THEORIES ON

FACTORS
AFFECTING
MOTIVATION
ATTRIBUTION
THEORY
 ATTRIBUTION THEORY

Attributions are Attribution theory is

defined as the way LOCUS(PLACE):
perceptions about
that individuals Internal VS External
the causes of
success and envision the success
or failure of their If you attribute a top
failure.
own behavior or the mark on a test to your
behavior of others
Bernard Weiner ability, then the locus
Learners tend to
(born 1935) is an is internal; if you
explain their reasons
American social attribute the mark to
for success or
psychologist known the test’s having easy
failure based upon
for developing a three dimensions: 1) questions, then the
form of attribution internal or external locus is external.
theory. (locus) 2) stable or
unstable (stability)
and 3) controllable
or uncontrollable
 ATTRIBUTION THEORY
STABILITY: STABLE VS UNSTABLE:
If you attribute your poor performance to
what you have inherited to your parents,
then you are ATTRIBUTING THE CAUSE
OF YOUR PERFORMANCE TO
SOMETHING STABLE.
BUT….
If you attribute your academic
performance because of playing ML or
excessive watching of NETFLIX, then your
claiming that poor class performance is
caused by UNSTABLE FACTOR.
CONTROLLABILITY:
CONTROLLABLE VS
UNCONTROLLABLE
If you attribute a high grades to
your effort at studying, then the
source of success is relatively
controllable
BUT….
if you attribute the grade to
simple luck, then the source of
the success is uncontrollable
 ATTRIBUTION THEORY

HOW DOES ATTRIBUTION AFFECTS MOTIVATION?

Attributing successes to factors that are internal but stable or controllable, is

both a blessing and a curse.

Worst of all for academic motivation is attributions, whether stable or not,

related to external factors. Believing that performance depends simply on
luck or on the excessive difficulty of material removes the incentive for a
student to invest in learning.
SELF-EFFICACY
THEORY
 SELF –EFFICACY THEORY
Self-efficacy Theory - A sense of high self-
efficacy means a high sense of competence.
Self-efficacy is the belief that one has
necessary capabilities to perform a task, fulfil
role expectations or meet a challenging
situation successfully.
Social cognitive theorist identified several self-
efficacy-enhancing strategies:
* Make sure the students master the basic skills
* Help them make noticeable progress on
difficult tasks
* Communicate confidence in students abilities
through words and actions.
* Exposed at the successful peers.
Social cognitive theorist identified several self-
efficacy-enhancing strategies: * Make sure the
students master the basic skills * Help them make
Other recommendations from
motivation theorist are:
* Provide competence - promoting
feedback.
* Promote mastery on challenging
task.
* Promote self-comparison rather
done comparison with others.
* Be sure errors occur within an
overall context of success. identified
self-efficacy-enhancing strategies: *
Make sure the students master the
basic skills * Help them make noticeable
progress on difficult tasks *
Communicate confidence in students
abilities through words and actions. *
SELF-
DETERMINATION AND
SELF REGULATION
THEORY
 SELF-DETERMINATION AND SELF
REGULATION THEORY

Self-determination and self-regulation theories

Students are intrinsically motivated when they have a sense of self
determination - when they believe that they have some choice and
control regarding the things they do and the directions their lives
take. A student’s sense of self determination is demonstrated in his
capacity for self-regulation. Self-regulation refers to a person’s
ability to master himself. He is the “ I am the captain of my soul”
type of person. He is not a victim of circumstances. He is capable of
directing himself.
 SELF-DETERMINATION AND SELF
REGULATION THEORY

What are indicators of self-regulation?

They are the abilities to:
•Set standards for oneself
•Monitor and evaluate one’s owned behavior against such
standards, and
•Impose consequences on oneself for one’s successes or failures.
 SELF-DETERMINATION AND SELF
REGULATION THEORY

How does self-regulation relate to motivation?

A student who is capable of self-regulation is more likely to be more
intrinsically motivated because he sets his goals and standards he
monitors his progress, and evaluate his own performance.
A student, who is capable of self-regulation, is not only capable of
regulating his behavior but he is also capable of regulating his own
learning. Omrod (2004) sites the following processes involved in
self-regulated learning:
 SELF-DETERMINATION AND SELF
REGULATION THEORY

• Goal-setting. Self-regulated learners know what they want to

accomplish when they read or study.
• Planning self-regulated learners determine Ahead of time, how
best to use the time they have available for learning.
• Attention control. Self-regulated learners try to focus their
attention on the subject matter at hand and clear their minds of
distracting thoughts and emotions.
 SELF-DETERMINATION AND SELF
REGULATION THEORY

• Application of learning strategies. Self-regulated learners

choose different learning strategies depending on the specific goal
they want to accomplish.
• Self-monitoring. Self-regulated learners continually monitor
their progress towards their goals and they change their learning
strategies or modify their goals, if necessary
• Self-evaluation. Self-regulated learners determine whether
what they have learned is sufficient for the goals they have set.
 SELF-DETERMINATION AND SELF
REGULATION THEORY

A student who has a self-determination and self-

regulation is more likely to be intrinsically motivated and
so is more capable of self-regulated learning.

