Theory of Love Review of Related Theories
18 success” Petri, 1981: 257. Finally, the value of reaching the goal in terms
of pride of accomplishment or shame of failure is also regarded as important in determining achievement behavior.
In his book, Motivation: Theory and Research 1981, Herbert L. Petri stated that “one of the most perplexing findings in the literature on
achievement motivation is the fact that women do not seem to react to achievement-oriented situations in the same manner as men”. Horner in
Petri, 1981 has proposed that women possess a stable personality that she has named “fear of success”. Research on the concept of fear of success
has led to mixed results. Petri Petri, 1981 emphasizes that “more research is needed before any degree of confidence can be placed in the
fear-of-success construct”. Achievement has usually been studied in terms of intrinsic variables.
According to Ryan and Deci in Oudeyer and Kaplan, 2009, intrinsic motivation is defined as “the doing of an activity for its inherent
satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun or challenge
entailed rather than because of external products, pressures or reward.” For example, a child that does thoroughly his homework might be motivated
by avoiding the sanctions that his parents could give him in case he would not do it. The cause for action is here clearly external, and the homework
is not done for its own sake but for the separate outcome of not getting sanctions. Here the child is extrinsically and externally motivated.
19 On the other hand, it is possible that a child could do thoroughly his
homework because he is persuaded that it will help him get the job he dreams of, later when he will be an adult. In this case, the cause for action
is internally generated, and the homework is again not achieved for its own sake but because the child thinks it will lead to the separate outcome
of getting a good job. Here the child is internally and extrinsically motivated.
Finally, it is also possible that a child does thoroughly his homework for the fun of it, and because he experiences pleasure in the discovery of
new knowledge or considers for example its math problem just as fun as playing a video game. In this case, his behavior is intrinsically and
internally motivated. In their book, Oudeyer and Kaplan Oudeyer and Kaplan, 2009 stated
that “intrinsic motivation is a crucial mechanism for open-ended cognitive development since it is the driver of spontaneous exploration and
curiosity”. The introduction of the theory of curiosity was taken from
http:www.beswick.infopsychrescuriosityintro.htm . According to David
Beswick, a lecturer in Centre for Applied Educational Research, University of Melbourne, Australia, curiosity is a process of creating,
maintaining and resolving conceptual conflicts. Such conflicts arise from a lack of fit between an incoming signal or stimulus and a cognitive map or
category system which represents the world from past experience. It is
20 built upon some very primitive unlearned responses, such as the orienting
response which directs attention to new stimuli or to anything which stands out from the background in ones perception of the environment.
While curiosity is a state commonly experienced by all people, and there are some events which arouse curiosity in almost everyone, it is also a trait
which is much more typical of some people than others. The trait which varies between people is seen in the way that some events will be seen by
some people as strange or peculiar while others will pass them by with little interest.