Dopamine’s Role in Motivation

By Zoe Chambers-Daniel, Taproot Therapy Clinical Trainee

Have you ever needed to complete a task and the motivation to start was nowhere to be found? Whether it be doing laundry, studying for an exam, or making an appointment over the phone, our ability to get things done can be understood in the context of the neurotransmitter dopamine. Dopamine, also known as the brain’s reward system, is released when we engage in activities that bring pleasure, which in turn reinforces us to continue engaging in that behavior. Dopamine is also released when we are anticipating that pleasure (Bromberg-Martin, 2010). For example, someone that knows that when they finish writing their final paper for the semester, they will have dinner at their favorite restaurant with their friends, gets a dopamine hit that acts as a motivator to complete a task that may not bring pleasure by itself. In thinking about dopamine’s role in motivation, it is important to note that tasks such as laundry can’t always be completed with a fancy dinner waiting at the finish line. What can we do to motivate ourselves and use dopamine to our advantage?
 
A dopamine menu is a possible solution to the person struggling to start tasks such as studying and household chores. A customizable tool to stimulate dopamine receptors, a dopamine menu is a list of activities that are organized using restaurant menu language to engage in during different times when you need a boost (McCabe, 2020). This is what you can expect from a dopamine menu:

Starters
Similar to appetizers at a restaurant, “starters” are activities that don’t take long but still give us a boost of energy, something that is crucial in finding the motivation to complete a task. Examples of starters include going on a short walk or listening to your favorite song.

Mains
“Mains” take a little longer. Think of activities that are enjoyable for you such as calling a loved one on the phone or watching an hour of television. Similar to an entree in a restaurant, this activity can be used when you need a little bit more time to build up the momentum to start a task.

Sides
“Sides” are activities that give you a dopamine boost while you are completing your task. An example of this is listening to a curated playlist while you are cleaning your bedroom. Sides accompany you while you are doing something that may not bring enjoyment on its own.

Desserts
“Desserts” are dopamine boosting activities that are done in moderation such as scrolling on social media, or actually getting a sweet treat. This aspect of the menu can be used as a motivator after the task you set out to do is complete.

Specials 
“Specials” are the big celebrations like going out to your favorite restaurant at the end of a long semester or going on vacation. With specials you play the long game and it can serve as a motivating factor for longer periods of time.

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A dopamine menu is an accessible tool to use when you are lacking motivation. Because you can make it your own, incorporating activities into your schedule is easier because you choose what goes in each section. This creative way of stimulating our brains to get tasks done also affects our attitudes toward our own levels of competency. Knowing that we can complete tasks that we may be dreading increases our self determination (Morsink, 2021). However you decide to customize your dopamine menu, know that you have autonomy over what gets you motivated to complete tasks. Embrace the creativity that comes with making your menu. It is not a one-size-fits-all approach. 





References
Bromberg-Martin, E. S., Matsumoto, M., & Hikosaka, O. (2010). Dopamine in motivational control: rewarding, aversive, and alerting. Neuron, 68(5), 815–834. https://doi.org/10.1016/j.neuron.2010.11.022
McCabe, J. (2020, May 26). How to give your brain the stimulation it needs [Video]. YouTube. https://www.youtube.com/watch?v=-6WCkTwW6xg
Morsink, S., Van Der Oord, S., Antrop, I., Danckaerts, M., & Scheres, A. (2021). Studying Motivation in ADHD: The role of internal motives and the relevance of Self Determination Theory. Journal of Attention Disorders, 26(8), 1139–1158. https://doi.org/10.1177/10870547211050948