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Motivation

Underpinning of the Principle of Motivation to Teaching and Learning Process

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Noriko Adriano
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32 views26 pages

Motivation

Underpinning of the Principle of Motivation to Teaching and Learning Process

Uploaded by

Noriko Adriano
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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THEORIES

OF

MOTIVATION
MOTIVATION
The word "motivation" is derived from the Latin
word "movere” which means to move or to energize or
to activate. Motivation refers to the way in which urges,
drives, desires, aspirations or needs direct, control, or
explain the behavior of human beings.
TWO TYPES OF MOTIVATION
THEORY

PROCESS
CONTENT THEORIES
THEORIES
 It focuses on “WHAT” motivates  Process theories are concerned
human behavior. with “HOW” motivation occurs.
 Content theories also known as  It focuses on what kind of process
need theories, these are the can influence our motivation
earliest theories of motivation.  This theory outlines various
 It explains the necessities and behavioral patterns of individuals
requirements that are essential to in fulfilling their needs and
motivate a person. requirements.
CONTENT THEORIES
ABRAHAM MASLOW’S NEEDS HIERARCHY
THEORY
FREDERICK HERZBERG’S TWO FACTOR
THEORY
PROCESS THEORIES
ALBERT BANDURA’S SELF-EFFICACY THEORY
JOHN KELLER’S ARCS THEORY
ATTENTIO Attention is concerned with arousing and sustaining the interests of students.
Before learning to occur, the learner must pay attention. To keep students
N involved and concentrated, this attention needs to be maintained.

RELEVANC Relevance refers to making the educational experience meaningful or


E personally relevant.

CONFIDENC Confidence boosting students' self-assurance: set enticing and crystal-clear


learning objectives; encourage students to define their own objectives and do
self-evaluations; and describe the standards for success.
E

SATISFACTIO Satisfaction is concerned with the learner's ongoing drive to learn.


Students are more likely to establish a persistent motivation to learn if
they encounter satisfactory outcomes (Skinner, 1963).
N
TWO MAIN TYPES OF MOTIVATION
INTRINSIC EXTRINSIC
DEFINITIO
N
Intrinsic Motivation.
Intrinsic motivation refers to Extrinsic Motivation.
the internal desire or drive to Extrinsic motivation, on the
engage in an activity for its other hand, involves
own sake because it is engaging in an activity for
personally rewarding, external rewards or to avoid
enjoyable, or fulfilling. punishment. It's when
Students are intrinsically students are motivated by
motivated when they find external factors like grades,
satisfaction in the learning praise, or rewards (Deci &
process itself (Deci & Ryan, Ryan, 1985).
1985).
SOURCE OF
MOTIVATION

Extrinsic
Intrinsic Motivation.
Motivation. Extrinsic
This type of motivation
originates from within the motivation is driven by
individual. It is driven by external factors, such as
personal interest, curiosity, grades, teacher approval,
and the desire to achieve peer recognition, or
mastery or self-improvement tangible rewards like
(Hidi & Renninger, 2006).
money or prizes (Deci et
al., 1999).
IMPACT ON LEARNIG

Extrinsic Motivation.
Intrinsic Motivation. Intrinsic Extrinsic motivation can be effective
motivation is often associated with more in the short term, but it may not
effective and long-lasting learning. lead to deep learning or a lasting
When students are intrinsically interest in the subject. Students
motivated, they tend to be more may focus on the external rewards
engaged, focused, and persistent in their
rather than the content itself, and
learning efforts. They are more likely to
develop a deeper understanding of the once the rewards are removed,
subject matter and retain knowledge for their motivation may decline
a longer period (Csikszentmihalyi, 1990). (Lepper et al., 2005).
AUTONOMY

Intrinsic Motivation. Intrinsic Extrinsic Motivation. Extrinsic


motivation is closely linked to a motivation can sometimes
sense of autonomy and personal diminish a student's sense of
choice. Students often have more autonomy, as they may feel
control over their learning when compelled to perform certain
they are intrinsically motivated, tasks or meet external
as they pursue topics or expectations (Vallerand et al.,
activities, they find interesting 1992).
(Ryan & Deci, 2000).
SUSTAINABILITY

Intrinsic Motivation. Intrinsic Extrinsic Motivation. Extrinsic


motivation tends to be more motivation can be effective for
sustainable over the long term achieving short-term goals or
because it is driven by personal compliance, but it may not lead
satisfaction and curiosity. to a lifelong love of learning.
Students are more likely to Once the external rewards are
continue learning even when no longer available, motivation
there are no external rewards may wane (Lepper et al., 2005).
(Csikszentmihalyi, 1990).
WHY DO WE NEED MOTIVATION?
Motivation is the reason a person
acts or behaves in a certain way.

Motivation is a biological process


– an internal drive and the X factor
that directs our behavior toward specific goals.
Philippine context: “I-push mo ‘yan”
Here are some of the benefits of being
motivated:
You’ve more energy.
You feel happier.
You’re more optimistic.
You feel more confident.
You have a more positive outlook on
life.
You enjoy higher productivity.
You feel more in control of your
Motivation in terms of
Education

Motivation affects every aspect of


schooling

A lack of motivation has important


consequences
LET’S DO WORKSHOP
GROUND RULES:
1.Start and end on time.
2.Participate actively.
3.Listen and understand.
4.Be honest and open.
5.Build on each other’s ideas.
6.No idea is a bad idea.
7.Leave “baggage” outside.
8.Be nonviolent—no “killer” phrases.
9.Respect confidentiality/build trust.
10.Build teamwork… Have fun!
CHART yourself:
In a sheet of paper, create a table with 3 columns and list down 5 major
actions that you must do.
WHAT SHOULD I…
STOP DOING START DOING CONTINUE
DOING

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