Intrinsic motivation
Intrinsic Motivation: Definition and Conceptual Background
When a person engages in an activity because they are interested in and enjoy the activity (e.g., they perform the activity for the sake of doing it—for the enjoyment, fun orpleasure) and not because the activity will produce a reward or result in the avoidance of a negative consequence.
Intrinsic motivation describes an individual who engages in an activity because they are interested in and enjoy the activity (e.g., they perform the activity for the sake of doing it—for the enjoyment, fun, or pleasure) and not because the activity will produce a reward or result in the avoidance of a negative consequence (Eccles & Wigfield, 2002; Grolnick, Gurland, Jacob, & Decourcey, 2002; Linnenbrink & Pintrich, 2002a; Snow et al., 1996; Standage, Duda, & Ntoumanis, 2003).   The converse (extrinsic motivation) is present when an individual engages in an activity for other (e.g., reward) or instrumental reasons (e.g., means to an end).  Intrinsic motivation “energizes important growth- fostering behaviors, such as seeking out challenges, exercising skills, and pursuing one’s interests (Deci & Ryan, 1985)” (Reeve, Nix, & Hamm, 2003, p. 375).  As such, intrinsic motivation is frequently mentioned as a causal contributor to self-determination.  High intrinsic motivation orientation is often considered as an indicator of the highest levels of self- determination (d'Ailly, 2003; Reeve et al., 2003; Standage et al., 2003).  
Early motivation research suggested that intrinsic motivation was not trait-like in nature, but rather, was situation-specific and alterable (Harter, 1981).  This “state” interpretation of intrinsic motivation suggests that a student’s intrinsic motivation is amenable to environmental manipulation. Researchers are now treating intrinsic motivation as less of a situation-specific state and more of a trait-like characteristic (Eccles & Wigfield, 2002).  The highly correlated components of the trait-intrinsic motivation (as would be described in an academic context) are: (a) academic learning driven by curiosity and interest; (b) a preference for hard or challenging academic tasks; and (c) a striving for competence and independent mastery (Eccles & Wigfield, 2002; Harter, 1981; Newman, 2000).  Of the 3 characteristics, the first (curiosity- driven learning) is the core concept of intrinsic motivation.