Incentive Function theory of motivation by Hull

 The drive-reduction theory of motivation emphasizes the internal states of the organism; however, the incentive theory stresses the role of the environment in motivating behaviour. Whereas a drive is something inside of us that causes us to act, our actions are directed toward a goal, or incentive. An incentive is the object we seek or the result we are trying to achieve through our motivated behaviour. Incentives are also known as reinforcers, goals, and rewards. While drives push us to reduce needs, incentives pull us to obtain them. For example, hunger may cause us to walk to the cafeteria, but the incentive for our action is the sandwich we intend to eat.

Sometimes our drive (hunger) is so strong that we do not care if the incentive (sandwich) is weak. For example, if we are really hungry, we may eat a sandwich from the cafeteria even though we know that the cafeteria’s sandwiches are not that tasty. However, if our drive (hunger) is weak, our incentive must be strong. For instance, you may be slightly hungry but really like peanut butter sandwiches, so you will eat one. People are motivated to obtain positive incentives and to avoid negative incentives. For example, the incentive of food may draw you to the refrigerator. The cognitive expectations of humans also guide their behaviour.

Background to the incentive theory of Motivation

The Incentive Theory of Motivation, alternatively called the Reward Motivation Theory, offers the belief that motivation is largely fuelled by the prospect of an external reward or incentive. An incentive is therefore an object or an event present in the environment that encourages an individual to perform an action in the absence of any apparent physiological need. This incentive may be a material object such as money, or an intangible one such as positive reception from a significant person.

What is necessary is for the reward to be given after the performance of an action or a behaviour with the specific intention of eliciting the repeated performance of the same behaviour. The timing of the provision of the reward has been found to influence the likelihood of the behaviour occurring again. Considerable proof has been gathered showing that rewards that are given immediately after the performance of the desired behaviour are more effective than rewards given in a delayed manner.

 The Value of Intrinsic Factors

From this perspective, it appears that motivation is mediated by external events or environmental cues rather than internal drives. Although external factors are the main impetus for motivating an individual, the incentive theory nonetheless supports the indirect role of intrinsic motivation in pushing the individual toward the attainment of the incentive goal. Paul Thomas Young, one of the proponents of this theory, stressed the significant role of emotions and of the affective state of the individual in influencing how internal and external stimuli acquire incentive value.

The attractiveness of a goal object or a stimulus, however, varies in accordance with changes in the motivational state associated with it. The appeal of a particular dessert, for example, depends on the individual and his particular motivational state, that is, how hungry he is, at a given time. Although physiological needs are not necessary, their presence does make stimuli that can fulfil these needs appear more attractive to the individual.

Moreover, even the type and quality of an individual’s cognitions or beliefs about certain things also influence the individual’s motivation to a large extent. The belief that performing a certain activity would yield profitable results strongly encourages the individual to perform the activity repeatedly.

 Principles at Work in the Incentive Function theory

One of the behavioural principles that applies to and supports the Incentive Theory of Motivation is the principle of association. By associating positive significance to the behaviour, the chances of repeating a particular behaviour are increased.

Reinforcement is another key principle that plays an essential role in this theory. A reinforcer is defined as any stimulus change that follows an action / response that increases the rate and intensity of occurrence of the same action/response. People are motivated to attain positive incentives and avoid negative ones.

Educational implications of Intrinsic and Extrinsic motivation theory

There are so many applications of the use of incentives in classroom, but The main ones are as follows:

(1)    make lessons as enjoyable as possible and make them experience EFFECTANCE regularly in your lessons, as this may help boost their intrinsic motivation;

(2)    Plan every single one of your lessons with the following questions in mind: ‘How can I make sure that every student goes out of my lessons feeling they have progressed?

(3)    foster connectedness in the class by creating a team spirit and a sense that the whole class is working towards the same goal and that every student feels comfortable working with everyone else (e.g. make sure that people do not work with the same partners all the time when staging group work); give plenty of opportunities for positive peer feedback (e.g. get students’ to celebrate other students’ achievements).

(4)    Show them the benefits of learning the TL for their future job prospect, personal growth, etc. and of every activity you stage in lessons in terms of learning benefits; use praise as a means to validate their efforts but ensure that you do not over-praise or it will lose its motivational power (most students can sense when you are just trying to bribe them with compliments; this may engender complacency and even loss of motivation in the long-run). 

There is a myth circulating amongst some educators these days (including some of my colleagues) that Extrinsic motivation should not be tapped into as a strategy to encourage students to improve. However, there is no sufficient credible evidence that Extrinsic Motivation is detrimental to learning to do away with it; on the contrary, research shows consistently that extrinsic motivation, when not overused and deployed in synergy with some of the other strategies discussed in this post, can eventually bring about Intrinsic motivation. 

Example: a student that does not enjoy French may, through experiencing a sense of effectance and obtaining consistent (thoroughly deserved and proportionate) praise and rewards become more appreciative of the subject, especially if she is experiencing steady growth in her mastery of the language and feels connected and supported by his peers.

It is self-evident that using Extrinsic motivation will work with certain individuals rather than others; hence, as already mentioned, identifying the orientation of their Personal Locus Of Causality (PLOC) is fundamental, prior to carrying out any intervention.