I recently completed Drive: The Surprising Truth About What Motivates Us by Daniel Pink (Riverhead Hardcover, 2009). Given that it has been around for over 15 years at this point, it is not surprising that some of its main ideas are in general circulation and widely accepted. However, since motivation is so central to learning and improvement, I still found it valuable to read and reflect on the original source.
The core concept is that the exercise of complex, creative knowledge-based skills and one's performance on related tasks is best driven by intrinsic (internal) motivation, rather than extrinsic (external) rewards. While the book is largely oriented towards business-related scenarios, a significant part of it applies to the broader process of mastery, as reflected in Training quote of the day #60. The author enumerates three elements of intrinsic motivation; what follows is my own summation/understanding of each, which are also interrelated:
1) Autonomy - you feel you have personal agency, which means that your decisions matter and help shape outcomes.
2) Mastery - here the author, as often occurs, refers to its manifestation in the "flow" state as defined by Mihaly Csikszentmihalyi in Flow: The Psychology of Optimal Experience - thereby demonstrating one's full engagement in a task. "Compliance" is contrasted with "mastery" as opposite approaches. The former reflects a lack of autonomy and more mechanistic approach to tasks (following instructions capably), while the latter incorporates a deeper understanding of the situation and a creative approach. One common illustration is the difference between a cook (someone who only follows recipes provided by others) and a chef in the kitchen.
3) Purpose - you feel that the goal of your work/activity is meaningful and worthwhile.
I'll offer some personal views on how this all relates to the pursuit of chess mastery:
Because "chess is hard" an improving player certainly has to feel that their purpose is worth the time and effort invested, since it will take a significant amount of both to achieve something close to mastery, with more needed the higher you go on the scale.
- As with many sports, this is one reason why there is such a dropoff in individual participation after a scholastic career is over and the external parental/school/social incentive structure is removed. Many juniors may have liked the game and achieved a measure of success, but not enough to continue the effortful study required without outside reinforcement. Others may have been very good at it, but did not actually like it for whatever reason - perhaps because it was their parents' choice, not theirs - so decide to pursue other personal interests.
- Adult improvers in contrast typically have less time to devote, but presumably are choosing for themselves (autonomy) what activities to pursue. However, this means that more will quit out of frustration at not seeing short-term gains, if they do not have a longer-term sense of motivation.
- One common practice in chess is adopting opening repertoires from a particular authority. While this is a good shortcut for opening preparation, no one source will be 100% correct objectively, and given your unique strengths, weaknesses and interests in the game, certainly no single repertoire "recipe" will be a best solution. I can't think of a single master-level example of someone who simply copies another player's published repertoire.
- At a certain point in the improvement process, concrete analysis and positional understanding has to replace common "chess principles" as the primary considerations in determining what move to play. This doesn't mean that principles, rules of thumb, etc. are not valuable - they do tend to get unfairly trashed a lot these days - but they should be a starting point for your thinking process, not the end of it.
Finally, the mental trap of focusing too much on rating outcomes is not just a common source of anxiety, but can undermine a player's long-term motivation and purpose. A rating goal is not necessarily a problem - it is an objective measure of performance level - but when it becomes the primary purpose then I believe our thinking can become excessively warped. The purpose of improvement is to grow in chess strength and understanding over time, which is eventually reflected in a higher rating due to performance achievements. Your personal strength level is intrinsic, while a numerical rating by definition is an extrinsic statistical snapshot in time and result-dependent. Obsessing over rating is similar to the mental trap of focusing on receiving a high grade on a test, and putting all your effort into "gaming the system" to try to obtain that grade, rather than on mastering the underlying material.