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Extrinsic Motivation

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The figure above illustrates that homogeneous sectioning affects student’s motivation to learn. For purposes of this study, homogeneous sectioning is defined as grouping students into sections according to their grades. Meanwhile, motivation pertains to the student’s desire to learn intristically and extrinsically. This study is supported by different theories which include Labeling Theory, Self Efficacy Theory and Equity Theory.

Intristic Motivation and Extrinsic motivation can both impact behavior in different ways. Intrinsic motivation means within yourself. It is defined as performing an action or behavior because you enjoy the activity itself. Self-Efficacy Theory says that if a student has a high self-efficacy then this student would likely be motivated and successful. But if a student has a low self-efficacy then this student would not be motivated and would have difficulty in dealing tasks. This means that a student’s perception of oneself affects the student’s behavior and motivation.

 Whereas acting on extrinsic motivation is done for the sake of some external outcome, the inspiration for acting on intrinsic motivation can be found in the action itself. Labeling Theory states that the identity and behavior of an individual is influenced by the terms used to describe them. Equity Theory focuses on fairness. This implies that a student’s motivation depends on how this student considers fairness when compared to others. These theories affect the student’s motivation towards learning inside the classroom. The people around a child gives a great impact for them to get motivated or not. This is especially true for children on the spectrum, and is most effective when a child’s peers set the example. The concept is called peer modeling. Peer modeling is when a child shows good social behaviors, and is interested in teaching those behaviors to another child. In the classroom, when a typical child talks, plays and helps teachers in a positive way, a child on the spectrum will likely do it too.



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