MODULE VI

MOTIVATION
(Bio-psycho foundation)

Submitted to: ANGELINA ABENIS

Submitted by: MARIE JOY ODRON

 Module VI
Motivation and Learning

Topic:
 THE NATURE AND MOTIVES
 THE IMPORTANCE OF MOTIVATION
 MOTIVATION AS DIFFERENTIATED FROM MOTIVE AND
INCENTIVE
 CLASSES OF MOTIVATION
 CLASSES OF MOTIVES
 MOTIVATION AND MANAGEMENT
 INCREASING LEARNER MOTIVATION

OBJECTIVES
After completing this lesson, you will be able to;

a. Define motivation and motives

b. Differentiate motivation, motive and incentives
c. Identify and describe classes of motives;
d. Explain how different praise and mindset can lead to different levels of
performance
LESSON/DISCUSSION

MOTIVATION

Motivation describes the wants of needs that direct behavior toward a goal. It is
an urge behave or act in a way that will satisfy certain conditions, such as wishes,
desires and goals. Older theories of motivation stated that rational thought and reason
were the guiding factors in human motivation may be rooted in basic impulses to
optimize well-being, minimize physical pain, and maximize pleasure.
The phenomenon of motivation isn’t limited to just human motivation may be rooted in
basic impulses to optimize well-being, minimize physical pain, and maximize pleasure.
The phenomenon of motivation of motivation isn’t limited to just humans, and occurs in
every organism living. The reason might not always be the same between two
individuals acting in a certain way, but but almost every action is directed by certain
motivation.
Motivation is a process that starts with a physiological or psychological
deficiency or need that activates a behavior or a drive that is aimed at a goal or
incentive. (F. Luthens, 1995)

BASIC MOTIVATION PROCESS

NEEDS DRIVES INCENTIVES

A need is a lack of something which, if present, would tent to further the welfare
of the organism or of the species, or to facilitate its usual behavior.
A drives is a drive is a tendency initiated by shifts in physiological imbalance,
tissue tension, sensitivity to stimuli of a certain class, and response in any variety of
ways that are related to the attainment of a certain goal.
 An incentive is an object or external condition, perceived as capable of satisfying
an aroused motive that tends to elicit action to attain the object or condition.

MOTIVE

It is something that causes us to act or behave in order to reach a goal or desired

endpoint. It comes from the Latin word that means ‘moving’. A motive is the reason
WHY you do something.

Motive

Primary

1. Hunger General Secondary

2. Thirst
1. Curiosity 1. Power
3. Sleep 2. Achievement
2. Manipulation
4. Sex 3. Affiliation
3. Activity
5. Avoidance of 4. Security
4. affliction
pain 5. Status
6. Maternal
Concern
IMPORTANCE OF MOTIVATION
A motivated teacher is crucial in creating a successful learning environment. They will
look at teaching

Through a different lens, and in doing so motivate their students in their learning too.
Motivation helps to energize, direct and sustain positive behavior over a long period of
time. It involves working towards goals and tailoring activities to achieve this purpose.it
also helps to drive creativity and curiosity, sparking the desire needed for students to
want to learn more. The classroom environment plays a key role in motivating students.
Students needs a positive environment in which they feel valued and respected.

Types of Internal Motivation

Here are the specific types of intrinsic motivation and the rewards they use to motivate:
1. Competence & Learning Motivation

Competence motivation, also known as learning motivation. States that

people are motivated more by the process itself than by the reward at the end.
The reason is that people who are motivated by competence motivation are
literally motivated by the act of learning of getting better as they move towards
the completion of a goal or task instead of the destination itself.

For example, If you want a promotion because you’ll learn valuable skills and
not because of the higher expected salary. You’re motivated by competence or
learning motivation. This is an extremely valuable motivator and should be used
in almost any motivational strategy. This is because new, relevant skills are often
more valuable than even money because, unlike material things, they’re asset
that no one can take away from you.

