Motivational processes underlie behaviors that enrich the human experience, and impairments in motivation are commonly observed in psychiatric illness. While motivated behavior is often examined with respect to extrinsic reinforcers, not all actions are driven by reactions to external stimuli; some are driven by ‘intrinsic’ motivation. Intrinsically motivated behaviors are computationally similar to extrinsically motivated behaviors, in that they strive to maximize reward value and minimize punishment. However, our understanding of the neurocognitive mechanisms that underlie intrinsically motivated behavior remains limited. Dysfunction in intrinsic motivation represents an important trans-diagnostic facet of psychiatric symptomology, but due to a lack of clear consensus, the contribution of intrinsic motivation to psychopathology remains poorly understood. This review aims to provide an overview of the conceptualization, measurement, and neurobiology of intrinsic motivation, providing a framework for understanding its potential contributions to psychopathology and its treatment. Distinctions between intrinsic and extrinsic motivation are discussed, including divergence in the types of associated rewards or outcomes that drive behavioral action and choice. A useful framework for understanding intrinsic motivation, and thus separating it from extrinsic motivation, is developed and suggestions for optimization of paradigms to measure intrinsic motivation are proposed.

It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

Examining the human dimensions of conservation science continues to generate attention, with a move towards an interdisciplinary agenda that incorporates both the natural and social sciences, and recognition of the importance of understanding human involvement in biodiversity and ecological matters. However, one line of enquiry has been largely neglected: the job perceptions of front-line conservation area rangers. Examining intrinsic and extrinsic motivational factors can shed light on job stress and job satisfaction, recruitment, productivity, and retention and turnover. Furthermore, little is known about potential intergenerational linkages within the ranger profession, which is a significant gap, given the potential role of the family in pre-employment socialization and career choice. Drawing from surveys of 530 rangers working in 39 conservation areas in 11 Asian countries, we found variation amongst intrinsically motivated, extrinsically motivated, and mixed-motivated rangers in terms of a desire to see their children become rangers. Extrinsically motivated rangers were most likely to want their children to enter the profession, and intrinsically motivated rangers expressed significant concern about the inadequacy of the work environment. Implications for both conservation and criminal justice policy and research are discussed.