3.1: Self-Motivation

Self-Motivation – Staying Motivated when the Going Gets Tough

Self-motivation is a crucial element of effective self-management. Understanding the motivation for our goals and commitments can help us reassess those goals and commitments. Sometimes we start a commitment thinking that it is aligned with our mission, only to realize the requirements of the commitment have changed. Sometimes we pursue goals that other people have set for us and are not really in line with our mission or values. Other times, our vision of self-stewardship changes and our goals need to change too. Being able to label the type of motivation that we have for our various activities can help us prioritize and adjust. Colossians 3:23-24 (NIV) instructs us, “Whatever you do, work at it with all your heart, as working for the Lord, not for human masters, since you know that you will receive an inheritance from the Lord as a reward." This passage highlights the importance of aligning our motivations with God’s purposes, encouraging us to pursue endeavors that glorify Him.

This chapter will highlight two useful concepts from psychology: the distinction between intrinsic and extrinsic motivation and the distinction between mastery and performance goals.

Intrinsic Motivation

Intrinsic motivation has been defined by Ryan and Deci (2000) as "the doing of an activity for its inherent satisfaction rather than for some separable consequence" (p. 56). In other words, motivation to move comes as a free choice instead of pressures or rewards that come outside of the activity. Humans do intrinsically-motivated activities because they are rewarding in and of themselves and we find them interesting and enjoyable. Examples might include:

• Ironing clothes because you enjoy the smell of the steam, the satisfaction of seeing wrinkles become flat and smooth, and the soothing experience of repetitive action.
• Going to church and experiencing the joy of worship and communal singing.
• Going to the gym to feel the stiffness in your muscles loosen, the experience of your body extending itself, and the grounding of your physical self.

Extrinsic Motivation

Extrinsic motivation has also been defined by Ryan and Deci (2000) as doing an activity "in order to attain some separable outcome" (p. 60). Motivation often comes from some external incentive, like the expectation to avoid a punishment or reap a reward. Some extrinsic motivations are also done for reinforcement. Examples include:

• Ironing your clothes to avoid the judgment of colleagues at work and to achieve their respect.
• Going to church to avoid the guilt of not going.
• Going to the gym to lose weight and impress potential romantic partners.

It is important to note that what makes an activity intrinsically or extrinsically motivated has nothing to do with the activity itself. In the three examples of ironing your clothes, going to church, and going to the gym, the actual activity remained the same. The reason for doing the activity determined the motivation for them.

Extrinsic motivation is not always bad

A lot of times, extrinsic motivation is given a bad reputation. However, sometimes being a responsible adult means forcing yourself to do something you do not enjoy doing. In those cases, extrinsic motivation is helpful. For example, filling out your tax forms or any type of paperwork may not be intrinsically motivating. Updating your passwords, checking the oil in your car, studying for an exam, and cleaning a cat’s litter box are all activities that many people do not intrinsically enjoy. However, they still need to be done. In these situations, we can use extrinsic motivation to accomplish these tasks. We can update our password to avoid dealing with identity theft. We can check the oil in our car to avoid getting stranded on the side of the road. We can study for an exam to pass a class. We can clean a litter box to have a healthy cat. When you consider your S.M.A.R.T. goals, the work required to accomplish those goals can often be extrinsically motivated. You may not enjoy the tasks intrinsically.

However, if all your activities are extrinsically motivated, you will not have enjoyment in your life. Although we all experience struggle and suffering, there is biblical precedent for embracing joyful activities. Nehemiah 8:10 (NIV) reminds us that “the joy of the Lord is your strength,” highlighting that joy is not only desirable but sustaining. Galatians 5:22 lists both joy and kindness as fruit of the Spirit, emphasizing their interconnectedness in a life shaped by grace. One specific kind of joy arises in relationships marked by compassion and kindness, when we extend genuine care to others, we often experience deep, lasting fulfillment. Acts of kindness not only bless others but also nurture our own well-being, creating joy that is both intrinsically motivated and spiritually enriching. As you work toward your goals, make sure you are being available for intrinsically-motivated activities that allow space for joy, kindness, and authentic connection.

Performance vs. Mastery Goals

In the 1980s, Carol Dweck began researching the distinction between performance goals and mastery goals (originally known as learning goals). According to Dweck and her colleague, Elaine Elliott (1988), performance goals are present when “individuals seek to maintain positive judgments of their ability and avoid negative judgments by seeking to prove, validate, or document their ability and not discredit it” (p. 5). Mastery goals are present when “individuals seek to increase their ability or master new tasks” (p. 5).

