Motivation is an internal striving, which can lead us to act.

• Choose a job you love and you will never have to work a day in your life. [stated in several ways, and variously attributed]
• The only person you are destined to become is the person you decide to be. [variously attributed]
• Motivation is the art of getting people to do what you want them to do because they want to do it. [attributed to Dwight D. Eisenhower]

“Motivation has been defined as an individual-level, unobservable state of striving, which drives and directs goal-pursuit behavior toward need fulfillment. Motivations, then, represent unmet needs which become salient to the organism, directing the organism to pursue need fulfillment, which is experienced both affectively and cognitively, and can be expressed behaviorally.” It is “the psychological construct ‘invented’ to describe the mechanism by which individuals and groups choose particular behaviour and persist with it . . .”

There are at least eleven types of motivation, which can be divided into three categories:

• Main types:
  • Intrinsic motivation: “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 rewards.”;
  • Extrinsic motivation: “Extrinsic motivation refers to the forms of regulation that underlie activities that are performed as a means to an end. Little Lisa who is now reading The Cat in the Hat because she wants the money is extrinsically motivated toward reading that book.”; 
• Internal: “The pursuit of consequences that bear an intimate relation to the activities themselves (internal motives) . . .”:
  • Competence and learning motivation: “In expectancy‐value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social‐ cognitive theory emphasises self‐efficacy as the primary driver of motivated action, and also identifies cues that influence future self‐efficacy and support self‐regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a ‘growth’ mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a ‘fixed’ mindset). Finally, self‐determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised.”;
  • Attitude motivation is about how attitudes affect motivations;
  • Achievement motivation is motivation directed toward achievement; 
  • Creativity motivation drives people toward creative activities: “. . . students’ creativity motivation can be influenced by a broad spectrum of affective  experiences (i.e., positive and negative affect, stable and enduring moods, and momentary and mutable emotions). Encouraging students to accept and appreciate the diversity of affective experiences may be a first step for enhancing their creativity motivation.”;
  • Physiological motivation stems from biological needs;
• External:
  • Incentive motivation: “Under incentive interventions, individuals receive some tangible and desirable consequence (e.g., money or privilege) contingent on emitting some observable and verifiable behavior.”;
  • Fear motivation: “. . . fear motives (are) positively associated with intrusive thoughts, and intrusive thoughts were negatively related to self-control strategies.”;
  • Power motivation: “The power motive is the desire to have impact on other people, to affect their behavior or emotions.”;
  • Affiliation and social motivation: “Social motivation can be described as a set of psychological dispositions and biological mechanisms biasing the individual to preferentially orient toward the social world (i.e., social orienting), to seek and take pleasure in social interactions (i.e., social reward), and to work to foster and maintain social bonds . . .”;
• Introjected motivation is grounded “in avoiding guilt and shame”:
• Identified motivation is present when someone identities a need to act but has not yet acted on it.

There are several theories of motivation, at least twenty of them. “Intrinsic theory suggests that individuals are motivated by internal factors like enjoyment and satisfaction, while extrinsic theory suggests that external factors like rewards and social pressure drive behavior. Arousal theory says that to feel motivated, people try to keep an optimal level of activation or excitement. Incentive theory suggests that behavior is driven by the promise of rewards or the threat of punishment.” These theories do not appear to be mutually exclusive. Pincus has developed a Unified Pyramid of Human Motivation.

Drive takes internal motivation into external action.

• Rational thoughts never drive people’s creativity the way emotions do. [attributed to Neil deGrasse Tyson]
• There’s a drive in me that won’t allow me to do certain things that are easy. [attributed to Johnny Depp]

“. . . drive concerns the extent to which a person acts on personal motivators . . .“ However, like motivation, drives (e.g., thirst and hunger) are internal processes. 

“. . . drives (are) basic motivational neurobiological structures determining the organization of psychic life.” “Research in many species has provided increasingly detailed information on relevant, primarily subcortical brain systems supporting the expression of basic appetites and drives. While basic appetites and drives are essential for adaptation and survival in any environment, they are naturally constrained by an organism’s inherent biology and modulated as circumstances dictate.” “. . . central to motivation is nourishing our innate human need to be autonomous, competent, and to relate to our organizational culture.”

There are primary drives, which are biological; and secondary drives, which are learned or acquired. “Innate biological drives (such as thirst, hunger, and sex desire) are essential for survival, these are primary drives. In contrast, secondary drives are usually not necessary for survival, and are often linked to social or identity factors (e.g., the desire for wealth).” There is a sex drive, a hunger drive, and a thirst drive. At the secondary level are drives for belonging and for love; a drive to succeed, a drive toward self-esteem, a drive to self-actualize, and others. “Several lines of evidence support this view that love is not an emotion but motivation . . . Love also appears to be stronger than sex drive-those rejected by sexual overtures rarely kill themselves or others. Abandoned lovers sometimes stalk, commit suicide homicide, or fall into clinical depression.”