In this Module, challenge yourself to

attain the following learning outcomes:

 Reflect
on your own experiences as
you read through situations given in
this module.

 Stateand explain two principles on

the social and cultural influences on
motivation.
Students who, by themselves are
already as diverse, also differ in
motivation. This diversity in
motivation may be traced to
differences in age, developmental
stage, gender, socio-economic and
cultural background. How these
factors influence student’s
motivation is the concern of this
module.
 Young children often want to gain
teachers’ approval to be motivated while
the older ones are typically more
interested in gaining the approval of
peers.
 Increasingly, students will value activities
that will have usefulness for them in
their personal and professional lives, and
subjects that are not directly applicable
will decrease in popularity.
 Females are more concerned about doing well in
school. They work harder on assignments, earn
higher grades and are more likely to graduate from
high school.
 We typically find more boys than girls among our
“underachieving” students.
 Students with special educational needs show the
greatest diversity in motivation. Some students
who are gifted may have high intrinsic motivation
to learn classroom subject matter, yet they may
become easily bored if class activities don’t
challenge their abilities. (Friedel,1993; Turnbull et
al, 1999 quoted by Ormrod, 2004).
 Students with specific or general
academic difficulties (those with learning
disabilities, those with mental
retardation) may show signs of learned
helplessness with regard to classroom
tasks, especially if their past efforts have
been repeatedly met with failure.
 Students who have difficulty getting
along with their classmates (those with
emotional and behavioral disorders) may
inappropriately attribute their social
failures to factors beyond their control.
Our students’ motivational drives
reflect the elements of the culture in
which they grow up, their family, their
friends, school, church, and books. To
motivate all of them for learning, it is
best to employ differentiated
approaches. “Different folks, Different
strokes”.
“what is medicine for
one may be poison for
another.”
1. Students are most likely to
model the behaviors they believe
are relevant to their situation.

2. Students develop greater efficacy

for a task when they see others
like themselves performing the
task successfully.
THANK
YOU
PRESENTORS:
LENCY PRENDON
GEOVANNIE RETIRO