I.

MODULE TITLE: MOTIVATIONAL TECHNIQUES

II. Lesson 1: Relationship of Need and Motivation

III. Desired Outcomes

1. Develop motivational techniques for effective learner-centered learning.
2. Relate need and motivation.

IV. Discussion

WHAT IS MOTIVATION?

Motivation is defined as an internal state that arouses, directs, and maintains behavior. Defines
motivation as something that energizes, directs, and sustains behavior; it gets students moving, points
them in a particular direction and keeps them going. The students' motivation is often reflected in
personal investment and cognitive engagement in an activity. As deduced from these definitions,
motivation is an internal state, that is reflected in observable and measurable behavior of pursuing
one's goals.

From these definitions, motivation represents a "force" or "energy" that makes one move or
behave toward a goal and sustain it. It is thus important to consider students' motivation as a factor to
learning.

Perspectives of Motivation

Researchers and theorists have studied motivation from four perspective.

1. Trait Perspective

According to the theorists who hold onto the trait perspective, motivation is an enduring
personality characteristic which people have at differing amounts, - some people have it to a
greater extent, and some, to a lesser extent. One example of a much - studied trait is the need
for achievement also known as achievement motivation. It is the need to pursue excellence for
its own sake, without regard for external rewards. This was initially thought of as a general trait
and is consistent across variety of tasks. However, more recently achievement motivation is now
seen as specific to certain tasks and occasions, and that it has a cognitive component. Thus,
descriptions of achievement motivation are veering away from the trait approach toward the
cognitive approach.

2. Behaviorist Perspective

Those who take on the behaviorist perspective maintain that people behave to obtain
reinforcing outcomes or to avoid punishment. Thus, students might study hard if the teacher
praises them for their efforts. Or they might misbehave in class, if only to get the attention of the
teacher. It used to be that behaviorists think specific consequences are reinforcing only if they
address a particular drive necessary for optimal functioning (e.g. food, water, etc.). This is the
drive-reduction theory. However, it was found that learning can occur even if a certain drive is
not addressed or reduced. As a result, these theorists now focus more on the purposes particular
behaviors may serve for people, rather than on physiological drives. However, whatever
perspective one takes, theorists now recognize that the consequences of behavior can certainly
affect students' motivation to exhibit those behaviors.

3. Social Cognitive Perspective

This perspective places heavy emphasis on the goals people strive for, as seen in the
choices they make and the behaviors they show. Reinforcement and punishment that follow

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 certain behaviors affect people's expectations of the consequences of their future behaviors.
People's beliefs about their capability to perform in an activity is a factor in their decision to
engage and persist in that activity. Thus, goals, expectations and efficacy are important cognitive
factors in motivation.

4. The Cognitive Perspective

This focuses on how mental processes affect motivation. They maintain that human
beings are naturally inclined to make sense of their world, that their curiosity is often aroused by
new and puzzling events and are more motivated by perceived discrepancies between new
information and their existing beliefs. Hence, to motivate students, teachers should capitalize on
the curiosity of the students, by presenting challenging or even inconsistent and puzzling
situations.

There is no single perspective that will fully explain human motivation and its underpinnings.
However, teachers should be able to selectively glean useful ideas from each perspective as to how
students could be best motivated in classroom settings.

Factors that Drive One to Achieve a Goal

Being motivated means moving energetically toward a goal, or to work hard in achieving a goal,
even if the tasks to achieve the goal are difficult. Following are some of the underlying reasons and
factors that drive one to work hard to achieve a goal.

a) Drives. To satisfy a physiological state like hunger

b) Basic Desires. Desire to be accepted and recognized
c) Incentives. Expected rewards after achieving the goal
d) Fears. Fear of censure or criticism
e) Goal. Is an important goal for the individual to achieve
f) Social Pressure. Pressure from family or social circle
g) Self-confidence. Desired bigger amount of self-confidence
h) Interests. High interest in meeting a goal
i) Curiosity. Curiosity about expected outcomes
j) Beliefs. One's beliefs about the goal
k) Values. If goal is related to one's values
l) Expectations. The expect outcomes of a goal
m) Cognitive Ability. A good grasp of one's goal will lead one to work hard for it.

