What Motivates Human Behavior?

Why do we do the things we do? Psychologists explain motivation in different ways. Some theories focus on biology (like maintaining homeostasis), others emphasize cognition (like self-efficacy), and others focus on social and cultural influences. In this section, you’ll learn several major approaches—including Abraham Maslow’s well-known hierarchy of needs.

So why do we do the things we do? What motivations underlie our behaviors?

Motivation

Motivation describes the wants or needs that direct behavior toward a goal. In addition to biological motives (for example: hunger, thirst, pain avoidance), motivations can be intrinsic or extrinsic :

Intrinsic motivation arises from internal factors; intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring.

Extrinsic motivation arises from external factors; extrinsically motivated behaviors are performed in order to receive something from others.

Think about why you are currently in college. Are you here because you enjoy learning and want to pursue an education to make yourself a more well-rounded individual? If so, then you are intrinsically motivated. However, if you are here because you want to get a college degree to make yourself more marketable for a high-paying career or to satisfy the demands of your parents, then your motivation is more extrinsic in nature.

Factors that Impact Motivation

In reality, our motivations are often a mix of both intrinsic and extrinsic factors, but the nature of the mix of these factors might change over time (often in ways that seem counter-intuitive). A person’s intrinsic motivations may be impacted by the presence of external motivation, and vice versa.

The overjustification effect

Have you ever heard the old adage: “Choose a job that you love, and you will never have to work a day in your life”? Some research suggests that this isn’t necessarily the case (Daniel & Esser, 1980; Deci, 1972; Deci, Koestner, & Ryan, 1999).

According to this research, receiving some sort of extrinsic reinforcement (i.e., getting paid) for engaging in behaviors that we enjoy leads to those behaviors being thought of as work no longer providing that same enjoyment. As a result, we might spend less time engaging in these reclassified behaviors in the absence of any extrinsic reinforcement.

This creates the overjustification effect—intrinsic motivation is diminished when extrinsic motivation is given. This can lead to extinguishing the intrinsic motivation and creating a dependence on extrinsic rewards for continued performance (Deci et al., 1999).

For example: Odessa loves baking, so in her free time, she bakes for fun. When a coworker in the store’s bakery department leaves his job, Odessa applies for his position and gets transferred to the bakery department. Although she enjoys what she does in her new job, after a few months, she no longer has much desire to concoct tasty treats in her free time. Baking has become work in a way that changes her motivation to do it.

Odessa has experienced the overjustification effect.

When do rewards hurt motivation—and when might they help?

Research suggests rewards don’t affect motivation in the same way every time. A few patterns show up often:

• Tangible rewards (like money or prizes) are more likely to reduce intrinsic motivation, especially when the reward is expected.
• Verbal praise and positive feedback can sometimes increase intrinsic motivation—especially when it feels sincere and recognizes effort or improvement.
• Expectation matters: If someone expects a reward, intrinsic motivation is more likely to drop. If a reward is unexpected (a surprise), intrinsic motivation is more likely to remain stable (Deci et al., 1999).

So Odessa might lose interest in baking at home if baking becomes mainly about pay and job performance—but she might stay motivated if she experiences autonomy, pride, and positive feedback that supports her sense of competence.

Culture and Motivation

Culture can shape what people value and what “counts” as a good reason to act.

In more collectivistic cultures, motivation often includes stronger emphasis on family and group goals—doing things because they support others, not just the self (Nisbett et al., 2001). In more individualistic cultures, motivation is more often framed around personal choice and personal achievement.

Motivation is also shaped by the culture of specific environments—like classrooms or workplaces. Students tend to feel more motivated when they:

• experience belonging and respect
• have some choice and control
• are given challenging but achievable tasks
• understand why the work matters (clear rationale)

For example, students are often less motivated in classes that rely only on high-pressure testing and intimidation. Motivation is often stronger in classes that encourage collaboration, respectful discussion, and meaningful choice (like selecting a research topic) (Niemiec & Ryan, 2009).