Enhancing student motivation level is one big issue

faced by most of the institutes.

The basic reason for the conduction of this research is to know the reason because of which the
student grades fall in the semester system with the passage of time. It is a problem faced by
many students. The basic reason to this is the motivation level of students. The increment of
decrement in the motivation of the students is the reason due to which the grades start getting
low.

Some students seem naturally enthusiastic about learning, but many need-or expect-their
instructors to inspire, challenge, and stimulate them: "Effective learning in the classroom
depends on the teacher's ability ... to maintain the interest that brought students to the course in
the first place" (Ericksen, 1978) Whatever level of motivation your students bring to the
university will be transformed, for better or worse, by what happens in that university.

The objective for this research is to know what the basic factors are and how they affect the
motivation level of students in the universities.

After the conduction of this research we will be able to know how the independent variables in
the given framework affect the motivation of the students. This will also help to identify the
reasons that the students react to.

The research will also be useful to the management of the university as they will have the
problems in front of them and they can make strategies for boss tin the motivation level of the
students.

Keywords: motivation, satisfaction, expectations, behavior

 LITERATURE REVIEW
The study of motivation has been a prominent area for research in psychology and education for
many years. This interest may reflect the widespread perception of classroom teachers who tend
to regard student motivation as the most important factor in educational success in general.

Buchanam defines motivation as, “Motivations is the decision-making process, through

which the individual chooses the desired outcomes and sets in motion the behavior
appropriate to them.”

Victor H. Vroom (1964) defines motivation as a process governing choices among alternative
forms of voluntary activities, a process controlled by the individual.

Acquired Needs Theory:

These were first identified and described and by David McClelland in “The Achieving Society”
[1961].

Need are shaped over time by our experiences over time. Most of these fall into three general
categories of needs:

 Achievement
 Affiliation
 Power

Acquired Needs Theory is also known as the Three-Need Theory or Learned Need Theory.

Expectancy Theory:
In 1964, Victor H. Vroom developed the Expectancy theory through his study of the motivations
behind decision making.

As we constantly are predicting likely futures, we create expectations about future events. If
things seem reasonably likely and attractive, we know how to get there and we believe we can
'make the difference' then this will motivate us to act to make this future come true. 

Motivation is thus a combination of:

 Valence: The value of the perceived outcome (What's in it for me?)

 Instrumentality:  The belief that if I complete certain actions then I will achieve the
outcome. (Clear path?) 
 Expectancy: The belief that I am able to complete the actions. (My capability?)

According to Weiner’s (1986) theory of attribution, students would point to one of four causal
factors:  their ability, their effort, the difficulty of the task, or luck. 

According to Pintrich and DeGroot (1990), motivation depends on three variables:

a. Value -- Student question:  Why should I spend the time and effort on this lesson?
b. Expectancy -- Student question:  Can I achieve the objectives of this lesson?
c. Emotions -- Student question:  How do I feel about myself and the work required in this
lesson?

Maslow’s Hierarchy of Needs (according to our situation):

Gaining students’ interest and improving their motivation will increase the likelihood that they
will commit the time and effort necessary to achieve the learning objectives (Clark, 1999;
Dembo, 1994; Gagné, Yekovich, and Yekovich, 1993; Smith and Ragan, 1999).
Smith and Ragan (1999) suggest that motivation can be stimulated by encouraging learners “to
explore the personal relevance of the lesson.

People have a fundamental need to feel connected or related to other people. In an academic
environment, research shows that students who feel they 'belong' have a higher degree of
intrinsic motivation and academic confidence. According to students, their sense of belonging is
fostered by an instructor that demonstrates warmth and openness, encourages student
participation, is enthusiastic, friendly and helpful, and is organized and prepared for class.
[Freeman, Anderman and Jensen, 2007] [Anderman and Leake, 2005]

Motivation can therefore be thought of as the degree to which an individual wants and chooses to
engage in certain behaviors.

For example: are you motivated to study?

The answer lies in wether:

1. You want to study?

2. Choose to study?

Conceptual framework.
Motivation is important to students’ progress and satisfaction in the universities. The kinds of
things which students want or need, the extent to which university offers those things, the
intensity with which they like or dislike certain aspects of the university and the attractiveness of
the activities all affect the motivation level of the students.

The four main variables that affect the motivation level of students are facilities, behavior,
motivation and personal characteristics and satisfaction of the students.

The facilities include both provided by the university to the students and those provided by the
parents.
These include transport facility, the fee-structure and the most important of them all the
environment of the university, and as well security from the student. Because the security make a
student feel comfortable that university help them out to get job in the market. This facility can
increase the high amount of motivation in the students. So they can learn in more efficient way
as they can..

The environment has a great impact on the students and thus on the motivation level. If the
university provides the student with security and innovative environment it can greatly affect the
motivation level of the students.

The fee-structure can affect on the motivation level because there are many who can easily
afford it and some who cannot. If the university gives concession to those who have problems
and provide the deserving students with scholarships, the students are motivated by it as they are
getting this as a reward.

The second important variable that has a direct impact on the motivation level of the students in
the university are their personal characteristics. The personal characteristics of the students
affect their motivation level as each individual has his or her different point of views. The two
main aspects that are covered in this variable are the responsibilities and the interest of the
students.

As the students belong to different backgrounds and cultures thus each of them has their
respective responsibilities and this affect the motivation level as some have their families to
support while some are just there for the sake of spending time.

The second dimension of this variable is the interest of the students. Interest is the most
important motivation point. However, it is important to distinguish what the interest of the
students is and the students shall know it from the moment they enter the university.

The third most important variable that affects the motivation level of the students is the
behavior.

It includes the behavior of the faculty with the students of the university and the behavior of
the fellow students.
If the circle of people the students hang around with is not good it greatly affects their motivation
level and so is the case with the behavior of the faculty members with the students.

The fourth variable of our research is the satisfaction level. if the student internally satisfied then
with all the things then ultimately get the motivation toward the study.

Motivation Level of Students

Personal Facilities Behavior Satisfaction

REFERENCES

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 and

Motivation-Hygiene Theory Adapted for Education

Thomas C. Timmreck
Robert Harris
Version Date: October 14, 2010
http://www.virtualsalt.com/motivate.htm