The paper analyzes the emergence of the concept of motive in Alexey N. Leontiev’s early writings and its correspondence to Kurt Lewin’s ideas and to the distinction of intrinsic versus extrinsic motivation and the concept of the continuum of regulation in the present day self-determination theory of E. Deci and R. Ryan. The distinctions of extrinsic motivation based on reward and punishment versus “natural teleology” in K. Lewin’s works and of (extrinsic) motive versus interest in early A. N. Leontiev’s texts are explicated. The relationships between motive, goal, and personal meaning in the structure of activity regulation are analyzed. The author introduces the concept of quality of motivation referring to the degree of correspondence between motivation and one’s needs and authentic Self at large; the complementarity of activity theory approach and self-determination theory as regards the quality of motivation issue is highlighted.

In the article the contemporary state of the problem of intrinsic and extrinsic motivation of human activity is analyzed. The impact of Russian psychologists in its solving as well as the self-determination theory approach (E. Deci & R.Ryan) to different types of intrinsic and extrinsic motivation is discussed. A new model of intrinsic and different types of extrinsic motivation is proposed; it is based upon notion of basic psychological needs and allows characterizing main types of motivation of human activity, which differ in their content and origin. The intrinsic motivation is described as based on basic human needs in achievement, self-development and cognition (on the material of intrinsic motivation of learning activity) which are characterized by unsaturability. The functioning of extrinsic motivation depends upon satisfaction or frustration of autonomy, respect and acceptance needs. Two main subtypes of extrinsic motivation are distinguished — autonomous and controlled, which differ in terms of its content (orientation), relations with performance, persistence and subjective well-being. Autonomous extrinsic motivation does nоt impede academic attainments, professional achievements and subjective well-being. The studies conducted by the author and other psychologists show that the dominance of controlled motivation in motivational profile is related to lowered subjective well-being and does not promote academic and professional achievements. The practical implications of the model are provided.

The study conducted at a representative sample of 6—11 graders from regularsecondary schools (N=665) has shown, that high academic achievers are characterizedby particular motivational profile, i.e. high level of intrinsic motivation and lowerlevel of extrinsic motivation based on the striving to get recognition and respect fromparents, teachers and classmates than their less successful peers. Besides that, observeddifferences in extrinsic motivation of boys and girls allowed to explain gender differencesin academic achievement favoring girls. This data should be used selecting children tospecial classes and schools for gifted and developing programs for teachers and parentsthat support intrinsic motivation in children.

The results of a study of the motivational component of the student intellectualactivity in solving insight problems are presented in the article. For the evaluation ofmotivation the technique of “creative field” developed by D.B. Bogoyavlenskaya hasbeen used before and after teaching students to implement heuristics with the help ofthe method developed by I.I. Ilyasov. Additional data on the positive influence of theintrinsic cognitive motivation upon the success in solving insight problems has beenreceived. The possibility to contribute to arising and increasing of this motivationthrough teaching to use heuristics has also been revealed.