2. Attitude motivation

Attitude motivation refers to the type of motivation that’s cultivated through

the desire to change the way you or other people think and feel. While it has
 some similarities to the externally – focused social motivation below, people who
are

motivated by attitude engage in actions and interaction with the express intent of
making themselves and the people around them feel better in a positive and
uplifting way.

For example, if you’re motivated to work for a non-profit or volunteer in a

soup kitchen because making people feel good makes you feel good, you’re
motivated by a change in attitude, similarly, If you’re a manager at a company
and

you get joy out of helping your direct reports grow and succeed, you’re also
taking part in attitude motivation.

3. Achievement Motivation

Achievement motivation states that people are driven by the desire to

pursue and achieve specific goals. People who are driven by this type of
motivation desire the achievement of a task or goal itself, and not a necessarily
because of the reward that’s attached. For example, an entrepreneur might build
a business for the goal of building a world-class organization, and not necessarily
because there’s money involved.

If you’re driven by achievement motivation, you are typically self-

motivated and process-oriented, meaning that you value the process of getting
better more than the end result itself. While the achievement of a goal might
seem like an external reward, in actually this type of motivation is largely internal.
This is because you aren’t enamored by the glitz and glamour of a reward like
money, but rather the feeling of accomplishment you get when you complete a
worthy task.

4. Creative Motivation

Many people are motivated by creativity of the innate drive for

creative expression. When you’re motivated by the desire to express yourself,
you are tapping into creative motivation. Examples of creative motivation include
things in which you feel compelled to create, such as the motivation to write a
book, act in a movie, play the guitar, build a product, or start a business.
 Creative motivation typically manifests itself as an internal feeling that
you have something to say that needs to get out. Whether you want the entire
world to see your art or just a few people, anything you create in an attempts at

self-expression is driven by creative motivation. While the things you create can
be tangible, they can also be intangible or ephemeral.

5. Physiological Motivation

Often, humans are driven by some internal force beyond their explanation. For
example, this is sometimes the case when you pursue someone out of love. Your
actions are motivated by deep physiological feelings that are primal and cannot
be ignored, regardless of how hard we try. This represents the physiological
motivational factors that are both internal and outside of our control.

Consider Maslow’s Hierarchy of Needs. All humans are motivated by basic

needs such as food and shelter, as well as higher-level psychological needs and
self-fulfillment. These needs are innate in all of us and we are internally-
motivated to achieve them at all costs, making it helpful when trying to
understand the thought process of yourself of others.

Types of External Motivation

Here are the specific types of extrinsic motivation and the rewards
they use to motivate:

1. Incentive Motivation
Incentive motivation, unlike achievement motivation, says that people
are motivated more by the reward than by the achievement of the goal itself.
Instead of being motivated by the pursuit of a task. Those who are motivated
by incentives are driven to take action because of an expected (and often
specific) reward. For example, if you want a promotion because of the higher
salary and not because the new responsibility makes you feel fulfilled, you are
motivated by incentives over achievement.
 However, incentive motivation isn’t a bad thing. In fact, while it seems like the
opposite of achievement motivation, the two can actually be used together.
For example, if you want a promotion you can be motivated both by the
higher salary as well as the more complex and fulfilling work. In scenarios like
this. It’s a win win, because you are externally rewarded as well as internally
fulfills. Seek goals or tasks that have incentives as well as elements of
achievement motivation.

2. Fear Motivation
Fear motivation is a motivational type that uses consequences to drive
people into action. Fear motivation can be thought of as a “negative motivator” in that
you aren’t motivated by a reward but by the avoidance of pain or consequences. Rather
than incentivizing yourself of others with positive motivators, fear motivation uses
punishment or negative motivators like getting fires as way to keep you productively
moving towards specific goals, tasks, or deliverables.

While fear motivation sounds bad, it can actually be used as a positive.

For example, if you need to get in shape, you can plan a summer pool party at your
house or apartment complex, and use the fear of showing up out of shape as motivation
to stick with the gym and your diet. Think of fear motivation as positive stressors or
positive constraints that help you outsmart your future self, overcome bad habits, and
live the life you want (but might be too afraid to go after).

