Unit 4 Motivation and wellbeing

Motivation

Conscious or unconscious drive leading behaviours that individuals initiate, direct, and maintain.

Motive

Desires behind goal-directed behaviour.

Physiological sources of motivation

Motivation that is necessary for survival and motivates most human behaviour. Examples: thirst, hunger, and the need for sleep.

Cognition

Derived from intellectual challenges and curiosity. Motivated by intrinsic satisfaction, personal values, life goals, and expectations. Example: setting a personal academic goal.

Emotional sources of motivation

Stem from avoiding pain or seeking happiness. Guided by emotions such as fear, anger, and joy.

Social sources of motivation

Driven by the human need for connection and belonging. Influenced by peer pressure, societal norms, and approval from others.

Self-Determination Theory (Deci & Ryan, 1985)

Theory that explains motivation in terms of autonomy, competence, and relatedness. Challenges the idea that people are only motivated by rewards. Describes intrinsic, extrinsic, and amotivation.

Intrinsic motivation

Undertaking an activity for inherent satisfaction. Motivation is an end in itself. Example: pursuing a hobby because it is enjoyable.

Extrinsic motivation

Motivation driven by external rewards or punishments. This motivation is a means to an end. Examples: money, grades, recognition, social approval.

Amotivation

Lack of both intrinsic and extrinsic motivation. Occurs when a person feels unable to act competently or meaningfully.

External regulation

Behaviour driven by external rewards or punishments. Compliance-focused. Example: “I’ll do my homework so I don’t get detention.”

Introjected regulation

Motivated by internal pressures like guilt or ego. Not fully self-endorsed. Example: going to the gym out of guilt or to feel worthy.

Identified regulation

Behaviour guided by a personal valuing of the goal. Example: studying math because it helps in becoming an engineer.

Integrated regulation

Most autonomous form of extrinsic motivation. Behaviour aligned with personal values and identity. Example: exercising as part of a healthy lifestyle.

Psychological needs for motivation

Autonomy, competence, and relatedness—three universal psychological needs essential for fostering motivation and well-being.

Autonomy (Deci & Ryan)

The need to feel in control of one’s actions. Satisfying this leads to improved well-being and increased motivation.

Competence (Deci & Ryan)

The desire to feel capable and master new skills. Leads to satisfaction and motivation when challenges are overcome.

Relatedness (Deci & Ryan)

The need to form meaningful social connections. Fulfilling this contributes to overall well-being.

Strengths of SDT

Widely applicable across cultures due to universal needs. Highlights importance of intrinsic motivation and personal enjoyment.

Limitations of SDT

Overemphasis on autonomy may downplay value of external rewards. The theory’s complexity may hinder understanding and application.

Application of SDT in education

Educators should promote autonomy, competence, and relatedness. This can involve giving students choice in learning, meaningful challenges, and fostering positive relationships to enhance intrinsic motivation and well-being.