Scroll horizontally on smaller screens. Each row covers a theory's main idea, key concepts, and how it differs from related approaches.
| Theory | Main idea | Key concepts | Key differences |
|---|---|---|---|
| Extrinsic theory | Individuals are driven by external rewards — money, grades, recognition — to engage in certain behaviors. | Focuses on external factors: incentives, punishments, social recognition. Behavior is primarily driven by external factors rather than internal desires. | In contrast to intrinsic theory, emphasizes the role of external rewards in shaping behavior rather than internal motivation and personal satisfaction. |
| Attribution theory | After an incident, learners unconsciously generate causal explanations (attributions) for the outcomes. | Locus indicates whether an individual's problem has an internal or external source. Stability denotes whether the underlying cause is unchanging. Controllability indicates whether the reason is under the person's control. | Distinguishes from expectancy-value theory by the premise that emotional mediation of task value drives attributions. Relies on implicit attributions regarding ability consistency. |
| Expectancy theory | Learners are motivated when they believe their efforts will lead to desired performance and outcomes. | Three components: expectancy (effort → performance), instrumentality (performance → outcomes), and valence (the value assigned to desired outcomes). | Distinct from other theories in its focus on cognitive processes underlying motivation and the belief in the link between effort, performance, and outcomes. |
| Intrinsic theory | Internal factors — personal interests, enjoyment, inherent satisfaction — play a significant role in driving human behavior. | Emphasizes intrinsic rewards: accomplishment, enjoyment, personal growth. Individuals have an innate drive to pursue activities that align with their interests. | Stands in contrast to extrinsic theory by highlighting the role of internal factors and personal satisfaction rather than external rewards. |
| Expectancy-value theory | Motivation is influenced by expectations of achievement and perceived worth. | Success expectation is confidence that one will achieve their goal with effort. A person's job value is determined by how much they value or enjoy performing the activity. | Several other theories also make use of ideas like an expectancy of success and value, but this theory places both equally at the center. |
| ARCS model of motivation | Focuses on designing instructional materials and strategies to enhance learner motivation. | Captures learners' Attention, demonstrates Relevance, builds Confidence in their ability to succeed, and provides a sense of Satisfaction or accomplishment. | Complements other motivation theories by providing practical guidelines for instructional design, taking into account specific motivational factors that enhance engagement. |
| Self-determination theory (SDT) | Encompasses both intrinsic and extrinsic motivations contextualized by three factors: autonomy, competence, and relatedness. | Autonomy is the freedom to make one's own decisions. Competence describes apparent skill and success. Relatedness is a feeling of connection with others. Extrinsic values can become internalized and self-determined. | Distinguished from other theories by its focus on autonomy, choice, and human relationships as the core drivers of sustained motivation. |
| Social cognitive theory (SCT) | Personal characteristics, behavioral tendencies, and external context all interact to influence an individual's ability to learn and perform. | Self-efficacy is the main source of motivation and a personal assessment of one's capacity for learning at a certain level. Outcome expectation and self-regulation are also central. | Though it shares similarities with other constructs of expectancy, self-efficacy tends to be more task-, context-, and goal-oriented than general expectancy beliefs. |
| Goal-orientation theory | Learners often look at activities with three main objectives: mastery, outperforming peers, and preventing failure. | Mastery orientation stems from a "growth learning mindset." Performance orientation emphasizes seeming intelligent. Performance-avoidance focuses on preventing failure. | Contrary to attribution theory, controllability beliefs differ from person to person — they are not a constant attribute of the event or learner. |