Performance goals are about proving yourself. They can be further categorized into approach-based performance goals—trying to get an A to prove to yourself how smart you are—or avoidance-based performance goals—trying to avoid an F to prove to yourself you are not a failure (Elliot & Church, 1997). Mastery goals are about getting better at something. Either way, mastery goals are preferable to performance goals.

Elliott and Dweck’s (1988) research involved framing a task in such a way that it either encouraged mastery goals or performance goals. What they found was that when mastery goals were emphasized, students were more willing to take on more challenging tasks and were less likely to engage in negative self-talk.

Not only do mastery goals encourage you to challenge yourself, but they are also more aligned with a biblical worldview. In stewarding the life that God has given you, you are called to grow, develop, and faithfully use your gifts to bring glory to Him. As 1 Peter 4:10 (NIV) reminds us, “Each of you should use whatever gift you have received to serve others, as faithful stewards of God's grace in its various forms.” You do not have to prove anything to God, nor do you need to prove anything to yourself—your worth is not based on performance. You are already completely loved; it is not earned but freely given through Christ (Romans 5:8). Rather than striving for approval, approaching your goals with a mastery mindset helps you grow in competence and character so that you can better fulfill the unique mission God has entrusted to you.

Mastery is not about perfection; it is about faithful progress.

This is especially important in an educational setting. If you are engaged in educational pursuits to prove something to yourself and others, then negative feedback on assignments and tests will be especially problematic. If the question that drives your education is: “Am I good enough?”, then negative feedback could give you the answer that you are not good enough, starting a downward spiral of dejection. On the other hand, if you have mastery goals and the question that drives your education is: “How can I increase my understanding and skills?”, then negative feedback will give you the answer on where you can work on increasing your skills, leading to an upward spiral of learning.

Self-Assessment: Mastery or Performance Goal Motivation \(\PageIndex{1}\)

Instructions

What is my motivation? Answer the following questions according to the following scale:

1: Never 2: Not often 3: Sometimes 4: Always

Mastery goal orientation:

1. I like to take on new challenges.
2. I like the feeling of competence when I have learned something new.
3. I feel a sense of satisfaction after I have gained a new skill.

Performance goal orientation:

4. It is very important to me that I get positive feedback when I am evaluated.
5. If I do poorly on a task it makes me want to quit.
6. I like to stick with what I know I am good at.

Scoring

Add up your scores for questions 1,2, & 3. That is your Mastery goal orientation score.

Add up your scores for questions 4, 5, & 6. That is your Performance goal orientation score.

For which of the goal orientations did you have a higher score? Mastery or Performance?

Based on what you have learned about mastery and performance goals, do you think your scores are accurate? Why or why not?

Overall, how will you use the results of this assessment to guide your motivational approach in the future?

This assessment is also available as a PDF download: 3.1.1 - Self-Assessment Mastery or Performance Goal Motivation

Self-Reflection Prompts: Go Deeper! \(\PageIndex{2}\)

This chapter focused on motivation. Intrinsic motivation is when you do a task because doing the task itself is rewarding. Extrinsic motivation is when you do a task because it will lead to an outside reward.

This chapter also presented the concept of performance goals and mastery (learning) goals. Performance goals are about evaluation of a product (i.e., your goal is to get an "A"). Mastery (learning) goals are about the learning (i.e., you want to be able to do a new skill).

Reflection Prompts

1. Consider a goal you are working toward right now. This might be one of the S.M.A.R.T. goals you created earlier, or it could be something broad like completing your undergraduate degree. Write a few sentences about WHY you are working toward that goal.
2. Read the sentences you wrote in response to question #1. Reflecting on what you wrote, is your motivation for your goal intrinsic or extrinsic? Is your goal a mastery goal or a performance goal? Explain your reasoning for your labels for your goal.
3. Looking back at your response to question #2, how do you feel about the labels you gave your goals? Do you approve of the types of goals and motivations that you have? If so, why? If not, why not? Do you think the types of goals and motivations you have will help you to succeed? Why or why not?

These questions are also available as a PDF download: 3.1.2 - Self-Reflection Prompts Go Deeper!

References:

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5–12. https://doi.org/10.1037/0022-3514.54.1.5

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020