Benefits of Motivation

Ormrod (2015) lists several effects or benefits of motivation on students' learning and behavior.

1. It directs behavior toward particular goals. Social cognitive theorists propose that individuals
set goals for themselves and direct their behavior toward these goals. Motivation determines
the specific goals which people strive to reach or achieve (Maehr & Meyer, 1997 in Ormrod
2015). Thus, motivation bears on specific choices that students make, as for example,
whether to attend a photography class, or finish an assignment in math or watch a basketball
game on TV.

2. It leads to increased effort and energy. Motivation increases the amount of effort and energy
that students spend on activities especially if these are related to their needs and goals. Thus,
motivation determines whether the student will pursue an activity or a task, with much
enthusiasm and energy; or with less enthusiasm.

3. It increases initiation of and persistence in doing activities. Students are more likely to begin
a task that they want and are interested to do, and are more likely to persist and finish the
task, even if there are barriers, hindrances, or interruptions while doing the task.

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 4. It enhances cognitive processing. Motivation affects what and how information is processed.
Students who are highly motivated at doing a task will pay more attention to the task,
understand it more, and think more about the details. They exert extra effort to deduce
meaning out of the material, rather than go through the motions of finishing the task in a
superficial or haphazard manner.

5. It determines what consequences are reinforcing. The more students are motivated to
achieve, the more proud they feel of getting a high grade, or feel upset when they get only a
passing mark. The more students feel accepted and respected by peers, the more meaning
they get out of their membership in that group. Thus, to a student whose life and efforts
revolve around science, winning or not winning in a prestigious science competition may be
a consequence of significant importance.

6. It leads to improved performance. Because of the above-mentioned effects of motivation on

goal-directed behavior, effort, initiation and persistence, cognitive processing and
reinforcement, motivation necessarily leads to improved performance. Students who are
highly motivated, have better chances of better performance.

Knowing the effects of motivation on the learning of students has implications for teaching. It is
a challenge to determine what teaching techniques to use and what kind of teaching environment to
create to engage students to set goals for themselves, persist in achieving their goals, sharpen their
cognitive skills in the process, and eventually improve their performance.

A basic principle would be for the teacher to present and clarify to the students the goals or
objectives of the lesson or a classroom activity. Thus, the students are guided to set and direct their
goals. This should be followed by the teacher getting an idea of the level at which the students are
motivated. Simply observing them for their attention or non-attention can be a clue to the teacher on
the extent to which students are motivated to do the task or the activity. It would also be good to find
out if the motivation comes from within as being "genuinely interested" in doing the activity; or if the
motivation comes from the outside, as wanting to get a high grade as reason for joining the activity. In
the process, giving feedback to the students and guiding them as to what they should do, or correcting
them for errors is a plus. It is also important for the teacher to give rewards and incentives for students'
performance and make sure that they exert extra effort and persist in achieving the goal/s of the activity.

KINDS OF MOTIVATION

There are two primary kinds of motivation, intrinsic and extrinsic.

Intrinsic

The natural tendency of an individual to seek out and conquer challenges as he pursues his
personal interest and exercise his capabilities. When intrinsically motivated, there is no need for
incentives or rewards, because the activity itself is satisfying and rewarding (Anderman & Anderman,
Deci & Ryan, Reiss, in Woolfolk, 2013).

This is an internal stimulus to learning. Intrinsic motivation is based on motives that the individual
is trying to satisfy. Motive is a thought, feeling, or condition that causes one to act. Most common forms
of intrinsic motivation are the desire for knowledge, to explore and to construct. Intrinsic motivation is
driven by three psychological needs: the need for autonomy, the need to feel competent, the need for
relatedness. All in all, the individual is intrinsically motivated to pursue a goal because it makes him feel
he has a handle or control of his life and that he can harmonize himself with the world.

Extrinsic

Extrinsic is conquering a challenge for reasons like earning a high grade, avoiding punishment,
please a teacher, or some other reason that has very little to do with the task itself There is really no

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interest in the task or activity itself, but only the gains one expects to get out of the task (Woolfolk, 2013,
p. 431).

