Conversations overheard in a twenty-four-hour restaurant early in the morning, the strangest conversations could be heard. A young musician who was playing at the same club the night before starts a conversation with a friend about the fact that she doesn't have a television at home and goes on to say that because there is no television, her children don't play video games. In this crowd, the lack of a television is not surprising in a family. The friend, obviously awake from the night before, responds, "Yes, I didn't have a television or video games, but instead of teaching my son that these things weren't important or necessary, I instead taught him to work around what I wanted to go home." of his friend to watch TV and play video games.” The idea that motivation is extrinsic is what many parents would expect and want from their children. Furthermore, although this may indeed be the case, extrinsic motivation may not be the source they desire. Furthermore, it could be argued that being intrinsically motivated is the true desire of what parents want for their children , competence and relatedness.” (Reeve, 2009, p.112) It is the desire to undertake an action or behavior that satisfies the person's internal needs and the desire to be more complete in what that person desires to be. Unlike intrinsic motivation, extrinsic motivation “arises from some consequence separate from the activity itself” (Reeve, 2009, p.113). Therefore, with intrinsic motivation there is no external source that drives the completion of a task. In the example of video games and... middle of paper... you perform activities in their presence and receive praise as a reward, while at the same time playing the video game at a friend's house to encounter intrinsic motivation and self-determination they want, and this could also be what the parents really want. Works Cited Delfabbro, P., & King, D. (2009). Motivational differences in problematic video game play. Journal of CyberTherapy and Rehabilitation, 2(2), 139+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA225437134&v=2.1&u=lom_falconbaker&it=r&p=CDB&sw=w&asid=68d019a0fd83766b2449101c85f98afdGillet, N., Vallerand, R.J., & Lafrenière, M K ( 0). Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support. Educational Social Psychology. doi:10.1007/s11218-011-9170-2Reeve, J. (2009). Understanding motivation and emotion.Hoboken, NJ: John Wiley & Sons.