TRIGGER 10- MOTIVATION IN LEARNING

Motivation

has to do with the forces that maintain and alter the direction, quality and intensity of behavior. -Kelly(1974)

Motivation

refers to 'the willful desire to direct one's behavior toward goal. - Middlesmist and Hitt (1981)

Purpose of motivation

-is to energize, direct, and sustain students' efforts and engagement in the learning process.

-serves as a driving force that stimulates students to

set goals, make an effort, and persevere in their learning

endeavors.

-It enhances students' willingness to acquire knowledge, develop skills, and achieve academic success.

-By fostering motivation, educators can create an

environment that nurtures students' love for learning,

encourages their personal growth, and maximizes their

potential for acquiring and applying knowledge.

Motivated learners

are more likely to be actively involved in their learning, exhibit a positive attitude, and demonstrate intrinsic

curiosity.

TYPES OF MOTIVATION

Different types of motivation fall into two main categories:

1. Intrinsic Motivation Intrinsic motivation

2. Extrinsic Motivation Extrinsic motivation

Intrinsic Motivation Intrinsic motivation

is a type of motivation in which an individual is being motivated by internal desires.

Extrinsic Motivation Extrinsic motivation

is a type of motivation in which an individual is being motivated by external desires.

Intrinsic Motivation

is geared toward internal rewards and reinforcers. People may work at a job because it gives them feelings of competence and a sense of personal control doing the job is fun, the work is matter of pride, the tasks are challenging, and so on. Our deep-rooted desires have the highest motivational power.

Below are some examples:

1. Acceptance: We all need to feel that we, as well as our decisions, are accepted by our co-workers.

2. Curiosity: We all have the desire to be in the know.

3. Honor: We all need to respect the rules and to be ethical.

4. Independence: We all need to feel we are unique.

5. Order: We all need to be organized.

6. Power: We all have the desire to be able to have influence.

7. Social contact: We all need to have some social interactions.

8. Social Status: We all have the desire to feel important.

Acceptance

We all need to feel that we, as well as our decisions, are accepted by our co-workers.

Curiosity

We all have the desire to be in the know.

Honor

We all need to respect the rules and to be ethical.

Independence

We all need to feel we are unique.

Order

We all need to be organized.

Power

We all have the desire to be able to have influence.

Social contact

We all need to have some social interactions.

Social Status

We all have the desire to feel important.

Extrinsic Motivation

is geared toward external rewards and reinforcers. Some examples of external rewards are money, praise, awards, etc. Some examples of external reinforcer's are policy and procedures, disciplinary action, speeding tickets, boundary-setting, etc. Extrinsic motivation is external in nature. The most well-known and the most debated motivation is money.

Below are some other examples:

-Employee of the month award

-Benefit package

-Bonuses

Hawthorne Effect

is an observation of human behavior was first described by Henry A. Landsberger in 1950 who noticed a tendency for some people to work harder and perform better when they were being observed by researchers.

Henry A. Landsberger in 1950

is an observation of human behavior was first described by _____________ who noticed a tendency for some people to work harder and perform better when they were being observed by researchers.

Content Theories

Finds the answer to WHAT motivates an individual

needs and wants.

1. Maslow - Hierarchy Of Needs

2. Herzberg's Motivation-hygiene Theory

3. Mcclelland's Needs Theory

4. Alderfer's ERG Theory

Process Theories

Deals with the HOW the motivation occurs,

1. Vroom's Expectancy Theory

2. Adam's Equity Theory

3. Goal Setting Theory

4. Reinforcement Theory

Maslow's Hierarchy of Needs

is important in motivation towards learning because it provides a framework for understanding the fundamental needs that individuals must fulfill in order to be motivated and engaged in the learning process.

Self-actualization

desire to become the most that can be.

Esteem

respect, self-esteem, status, recognition, strength and freedom

Love and belonging

friendship, intimacy, family, sense of connection

Safety needs

personal security, employment, resources, health, and property

Physiological needs

air, water, food, shelter, sleep, clothing, and reproduction

Hierarchy of Needs:

1. Physiological

2. Safety

3. Love/belonging

4. Esteem

5. Self-Actualization

Physiological

these needs must be me for a person to survive, such as food, water and shelter.

Safety

including personal and financial security and health and wellbeing.

Love/belonging

the need for friendships, relationships and family.

Esteem

the need to feel confident and be respected by.

Self-Actualization

the desire to achieve everything you possibly can and become the most that you can be.

Herzberg's Motivation-Hygiene Theory

Also known as the Two-Factor Theory, suggests that there are 2 separate sets of factors that influence employee motivation and job satisfaction.

Motivation factors

such as recognition, achievement, and growth opportunities, are intrinsic to the work itself and can lead to satisfaction and motivation.