3. Power Motivation
Power motivation is a motivational factor that says people are
motivated by control over their own lives and the lives of others. Everyone want choices,
and people are often motivated to increase their overall life-options and control the
environment around them. For this reason, power motivation manifests itself in the
desire to affect the direction of our lives and the lives of those around us.

Power motivation, taken to its extreme, can be seen in real-world horrors

like Nazi Germany and other scenarios where the hunger to control others
 outweighs any moral obligation or code. However, when scaled back, power
motivation can actually be positive. For example, while it might be bad to
control others, trying to place control over your own life can be a good thing.
Power

motivation, then, motivates you to be intentional in your thoughts and actions

so you manifest the life you want.

4. Affiliations & Social Motivation

Humans are social creatures, and social motivation also known as
affiliation motivation states that people are motivated by social factors like belonging
and acceptance. Humans have an innate desire to connect with others, and social
motivation causes us to seek connections by contributing to a social group. While it may
seem internally motivating, acceptance is often the motivating factor, which isn’t
something you can give yourself within a group.
Evolutionary psychology tells us that all humans are motivated by these social
factors. For this reason, it’s important to always seek new connections as well as
continue to grow the connections you already have. Finding a group of people who love
and accept you can motivate you to new heights and result in true happiness.

Similarities between Intrinsic Motivation and Extrinsic Motivation

Both Intrinsic and Extrinsic motivation have their own sets of advantages and
disadvantages. There is no saying which among them is more beneficial, as it largely
depends on the situation and the individuals being motivated. The techniques applied
are different, time duration required for each type of motivation to kick in is different, and
so are the results. However, at the core, the major purpose of both kinds of motivation
remains the same. The ultimate goal is to motivate and an individual to get the job done.

In conclusion, both types of motivation are required for an organism leading

the organism in completing the goals.

When to use Motivation

The best motivational strategy is to blend multiple types together, giving
yourself maximum motivation. However, certain situation might call for a specific blend
of motivational forces and factors.
 In educational settings, motivation is typically taught as theories rather than
actionable advice. For this reason, the best types of motivation center around actual

educational motivational theories, such as the expectancy theory of motivation, the

equity theory of motivation, and the arousal theory or motivation.

However, If you’re instead looking for motivation as a student or looking for a way to
motivate your students, then academic motivational theories won’t be right for you.
You’ll instead want to leverage the specific types of internal and external motivators
below.

Here are some good types of motivation student:

 Achievement motivation
 Incentive motivation
 Competence motivation
 Creative motivation

CLASSES OF MOTIVES
Psychologists have divided motives into three types--- biological motives, social
motives and personal motives.

The goal here may be fulfillment of a want or a need. Whenever a need arises the
organism is driven to fulfill that want a need. If there is no need in the organism, there
will be no behavior. For example, Horse and water. Horse does not drink water unless it
has thirst or if it is not motivated. Unlike the external stimuli, the motives are limited.

The behavior to fulfill such needs is mechanical and alike in all the organisms,
Hunger is a motive which stimulates the organism to have food. We develop hunger
when the food that was taken earlier is exhausted.

The need for food drives us to go in search of food and to have it. Here the
hunger motive not only initiated the action, but also continued until the goal (having
food) is reached. The motives are powerful forces.
 They do not allow us to stop our action or behavior until the need is satisfied.
Hence, they are called the ‘dynamos’ of behavior.

Biological Motivation and Homeostasis:

Biological motives are called as Physiological motives. These motives are
essential for the for the survival of the organism, such motives are triggered when there
is imbalancement in the body. The body always tends to maintain a state of equilibrium
called “Homeostasis” – in many of its internal physiological processes.

