONHERE,THEPERSONHASIDENTIFIEDWITHTHEPERSONALIMPORTANCEOFABEHAVIORANDHASTHUSACCEPTEDITSREGULATIONASHISORHEROWNABOYWHOMEMORIZESSPELLINGLISTSBECAUSEHESEESITASRELEVANTTOWRITING,WHICHHEVALUESASALIFEGOAL,HASIDENTIFIEDWITHTHEVALUEOFTHISLEARNINGACTIVITYFINALLY,THEMOSTAUTONOMOUSFORMOFEXTRINSICMOTIVAT
19、IONISINTEGRATEDREGULATIONINTEGRATIONOCCURSWHENIDENTIFIEDREGULATIONSHAVEBEENFULLYASSIMILATEDTOTHESELFTHISOCCURSTHROUGHSELFEXAMINATIONANDBRINGINGNEWREGULATIONSINTOCONGRUENCEWITHONESOTHERVALUESANDNEEDSTHEMOREONEINTERNALIZESTHEREASONSFORANACTIONANDASSIMILATESTHEMTOTHESELF,THEMOREONESEXTRINSICALLYMOTIVAT
20、EDACTIONSBECOMESELFDETERMINEDINTEGRATEDFORMSOFMOTIVATIONSHAREMANYQUALITIESWITHINTRINSICMOTIVATION,BEINGBOTHAUTONOMOUSANDUNCONFLICTEDHOWEVER,THEYARESTILLEXTRINSICBECAUSEBEHAVIORMOTIVATEDBYINTEGRATEDREGULATIONISDONEFORITSPRESUMEDINSTRUMENTALVALUEWITHRESPECTTOSOMEOUTCOMETHATISSEPARATEFROMTHEBEHAVIOR,EV
21、ENTHOUGHITISVOLITIONALANDVALUEDBYTHESELF译文内在激励和外在激励经典的定义和新的方向内在动机和外在动机已经被广泛研究,并且两种之间的区别在他们的发展和教育实践中散发出重要的作用。本文我们根据当代的研究和理论重新对经典的内在和外在动机的定义进行讨论。内在动机仍然是一个重要的概念,反映了自然人学习和同化的习性。然而,外在动机在有关的自主性方面是十分多样化的，因此它能够反映外部控制或者真实的自我规律。这两种动机的关系是以人们对自主权、能力和关联度的需要为基础进行讨论的。被激励就是意味着主动去做事情。一个人觉得没有动力或者灵感去行动就是没有动机的特征，然而一个被激
22、励或者积极完成任务的人被认为是有积极性的。大多数的人在工作或者与别人一起工作时，于是会关心激励，面对别人或者自己有多少激励时，在执行任务时、或者实践所面临的各种类型的重复性工作时，他们会形成更多的反对和更少的动机。大多数的动机理论反映这些关注点是通过观察动机这一统一的现象,一个非常小的不同是要通过采取大量的观察。然而,实际上这种简洁的反映说明动机几乎不是一个统一的现象。人们不仅仅是数量不同，而且动机水种类也不同。也就是说，他们不仅动机程度（有多少积极性）不同，而且动机的方向（动机类型）也不同。动机趋向关系到潜在的态度和引起行动的目标，也就是关系到为什么要行动。例如，一个学生有很高的积极性去做家
23、庭作业并不是处于好奇心和兴趣，或者两者之一，而是为了得到老师或者父母的表扬。一个学生能够积极地学习一套新技能是因为他想知道它们潜在的实用程序或价值或者是因为这些技能能够收益更好的成绩和能够拥有好成绩的特权。在这些例子中动机的数量并不是一定变化的，而是动机的本性和焦点被证明的确是这样子。在自主理论中SDTDECIDECHARMS,1968年。外部规定是动机被操作理论家唯一认可，例如,斯金纳,1953年,这种类型的外在动机与内在动机形成典型的对比在早期的实验研究和讨论。第二种类型的外在动机被融合为规定。融合描述了一个内在规定仍然是相当控制，因为人们进行这样的行为是压力感为了避免罪恶感、焦虑或达到很
24、大提高或骄傲，不同的是,前提是自尊的规定,融合一个经典的形式是自我参与（NICHOLLS,1984；莱恩,1982,人执行这种行为是为了提高或维护自尊和价值的感觉，虽然规定对人是内部的,融合行为是自我部分充分经验不足,从而还有一个EPLOC。一个更自治、或自主的是外在动机是通过鉴别的形式,此时，一个人能够鉴别行为的重要部分从而接受规定是自我的。一个男孩记忆拼写名单,因为他把它看作是与写作相关的,并评价为自己的生活目标，与他的学习活动价值一致。最后,外在动机最自治形式综合规定的集成，整合再现时是鉴别规则已经完全与自己相似，这种发生是通过反省和带来全新的规则与其他的价值和需要，一个更内化为的原因是行动同化，更多的外在激励行为变成自我决定。动机的整合形式是分享了很多内在动机，都是自主和不冲突的。然而,他们仍然是外在的因为行为出于综合规定做为他假想的工具价值,从行为关于结果是分开的,尽管它是凭意志和自我评价。
