Grant, Adam M. (2008). Does intrinsic motivation fuel the prosocial fire? Motivational synergy in predicting persistence, performance, and productivity. Journal of Applied Psychology, 93, 48-58.

Abstract (from article):

Researchers have obtained conflicting results about the role of prosocial motivation in persistence, performance, and productivity. To resolve this discrepancy, I draw on self-determination theory, proposing that prosocial motivation is most likely to predict these outcomes when it is accompanied by intrinsic motivation. Two field studies support the hypothesis that intrinsic motivation moderates the association between prosocial motivation and persistence, performance, and productivity. In Study 1, intrinsic motivation strengthened the relationship between prosocial motivation and the overtime hour persistence of 58 firefighters. In Study 2, intrinsic motivation strengthened the relationship between prosocial motivation and the performance and productivity of 140 fundraising callers. Callers who reported high levels of both prosocial and intrinsic motivations raised more money 1 month later, and this moderated association was mediated by a larger number of calls made. I discuss implications for theory and research on work motivation.

In short, intrinsic motivation can strengthen prosocial motivation and thus increase task persistence, productivity, and performance.

Intrinsic motivation is the desire to do an activity for the sake of the activity itself. That is, it is pleasurable to do a particular activity. Prosocial motivation is the desire to do an activity because it benefits others. Thus, intrinsic motivation and prosocial motivation differ in three areas:

self-regulation (autonomous vs. introjected/identified), goal directedness (process vs. outcome), and temporal focus (present vs. future).

Grant gives the example of someone who teaches both because they enjoy lecturing and also because they want to see their students learn. The former is intrinsic motivation derived from the pleasure of the process of lecturing in the present while the latter derives from identifying with a goal-directed outcome in the future.

In this example, the intrinsic motivation of lecturing leads teachers to identify with institutional outcomes and thus increases the level of prosocial motivation. If a teacher did not enjoy lecturing, then instrinsic motivation is low and prosocial motivation is driven primarily by the pressure to help others. In such a case task persistence, productivity, and performance are at lower levels. For myself, I enjoy preparing for class, trying to think of new and better ways to help students learn how to write. However, I don't enjoy grading and giving written feedback on essays. On the former, I can easily persist, spending a solid hour or two revising lesson plans. On the latter, I slow down quite a bit and take frequent breaks, lowering my productivity.

Grant began his article with this question, "Why do employees go above and beyond the call of duty to persist in performing their work effectively and productively?" In helping teachers and students to go above and beyond in their teaching and learning, it's important to "design work [and learning] contexts to cultivate both prosocial and intrinsic motivations."