This balance is very essential for the normal life. Homeostasis helps to
maintain internal physiological processes at optimal levels. The nutritional level, fluid
level, temperature level, etc., are maintained at certain optimal level or homeostasis
levels. When there is some variation in these levels the individual is motivated for
restoring the state of equilibrium.
1) Physiological motives:
a. Hunger motive:
We eat to live. The food we take is digested and nutritional substances are
absorbed. The biochemical processes get their energy from the food in order to
sustain life. When these substances are exhausted, some imbalancement exists,

We develop hunger motive in order to maintain homeostasis. This is indicated

by contraction of stomach muscles causing some pain or discomfort called hunger
pangs. Psychologists have demonstrated this phenomenon by experiments.

b. Thirst motive
In our life regularly we take fluids in the form of water and other beverages.
These fluids are essential for our body tissues for normal functioning. When the
water level in the body decreases we develop motive to drink water.

Usually thirst motive is indicated by dryness of mouth. Experiments by

psychologists have shown that just dried mouth getting wetted is not enough. We
need to drink sufficient quantity of water to satiate our thirst.

c. Need for oxygen:

 Our body needs oxygen continuously. We get it through continuous
respiration. Oxygen is necessary for the purification of blood. We cannot survive
without regular supply of oxygen. Lack of oxygen supply may lead to serious
consequences like damage to brain or death.

d. Motive for regulation of body temperature

Maintain of normal body temperature (98.6F or 37.0C) is necessary. Rise or

fall in the body temperature causes many problems. There are some automatic
mechanisms to regulate body temperature, like sweating when the temperature
rises above normal or, shivering it falls below normal.

These changes motivate us to take necessary steps. For example, opening

of windows, put on fans, take cool drinks, remove clothes, etc., when the
temperature increases to above normal level; and closing doors and windows.

Wear sweaters, take ho beverages when temperature falls down. In this way to
try to regulate the body temperature.

e. Need for Sleep

Sleep is an essential process for normal functioning of body and mind
when our body and mind are tired they need rest for rejuvenation of energy. It is
observed that there is excess accumulation of toxin called ‘Lactic acid’ when
tired.

After sleep it disappears and the person becomes active. Sleep

deprivation also leads to psychological problems like confusion, inability to
concentrate, droopy eyelids, muscles tremors, etc.

f. Need for avoidance of pain:

No organism can continue to bear pain. Whenever experience pain we try

to avoid it. we are motivated to escape from painful stimulus. For example, when
we are under hot sun we go to shade. When something is pinching we avoid it.

g. Drive for elimination of waste:

Our body cannot bear anything excess waste. Excess water is sent out in
the form of urine or sweat. So also digested food particles after absorption of
nutritional substances are sent out in the form of stools. We experience
discomfort until these wastes are eliminated.
h. Sex motive:

This is a biological motive, arises in the organism as a result of secretion

of sex hormones – like androgens and estrogens. Sex need is not essential for

the survival of the individual, but it is essential for the survival of the species.
However, fulfillment of the sex need is not like satisfying hunger or thirst.

The society and the law exercise certain codes of conduct. Human
being has to adhere to these rules. Usually this need is fulfilled through marriage.

i. Maternal drive:

This is an instinct or an inborn tendency, every normal woman aspires to

become a mother. Psychologists have

Motivation, emotion and attitudinal processes 123 learnt from related

studies that, this is a most powerful drive. That is why in many cases the woman
who cannot bear children of their own, will sublime that motive and satisfy it
through socially acceptable ways, like working in orphan schools, baby sittings or
adopting other’s children.

II) Social Motives:

Psychological motives discussed above pertain to both animals as well

as human beings, but the social motives are specific only to human beings.
These are called social motives, because they are learnt in social groups as a
result of interaction with the family and society. That is why their strength differs
from one individual to another. Many social motives are recognize by
psychologists. Some of the common social motives are:

a. Achievement motive

Achievement motivation refers to a desire to achieve some goal. This

motive is developed in the individual who has some people in the society
attaining high success, reaching high positions and standards.

