Intrinsic motivation refers to people's spontaneous tendencies to be curious and interested, to seek out challenges and to exercise and develop their skills and knowledge, even in the absence of operationally separable rewards. Over the past four decades, experimental and field research guided by self-determination theory (SDT; Ryan and Deci, 2017) has found intrinsic motivation to predict enhanced learning, performance, creativity, optimal development and psychological wellness. Only recently, however, have studies begun to examine the neurobiological substrates of intrinsic motivation. In the present article, we trace the history of intrinsic motivation research, compare and contrast intrinsic motivation to closely related topics (flow, curiosity, trait plasticity), link intrinsic motivation to key findings in the comparative affective neurosciences, and review burgeoning neuroscience research on intrinsic motivation. We review converging evidence suggesting that intrinsically motivated exploratory and mastery behaviors are phylogenetically ancient tendencies that are subserved by dopaminergic systems. Studies also suggest that intrinsic motivation is associated with patterns of activity across large-scale neural networks, namely, those that support salience detection, attentional control and self-referential cognition. We suggest novel research directions and offer recommendations for the application of neuroscience methods in the study of intrinsic motivation.
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http://dx.doi.org/10.3389/fnhum.2017.00145 | DOI Listing |
Integr Psychol Behav Sci
January 2025
Faculty of Management, University of Tehran Tehran Province, Tehran Jalal-e-Al-e-Ahmad Hwy & Chamran Hwy, Tehran, Iran.
Time dilation is an important issue in the field of physics. Introduced by the special relativity theory, it means that the time duration spent by an entity to reach a certain destination depends on the movement and speed of the entity. Time dilation has been widely addressed in other disciplines, including philosophy, psychology, and motivation.
View Article and Find Full Text PDFBMC Med Educ
January 2025
HAN University of Applied Sciences, Academy Allied Health Sciences, Nijmegen, The Netherlands.
Background: Educational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment.
View Article and Find Full Text PDFPediatr Res
January 2025
LIFE - Leipzig Research Center for Civilization Diseases, Leipzig University, Philipp-Rosenthal-Strasse 27, 04103, Leipzig, Germany.
Background: Higher weight represents a significant health concern in youth and may be influenced by socioeconomic and behavioral factors. We investigated the relationship between BMI and parental education, nutritional health, eating culture, organized and non-organized physical activity (PA), motives for PA (weight loss/maintenance, enjoyment), and screen-time in children and adolescents.
Methods: 677 2- to 11-year-olds (young-age-group) and 464 12- to 20-year-olds (old-age-group) from Leipzig, a city in Germany, participated.
Obes Sci Pract
February 2025
Background: The prevalence of severe obesity among adolescents has increased the use of metabolic and bariatric surgery (MBS) as a therapeutic option. Understanding factors influencing adolescent MBS choice and the support needed to undergo MBS is crucial for improving health outcomes. This study examines the motivations and support needs of a diverse sample of adolescents seeking MBS via the patient voice.
View Article and Find Full Text PDFPLoS One
January 2025
School of Teacher Education, Hubei University of Science and Technology, Xian'ning, China.
Objective: The purpose of this study is to investigate the effects of perceived organizational fairness, organizational identity, and trust on the intrinsic motivation for the professional development of university teachers. In addition, this study aims to verify the mediating role of organizational identity and trust.
Method: This study adopts a quantitative research methodology to investigate the relationship between perceived organizational fairness, organizational identity, trust, and intrinsic motivation in the professional development of university teachers by constructing and validating a structural equation model.
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