ИСТИНА

The history and contemporary views on intrinsic motivation, its characteristics and the sources are analyzed. Two types of approaches to intrinsic motivation have been distinguished: phenomenological approach that is intended to capture the essential aspects of intrinsic motivation and an approach grounded on basic psychological needs. It is proposed that not only three basic social needs should be satisfied (autonomy, competence, and relatedness) to promote intrinsic motivation, but three basic individual’s needs (in creation / achievement, knowledge and self-development) are primarily satisfied in the process of intrinsically motivated learning activity. A new model of intrinsic and extrinsic motivation is proposed. It is based on basic needs inherent to an activity itself and on other needs irrelevant to the activity performed (i.e., self-esteem and respect needs). Two studies were conducted to test the model with high school children (N= 182) and university students (N= 460). Two versions of the questionnaires for schoolchildren and university students were developed: Intrinsic and Extrinsic Academic Motivation Scale (partly based on Vallerand et al., 1992) and Basic Psychological Needs in Learning Scale (Gordeeva, Sychev, Osin, 2013). Results revealed that the scales have satisfactory levels of internal consistency (alpha levels range from .68 to .91). SEM and path analysis were performed. It was demonstrated that all three types of intrinsic motivation predict psychological well-being (subjective happiness and dispositional optimism), academic achievement and adaptive learning strategies (negative attitude toward cheating). The results will be discussed from self-determination theory perspective and authors’ own perspective on intrinsic and extrinsic motivation.