He/she develops a concern to do better, to improve performance, David

C Mc Clelland who conducted a longitudinal study on characteristics of high and
low achievements found that the high achievers choose and perform better at
challenging tasks, prefers personal responsibility, seeks and utilizes feedback
about the performance standard, having innovative ideas to improve
performance.

On the other hand, low achievers do not accept challenges, puts on

average standards and accepts failures easily. Parents must try to inculcate
leadership qualities in children for better achievement in their future life.

They must allow children to take decisions independently, and guide them for
higher achievement from childhood, so that the children develop high
achievement motivation.

b. Aggressive motive:

It is a motive to react aggressively when faced frustrations. Frustration

may occur when a person is obstructed from reaching a goal or when he is
insulted by others. Even in a fearful and dangerous do or die situation the
individual may resort to aggressive behavior. Individual expresses such behavior
to overcome opposition forcefully, which may be physical or verbal aggression.

c. Power motive:

People with power motive will be concerned with having an impact on

others. They try to influence people by their reputation. They expect people to
bow their heads and obey their instructions. Usually, people with high power
motive choose jobs, where they can exert their powers. They want people as
followers. They expect high prestige and recognition from others. For example, a
person may aspire to go for jobs like Police Officer, Politician, Deputy
Commissioner, etc.

d. Acquisitive motive:

This motive directs the individual for the acquisition of material property,
It may be money or other property. This motive arises as we come across
different people who have earned a lot of money and leading a good life. It is a
human tendency to acquire all those things which appear attractive to him.

e. Curiosity motive:

This is otherwise called stimulus and exploration motive. Curiosity is a

tendency to explore and know new things. We see people indulge in a travelling
to look at new places, new things and new development taking place outside
their environment.
 People want to extend their knowledge and experiences by exploring
new things. Curiosity motive will be very powerful during childhood. That is why
they do not accept any toy or other articles unless they examine them from
different angles, even at the cost of spoiling or breaking the objects.

f. Gregariousness:

This is also known as affiliation need. Gregariousness is a tendency to

associate oneself with other members of the group or same species. The
individual will be interested in establishing, maintaining and repairing friendly
relationships and will be interested in participating in group activities.

Individual will conform to social norms, mores and other ethical codes
of the groups in which he/she is interested. To the greater extent gregariousness
is developed because many of the needs like basic needs, safety and security
needs are fulfilled.

In addition to the above there are some other social motives like need for
self- esteem, social approval, self-actualization, autonomy, master motive,
combat, defense, abasement, etc.

III) Personal motives:

In addition to the above said physiological and social motives, there are
some other motives which are allied with both of the above said motives. These
are highly personalized and very much individual motives. The most important
among them are:

a. Force of habits:

We see different people having formed different habits like chewing

tobacco, smoking, alcohol consumption, etc. There may be good habits also like
regular exercising, reading newspapers, prayers, meditations, etc. Once these
habits are formed, they act as drivers and compel the person to perform the act.
The specialty of habits is that,they motivate the individual to indulge in that action
automatically.

b. Goals of life:
 Every normal individual will have some goals in the life. They may be
related to education, occupation, income, ports, acquisition of property, public
service, social service etc. Once a goal is set, he will be motivated to fulfil that
goal. The goals people set. Depend upon various factors like knowledge
information, guidance, support, personality, facilities available, aspirations, family
and social background, etc.

c. Levels of aspirations:

Aspiration is aspiring to achieve or to get something or goal. But such

achievement depends upon the level of motivation the individual has. Every
individual will have a goal in his life and strive to reach that goal. But the effort to
attain that goal varies from one individual to another. The amount of satisfaction
he gains depends upon his level of aspiration.

For example, if a student is expecting 80% of marks in examination, gets

only 75%, he may be unhappy. On the other hand, a student expecting failure
may feel very happy if he gets just 35% passing marks. Because, the student
with high level of aspiration works hard, whereas the student with low level may
not. Hence, always higher level of aspiration is advisable. However, it should be
on par with his abilities also. Because, if an individual aspires for higher level of
achievement without possessing required ability, he will have to face frustration
and disappointment.

d. Attitudes and interests:

Our attitudes and interests determine our motivation. These are

specific to individual. For example, a person with the family, may have positive
attitude towards family planning and all others having negative attitudes.