Here are some suggestions from motivation theorists to

enhance students’ sense of self determination about
school activities
 SELF-DETERMINATION AND SELF
REGULATION THEORY

●Attention control. Self-regulated learners try to focus their attention on

the subject matter at hand and clear their minds of distracting thoughts
and emotions.
●Application of learning strategies. Self-regulated learners choose
different learning strategies depending on the specific goal they want to
accomplish.
●Self-monitoring. Self-regulated learners continually monitor their
progress towards their goals and they change their learning strategies or
modify their goals, if necessary
●Self-evaluation. Self-regulated learners determine whether what they
have learned is sufficient for the goals they have set
 SELF-DETERMINATION AND SELF
REGULATION THEORY

A student who has a self-determination and self-

regulation is more likely to be intrinsically motivated and
so is more capable of self-regulated learning.

Here are some suggestions from motivation theorists to

enhance students’ sense of self determination about
school activities and assignments
 SELF-DETERMINATION AND SELF
REGULATION THEORY

Present rules and instructions in an informational manner rather than

controlling manner.
Provide opportunities for students to make to make choices. A particular
lesson objective can be reached by the use of varied strategies. Students
will be more likely to be intrinsically motivated to attainit, of course within
the set parameters. An example is when we allow our students to choose
their manner of group work presentation to the class after the group
activity
Evaluate student performance in a non-controlling fashion.
Communication evaluation results to inform your students of their progress
without passing judgment of some sort but to make them see that they are
strong in some points but not so in other items
 CHOICE THEORY

When our students are made to feel that they have a lot of free choices, they
are driven to satisfy this need for freedom. On the other hand, when our
students perceive themselves to be so suffocated by our impositions and
limits, they are most likely to behave in ways, even irresponsible ways, to get
them the freedom they believe is not satisfied.

Fun is a universal human motivator. If our students` need for fun is satisfied,
they are most likely to learn much. Glasser (1990) claims “fun is the genetic
payoff for learning.” A joyless classroom does not motivate students to
perform. Let`s have fun while we teach. Without our knowing, our students
are learning and mastering what we are teaching while we are having fun.
 CHOICE THEORY

“What happens outside of us has a lot to do with

what we choose to do but the outside event does
not cause our behavior. What we get, and all we
ever get from the outside is information; ho we
choose to act on that information is up to us.
(William Glasser, 1990 quoted by Bob Sullo, p.6)
MASLOW’S
HIERARCHY OF
NEEDS
MASLOW’S HIERARCHY OF NEEDS
 MASLOW’S HIERARCHY OF NEEDS

An Introduction to the Theory According to human psychologist

Abraham Maslow, our actions are motivated in order to achieve
certain needs. His hierarchy suggests that people are motivated to
fulfil basic needs before moving on to other, more advanced needs.
People need to satisfy their most important needs first, then when
they achieved this, they can move onto the next important need.
Maslow first introduced his theory of hierarchy in his 1943 paper “A
Theory of Human Motivation” and his subsequent book “Motivation
and Personality”.
GOAL’S
THEORY
 GOAL’S THEORY

Learning goals vs. performance goals. The goal we set for

ourselves affect our level of motivation. There are several types of
goals. In relation to learning we can speak of learning goals and
performance goals.

A learning goal is a desire to acquire additional knowledge or

master new skills" while a performance goal is a desire to look
good and receive favorable judgment from others or else look bad
and receive unfavorable judgments.
 GOAL’S THEORY

Self-Determined Goals. Personally-relevant and self determined

goals enhance a student’s motivation. When lesson objectives are
relevant to the life of students, then they turn out to be more
motivated to learn. When the lesson objectives are owned by the
students because they find them relevant to their life, most likely
they highly motivated for learning. This departs from de-
contualized teaching that happens when all we do is deposit
information into the minds of our students, student memorize and
we withdraw what we taught every periodic examination
 GOAL’S THEORY

Goal setting
As a motivational tool, goal setting is effective when the following major elements are present:
1. Goal acceptance
2. Specificity
3. Challenge
4. Performance monitoring
5. Performance feedback

SMART
S - specific
M - measurable
A - attainable
R - result oriented
T - time bound