Handout # 4 • Experiential variables
• Environmental variables
MOTIVATION IN LEARNING
Definition: to set into motion, from the Latin word movere;
a psychological force that moves a person toward some
kind of action, positive or negative
Motivation to learn is a willingness on the part of the
learner to embrace learning, with readiness to learn as
evidence of motivation.
Lewin’s Theory of Motivation
• Movement in the direction of meeting a need or
reaching a goal
– Time is a critical factor relative to
motivation.
• Nurse and Midwife educators act as facilitators
toward a desired goal and to prevent delays.
Motivational Factors
• May be incentives toward or obstacles to
achieving desired behaviors
• Domains that may be influenced by the educator
as a facilitator or blocker:
– Cognitive (thinking processes)
– Affective (emotions and feelings)
– Psychomotor (skill behavior)
– Social circumstances
• Motivational Factors
• Motivational incentives: consider in context of the
individual
– Personal attributes (physical,
developmental, psychological
components of learner)
– Environmental influences (physical,
attitudinal climate)
– Relationship systems (e.g., significant
other, family, community, teacher-learner
interaction)
Motivational Axioms
• Rules that set the stage for motivation
– State of optimal anxiety (moderate)
– Learner readiness
– Realistic goal setting
– Learner satisfaction/success
– Uncertainty-reducing or maintaining
dialogue
• Educator should understand premises for
learner’s motivation.
Parameters for Assessment of Motivation
• Cognitive variables
• Affective variables
• Physiological variables
• Educator–learner relationship system
• Cognitive Variables
• Capacity to learn
• Readiness to learn
– expressed self-determination
– constructive attitude
– expressed desire and curiosity
– willingness to contract for behavioral
outcomes
• Facilitating beliefs
Affective Variables
• Expressions of constructive emotional state
• Moderate level of anxiety
Physiological and Experiential Variables
• Physiological
– capacity to perform required behavior
– Experiential
– previous successful experiences
Environmental Variables
• Appropriateness of physical environment
• Social support systems
– family
– group
– work
– community resources
Educator-Learner Relationship System
• Prediction of positive relationship
Motivational Strategies
• Incentives are appeals or inducements to
motivation.
– Either intrinsically (internally) or
extrinsically (externally) generated
• In the educational situation
– Reducing or eliminating barriers to
achieve goals helps to instill or maintain
motivation.
• Motivational Strategies (cont’d)
• Clarify directions and expectations.
• Make information meaningful to learner.
• Manipulate environment to make it conducive to
learning.
• Provide positive verbal and nonverbal feedback.
• Provide opportunities for success.
• Motivational Strategies (cont’d)
• Concept mapping
• Attention, relevance, confidence, and satisfaction
(ARCS) model (Keller, 1987)
 • Motivational interviewing
– Client-centered, directive counseling
method Stages of Change Model
– General principles:
• Precontemplation
– Roll with resistance
• Contemplation
– Express empathy
• Preparation
– Avoid argumentation
• Action
– Develop discrepancy
• Maintenance
– Support self-efficacy
• Termination
• Motivational interviewing (cont’d)
– Specific strategies:
– Open-ended questioning
– Affirmations of the positives
– Reflective listening
– Summaries of the interactions

Selected Health Behavior Models/Theories of the Learner

• Health Belief Model

• Health Promotion Model (revised)
• Self-Efficacy Theory
• Protection Motivation Theory
• Stages of Change Model
• Theory of Reasoned Action
• Theory of Planned Behavior
• Therapeutic Alliance Model
• Health Belief Model (revised)
• Predictor of preventive health behavior
– individual perceptions
– modifying factors
– likelihood of action
Health Promotion Model

• Uses approach behaviors rather than avoidance-

of-disease behaviors
– individual characteristics and
experiences
– behavior-specific cognitions and
affect
– behavioral outcomes

Self-Efficacy Theory

• Focuses on a person’s expectations relative to a

specific course of action
– performance accomplishments
– vicarious experiences
– verbal persuasion by others
– emotional arousal

Protection Motivation Theory

• Explains behavioral change in terms of threat and

coping appraisal
• A threat to health is a stimulus to protection
motivation
leading to intent and action.
• Appropriate for programs that target high-risk
individuals or groups