So also, interest differ from one individual to another. Example,

interest in sports, T.V, etc. Whenever we have a positive attitude, we will have
motivation to attain. In negative attitude, we will be motivated to avoid. If person
is interested in music, he will be motivated to learn it. In this way, our personal
motives determine our behavior.

Unconscious motivation:
 Sigmund Freud, the famous psychologist has explained elaborately
about unconscious motivation, according to him, there are certain motives of
which we are unaware, because they operate from our unconscious.

These motives or desires which are repressed by out conscious remain

in our unconscious and will be influencing our behavior.

Our irrational behavior, the slip of tongue, slip of pen, amnesia, multiple
personality, somnambulism, etc., are some examples of such behaviors for which
we do not have answers apparently.

These motives aca be delineated only by psychoanalysis. Many times,

psychosomatic disorders like paralysis, headaches, gastric ulcers, etc., also may
be due to unconscious motivation.

MOTIVATION AND MANAGEMENT

William James (1894 – 1910) was an important contributor to early

research into motivation, and he is often referred to as the father of psychology in
the United States. James theorize that behavior was driven by a number of
instincts, which aid survival (Figure 3). From a biological perspective, an instinct
is a species specific pattern of behavior that is not learned. There was, however
considerable controversy among James and his contemporaries over the exact
definition of instinct. James proposed several dozen special human instincts, but
many of his contemporaries had their own lists that differed. A mother’s
protection of her baby, the urge to lick sugar, and hunting prey were among the
human behaviors proposed as a true instinct during James’s era. This view that
human behavior is driven by instincts received a fair amount of criticism because
of the undeniable role of learning in shaping all sorts of human behavior. In fact,
as early as the 1900s, some instinctive behaviors were experimentally
demonstrated to result from associative learning (recall when you learned about
Watson’s conditioning of fear response in “Little Albert”) (Faris, 1921).

Figure 3. (a) William James proposed the instinct theory of motivation, asserting
that behavior is driven by instincts. (b) in humans, instinct may include behaviors
such as an infant’s rooting for a nipple and sucking. (credit b: modification of
work by “Mothering Touch”/Flickr)
 Another early theory of motivation proposed that the maintenance of
homeostasis is particularly important in directing behavior. You may recall from
your earlier reading that homeostasis is the tendency to maintain a balance, or
optimal level, within a biological system. In a body system, a control center
(which is often part of the brain) receives input from receptors (which are often
complexes of neurons). The control center directs effectors (which may be other
neurons) to correct any imbalance detected by the control center.

According to the drive theory of motivation, deviations from homeostasis create

physiological needs. These needs result in psychological drive states that direct
behavior to meet the need and, ultimately, bring the system back to homeostasis. For
example, if it’s been a while since you ate, your blood sugar levels will drop below
normal. This low blood sugar will induce a physiological need consume food (Figure 4).
Eating will eliminate the hunger, and ultimately, your blood sugar levels will return to
normal. Interestingly, drive theory also emphasizes A habit is a pattern of behavior in
which we regularly engage. Once we have engaged in behavior that successfully
reduces a drive, we are more likely to engage in that behavior whenever faced with that
drive in the future (Graham & Weiner, 1996).