Maintenance/Hygiene factors

such as salary, job security, and working conditions, are extrinsic factors that, when absent or deficient, can lead to dissatisfaction but do not necessarily motivate employees when present.

McClelland's Needs Theory

Also known as the Three Needs Theory, proposes that individuals are motivated by 3 fundamental needs:

1. the need for achievement,

2. the need for affiliation, and

3. the need for power.

McClelland's Needs Theory

The theory suggests that individuals vary in the strength of these needs, and the extent to which they are motivated by achievement, affiliation, or power impacts their behavior and performance in

the workplace.

For example, individuals with a high need for achievement are driven by setting challenging goals, taking on personal responsibility, and experiencing a sense of accomplishment, while those with a high need for affiliation value collaborative relationships, teamwork, and a sense of belonging.

Alderfer's ERG Theory

Based on Maslow's Hierarchy of Needs, categorizes human needs into 3 main categories:

1. Existence,

2. Relatedness, and

3. Growth.

Alderfer's ERG Theory

The theory suggests that individuals have multiple needs that

can be active simultaneously and that frustration in one need

can lead to the activation of other needs.

For example, if an employee is unable to fulfill their growth needs, they may shift their focus to relatedness needs by seeking social interactions and meaningful relationships within the workplace.

Vroom's Expectancy Theory

posits that individuals are motivated to act in a certain way based on their expectations of the outcome and the perceived value of that outcome.

Expectancy

the belief that effort will lead to performance.

Instrumentality

the belief that performance will lead to desired outcomes.

Valence

the value or desirability attached to the outcomes.

Ex: For example, if employees believe that putting in extra effort will lead to higher performance, which in turn will result in a promotion or bonus, and they highly value those outcomes, they are likely to be motivated to work harder.

Adams' Equity Theory

proposes that individuals are motivated when they perceive fairness and equity in their relationships, specifically in terms of the exchange of inputs (e.g., effort, skills) and outcomes (e.g., rewards, recognition) compared to others.

Adams' Equity Theory

According to this theory, individuals strive for a sense of balance and fairness, and they may experience feelings of inequity and reduced motivation if they perceive an imbalance between their inputs and outcomes compared to others in similar positions.

For instance, if an employee feels that they are putting in more effort and receiving fewer rewards compared to their colleagues, they may perceive inequity, leading to a decrease in motivation

3 Types of Exchange Relationship:

1. Overpaid Inequity

2. Underpaid Inequity

3. Equity

Overpaid Inequity

When an individual perceives that his outcomes are more as compared to his inputs in relation to others.

The overpaid inequity can be expressed as:

Person's Outcome/ Person's Inputs > Other's Outcome/Other's Inputs

Underpaid Inequity

When an individual perceives that his outcomes are less as

compared to his inputs, in relation to others.

The Underpaid Equity can be expressed as:

Person's Outcome/ Person's Inputs < Other's Outcome/Other's Inputs

Equity

An individual perceives that his outcomes in relation to his inputs

are equal to those of others.

The equity can be expressed as:

Person's Outcome/ Person's Inputs = Other's Outcome/Other's Inputs

Reinforcement Theory

based on the work of behaviorist B.F. Skinner, suggests that behavior is influenced by the consequences that follow it.

-It posits that individuals are motivated to repeat behaviors that

are reinforced (rewarded) and are less likely to repeat behaviors

that are not reinforced or are punished.

For example, in a workplace setting, employees may be motivated to continue performing well if their achievements are recognized and rewarded, while behaviors that result in negative consequences or lack of recognition may be discouraged.

Defining Motivation

Defined as the process that initiates, guides, and maintains goal-oriented behaviors.

-What causes us to act.

Components of Motivation:

1. Activation

2. Persistence

3. Intensity

Activation

involves the decision to initiate a behavior.

Persistence

is the continued effort toward a goal even though obstacles may exist.

Intensity

can be seen in the concentration and vigor that goes into pursuing a goal.

Theories of Motivation:

1. Instincts

2. Drives and Needs

3. Arousal Levels

Instincts

suggests that behaviors are motivated by instincts, which are fixed and inborn patterns of behavior.

Drives and Needs

suggests that people have basic biological drives and that our behaviors are motivated by the need to fulfill these drives.

Arousal Levels

suggests that people are motivated to engage in behaviors that help them maintain their optimal level of arousal.

Factors Affecting Motivation (Motivational Problems in learning)

-Knowledge in a particular content area

-Beliefs about what the teacher expects

-Adolescents' self-concept or perceived personal ability

-Anxiety and concern over grades

-Level of support in the classroom environment

-Difficulty and challenges of the task

-Social interaction

-Belief that learning is useful, meaningful and of consequence of others

Various Abilities to Develop to enhance our Motivational Level

-Manage the environment

-Manage our own thoughts

-Set goals

-Maintain a healthy lifestyle

-Make commitment

-Monitor our behavior

-Manage stress

-Manage rewards