I think of extrinsic motivators, in my professional practice, as things like, for example, stickers awarded for good behaviour, or effort, or examination achievements. However, is it not the case that anything that comes from outside of the student, and affects motivation, can be said to be an extrinsic motivator; the "Do this and you will get that" motivation (Reeve, 2005, p.134).
So, by extension of this hypothesis, the dance teacher must be a major facilitator of extrinsic motivation in the dance lesson.
A second statement that might also be concluded from this statement is that, no matter whether the student is acting out of intrinsic or extrinsic motivation, there will be cause and effect due to the teacher's approach to the class.
This is the diagram that I drew in my journal as I was thinking through these possibilities:
The question of intrinsic or extrinsic motivational state in the student, therefore, could be almost irrelevant to the outcome of motivation in the learning environment (in this case, the dance class). The rate of increase or decrease could well be affected depending on which underlying factor is stronger in the student, for example, is it quicker to demotivate a student with negative feedback if achievement is the motivator versus a student who still derives pleasure from dancing even though the teacher is not very complimentary?
From the point of view of my inquiry then it is likely that, wherever each participant gets their motivation from, a majority of the causes of increasing or decreasing motivation will be something that the teacher affects. This gives my research a real importance to my own professional practice and also could prove helpful to other teachers who perhaps find their students lacking in, or losing, motivation in their dance classes.
I would be very grateful if you would comment on whether you agree, or disagree, with any, or all, of the above.
I am not suggesting that the dance teacher has all the answers, and there are other environmental/ extrinsic factors that will affect motivation - peers, parents, societal pressures, etc. - but it seems to me that the more I read, the more it falls to the dance teacher to inspire students through an understanding of motivational theory.
Reeve, J. (2005). Understanding Motivation and Emotion. 4th Ed. USA: John Wiley & Sons.