This is an external stimulus to learning activity. Praise and blame, rivalry, rewards, and
punishment are the more common forms of extrinsic motivation. It is based on incentives. The student
is encouraged to do good work by such drives as high marks, honors, prizes, scholarships, and
privileges.

It is rather difficult to determine whether a behavior is intrinsically or extrinsically motivated by

just simply looking at the behavior of the person. The difference lies in the student's reason for acting,
whether the locus of causality for the action is internal (inside) or external (outside) to the person. To
cite an example, a student who may be practicing to sing chooses to do so freely because it is a
personal interest and enjoys doing it. This is a case of internal locus of causality or intrinsic motivation.
However, if the student is practicing to sing, because he is looking forward to get an award in a musical
competition, then he is extrinsically motivated.

The dichotomy between intrinsic and extrinsic motivation is not an all or nothing thing. There are
two explanations for this view.

a) Our activities fall along a continuum from fully self-determined (intrinsic motivation) to fully
determined by others (extrinsic motivation). For example, students may choose to work hard on
an activity that is not particularly enjoyable, but they know that working hard on an activity will
make it easier for them to reach their goals. As an example, those students taking up education
may not find studying philosophy of education very enjoyable. But they have to study this subject
very well because they want to pass the licensure exam after graduation. Here is a case of a
motivation level which is in between intrinsic and extrinsic. Here, the student chooses freely
outside causes as in passing licensure exam and trying to get the best rewards or benefits from
the requirement (Woolfolk, 2013).

b) Intrinsic and extrinsic motivations are not two ends of a continuum. Rather, they are two
independent possibilities, and at any given time, we can be motivated by some aspects of each
(Covington & Mueller in Woolfolk, 2013). For example, teachers may realize that intrinsic
motivation may not work all the time for students. There will be situations where incentives and
external supports are necessary.

APPROACHES TO MOTIVATION

Generally, there are five approaches to motivation which teachers can select from when they
want the students to get interested or focused on the lessons (Woolfolk, 2013).

1. Behavioral Approach

Student motivation starts with the teacher doing a careful analysis of the incentives and
rewards present and available in the classroom. A reward is an attractive object or event given as a
result of a particular behavior. An incentive is an object or event that encourages or discourages
behavior. The promise of a high grade is an incentive. Receiving the grade is the reward. Giving
grades, stars, stickers and other reinforcers for learning, or demerits for misbehavior are ways to
motivate students by extrinsic means of incentives, rewards and punishment.

2. Humanistic Approach

Proponents of humanistic psychology like Carl Rogers argued that other schools of
psychology are not adequate to explain why people act and behave the way they do. This approach
emphasizes intrinsic sources of motivation like need for self-actualization, or the need for self-
determination. From the humanistic view, to motivate is to encourage people's inner resources, their
sense of competence, .self-esteem, autonomy and self-actualization. It is thus important for
teachers to provide activities or opportunities that will develop students' self-confidence and a sense

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 of competence inside the classroom.

3. Cognitive Approach

People are viewed as active and curious, searching for information, and solving problems.
This approach emphasizes intrinsic motivation, and believes that behavior is determined by our
thinking, not because we were rewarded or not punished for past behavior. Behavior is initiated and
regulated by plans, expectations and attributions. It is thus important for teachers to provide
activities to students that will challenge their thinking processes, and encourage problem-solving
and independent thinking.

4. Social Cognitive Approach

Motivation is seen as the result of two forces: the individual's expectation of reaching a goal,
and the value of that goal to the person. If these two forces are present, then motivation will be
strong. However, if either one force is zero, then there is no motivation to work toward a goal. For
teachers, this means that to lead students to reach a goal, (like completing a laboratory experiment),
the expectations should be clear to the students, and the value of attaining that goal be emphasized,
too.

5. Socio-cultural Approach

Emphasis is on participation in communities of practice. People engage in activities to

maintain their identities and their interpersonal relations in the community. Thus, students are
motivated to learn if they belong to a classroom or a group that values learning, and where they
believe learning is important to their lives. Thus, we learn to dress, or speak in a particular manner
as we learn from the other or more capable members of the community. The values held by the
whole group or class should be clear to the students, from which they could identify with those
values.

