For me, I was always motivated extrinsically. I wanted a prize, recognition, and to feel special for the work that I had done. Though I've tried to change into a person who is intrinsically motivated, it's not quite worked. Even now in college, I'm not necessarily motivated by the degree itself I will get in December, but rather I'm motivated because I don't want to fail or do poorly and end up wasting my money. In my opinion, this mind frame I have seems to be the Behaviorist theory.
However, my family has a huge impact on my success. I'm not necessarily motivated by them reminding me every week that I should get a Ph.d, but over the last few years I've started to see for myself that I probably should strive to do that. This fits perfectly into the Sociocultural theory.
Because everyone is different, as a teacher, it's smart to implement motivation that is beneficial for those who are extrinsically and intrinsically motivated. That means reminding students how important x is, tell them what a great job they're doing, have a supportive environment for all successes and failures, as well as having rewards for doing good, and incentives to not do poorly. I feel that these concepts put into action should be able to cover many of the students that would be motivated this way.
In my classroom, I would like to use the cognitive theory by letting the students feel that they have control and choice in their activities, because this is the point where they figure out the causes of their successes and failures, which in turn influence their behaviors. For example, my students can have a set list of projects to do, and may choose which to do, having seen what each consist of and the requirements that go into it. They choose how much input they do, knowing what the rubric says is required of them, putting them in control of their grade. Being specific in detail while grading helps them understand what they missed and why, giving them an understanding of how to improve for the next project, motivating them further.
Megan, these are great thoughts that you've shared. I don't think there's anything wrong with having goals or extrinsic motivators, and I think you are intrinsically motivated in some ways to pursue the degree and career that you are pursuing. I think your applications to your classroom are excellent ideas.
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