Intrinsic behavior is a type of behavior that is not motivated by external rewards, but instead is self-initiated and self-sustained. It is characterized by curiosity, exploration, and a willingness to learn. Intrinsic behavior is essential for personal development and growth, and plays an important role in the development of social and cognitive skills.
History
The concept of intrinsic behavior has roots in the field of psychology, specifically in the work of Abraham Maslow, a humanistic psychologist who developed the hierarchy of needs. Maslow proposed that there were five levels of needs, with the highest two being self-actualization and self-transcendence. He argued that once basic physiological and safety needs were met, individuals would strive to satisfy higher-order needs such as those related to creativity, knowledge, and self-expression. This idea laid the groundwork for understanding intrinsic behavior, which is driven by our need to explore, learn, and develop our skills and capabilities.
Characteristics
Intrinsic behavior is characterized by a desire to explore and learn new things, as well as a willingness to take risks and try new things. It is self-initiated and self-sustained, and is not motivated by external rewards or punishments. Intrinsic behavior is often associated with creativity, curiosity, and the willingness to explore and experiment.
Intrinsic behavior plays an important role in personal development and growth. It gives individuals the opportunity to explore their interests and passions, and to develop new skills and knowledge. Intrinsic behavior is also important for the development of social and cognitive skills, as it encourages individuals to interact with others and develop problem-solving skills.
References
Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-396.
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
Duckworth, A. L., & Seligman, M. E. P. (2006). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic Books.
Mukhopadhyay, C. (2012). Creativity: Flow and the psychology of discovery and invention. HarperCollins.