THEORIES ON RELATIONSHIP BETWEEN NEED AND MOTIVATION

Maslow's Hierarchy of Needs

Maslow asserts that humans have a hierarchy of needs ranging from low level needs for survival
and safety to higher levels needs for intellectual achievement and finally self-actualization, or self-
fulfillment.

1. Physiological needs: hunger, thirst, sleep

2. Safety needs: security, protection from danger

and freedom from pain

3. Social needs: love needs like friendship

giving/receiving love, engaging in social
activities, group membership

4. Esteem: need for self-respect and for others.

The desire for self-confidence, achievement,
recognition and appreciation; feeling good
about oneself

5. Self-actualization: to become everything one

can be

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 The theory further asserts that lower needs have to be met or satisfied first before the next higher
needs could be addressed. The four level lower-level needs - for survival, safety, belonging and self-
esteem are deficiency needs. When these needs are satisfied or met, the motivation for fulfilling them
decreases. The three higher- level needs - intellectual achievement, aesthetic appreciation and finally
self-actualization needs. When such needs are met, a person's motivation does not cease, but instead
increases to seek further fulfillment. These needs can never be completely filled.

A criticism of Maslow's theory, however, is that people do not always behave in accordance with
the hierarchy. A person may pursue knowledge, understanding or self-esteem while denying himself
friendship or social interaction. Despite this criticism, Maslow's theory provides us a way of looking at
the student whose physical, emotional and intellectual needs are interrelated. It also means that the
teacher will be able to help his students on their journey to self-actualization, by seeing to it that the
lower level needs or the survival needs are first met and satisfied. The classroom environment should
also be such that the students feel accepted by their peers and teacher.

Self-determination: Need for Competence, Autonomy and Relatedness

Self-determination theory espouses that we all need to feel competent and capable in our
interactions with others, have choices, and a sense of control over our lives and to belong to a social
group.

Need for autonomy is central to self-determination because it is the desire to have our own
wishes, rather than external rewards or pressures to determine our actions. People strive to have
authority in their lives and be in control and in charge of their own behavior. Thus, when students in the
classroom have the authority to make choices, they come to believe that their work is important, even
if it is not fun. Thus, they tend to internalize educational goals as their own. In contrast, controlling
environments tend to improve performance only on rote recall tasks. When there is pressure to conform,
students tend to look for the fastest, quickest and easiest solutions, without much thought of deducing
meaning and significance of the material.

Reference:

Brawner, D. & Leus, M. (2018). Facilitating Learner-Centered Teaching. ADRIANA PUBLISHING CO., INC. Quezon City, Manila.

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 Kabankalan Catholic College NOTE: Submit this
College Department page to your subject
teacher with answers

Name: ________________________________ Date: ______________

Yr. & Course: __________________________
YOUR
RUBRICS SCORE
SCORE
Content
FACILITATING LEARNER-CENTERED TEACHING (comprehensiveness, 10 pts.
Lesson 1: Relationship of Need and Motivation originality, relevance)
Organization of Ideas
(clarity, creativity, unity and 10 pts.
consistency)
FINAL TERM Mechanics
(grammar, spelling, 5 pts.
LEARNING EVIDENCE 1 punctuation)

TOTAL 25 pts.

*The attached rubrics will be used in scoring your output

*Your score will be given and filled-out by the subject teacher

INSTRUCTION: Fill out the table by writing what you have read and learn about a specific concept
and how will you apply it in the classroom. Number 1 is given as example.

HOW WILL I APPLY IN

CONCEPT WHAT I READ WHAT I LEARN
THE CLASSROOM

1. Maslow’s The needs of people are in a To achieve self-actualization, • Make sure that the
Hierarchy of hierarchy. the basic physiological needs students’
Needs should be first addressed. physiological
However, some people can needs are being
achieve the higher goals, even addressed.
without satisfying the basic • Classroom
needs. atmosphere should
be such that pupils
are made to feel
accepted.

2. The Cognitive
Perspective of
Education

3. Self-
Determination
Theory

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4. Intrinsic

5. Extrinsic

6. Behavioral
Approach

7. Humanistic
Approach

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_________________________________________________________________________________________

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Unauthorized reproduction and distribution of this material is strictly prohibited