Figure 4. Hunger and subsequent eating are the result of complex physiological
processes that maintain homeostasis. (credit “left”: modification of work by
“Gracie and Vi”/Flickr; credit “center”: modiication of work by Steven Depolo:
credit “right”: modification of work by Monica Renata)

Extensions of drive theory take into account levels of arousal as

potential motivators. Just as drive theory aims to return the body to homeostasis,
arousal theory aims to find the optimal level of arousal. If we are under aroused,
we become bored and will seek out some sort of stimulation. On the other hand,
if we are over aroused, we will engage in behaviors to reduce our arousal
(Berlyn, 1960). Most students have experienced this need to maintain optimal
level of arousal over the course of their academic career. Think about how much
levels of arousal over the course of their academic career. Think about much
stress students experience toward the end of spring semester. They feel
overwhelmed with seemingly endless exams, papers, and major assignments
that must be completed on time. They probably yearn for the rest and relaxation
that awaits them over the extended summer break. However, once they finish
semester, it doesn’t take too long before they begin to feel bored. Generally, by
the time the next semester is beginning in the fall, many students are quite happy
to return to school. This is an example of how arousal theory works.

Figure 5. The concept of optimal arousal in relation to performance on a task us

depicted here. Performance is maximized at the optimal level of arousal, and it
tapers off during under – and over arousal.

So what is the optimal level of arousal? What level leads to the best
performance? Research shows that moderate arousal is generally best: when

arousal is very high or very low, performance tends to suffer (Yerks & Dodson,
1908). Think of your arousal level regarding taking an exam for this class. If your
level is very low, such as boredom and apathy, your performance will likely
suffer. Similarly, a very high level, such as extreme anxiety can be paralyzing
and hinder performance. Consider the example of a softball team facing a
tournament. They are favored to win their first game by a large margin, so they
go into the game with a lower level of arousal and get beat by a less skilled team.

But optimal arousal level is more complex that a simple answer that the
middle level is always best. Researchers Robert Yerkes (pronounced “Yerk –
EES”) and John Dodson discovered that the optimal arousal level depends on
the complexity and difficulty of the task to be performed (Figure 6). This
relationship is known as Yerkes-Dodson law, which holds that a simple task is
performed best when arousal levels are relatively high and complex tasks are
best performed when arousal level are lower.
Mas
low’s Hierarchy of

Needs

While the theories of motivation described earlier relate to basic biological

drives, individual characteristics, or social contexts, Abraham Maslow (1943)

Proposed a hierarchy of needs that spans the spectrum of motives ranging from
biological to the individual to the social. These are often depicted as a pyramid
(Figure 7).
 Figure 7. Maslow’s hierarchy of needs is illustrated here. In some versions of
the pyramid, cognitive and aesthetic needs are also included between esteem
and self-actualization. Others include another tier at the top of the pyramid for
self – transcendence.

At the base of the pyramid are all of the physiological needs that are
necessary for survival. These are followed by basic needs for security and safety,
the need to be loved and to have a sense of belonging, and the need to have
self-worth and confidence. The top tier of the pyramid is self – actualization,
which is a need that essentially equates to achieving one’s full potential, and it
can only be

realized when needs lower on the pyramid have been met. To maslow and
humanistic theorists, self – actualization reflects the humanistic emphasis on
positive aspects of human nature. Maslow suggested that this is an ongoing, life
– long process and that only a small percentage of people actually achieve a self
– actualization state (Francis & Kritsonis, 2006; Maslow, 1943).

According to Maslow (1943), one must satisfy lower – level needs

before addressing those needs that occur higher in the pyramid. So, for example, if
someone is struggling to find enough food to meet hit nutritional requirements, it is quite
unlikely that he would spend an inordinate amount of time thinking about whether others
viewed him as a good person or not. Instead, all of his energies would be geared toward
finding something to eat. However, it should be pointed out that Maslow’s theory has
been criticized for its subjective nature and its inability to account for phenomena that
occur in the real world (Leonard, 1982). Other research has more recently addressed
that late in life, Maslow proposed a self – transcendence level above self – actualization
to represent striving for meaning and purpose beyond the concerns of oneself (Koltko-
Rivera, 2006). For example, people sometimes make self – sacrifices in order to make a
political statement or in an attempt to improve the conditions of others. Mohandas K.
Gandhi, a world renowned advocate for independence through nonviolent protest, on
several occasions went on hunger strikes to protest a particular situation. People may
starve themselves or otherwise put themselves in danger displaying higher – level
motives beyond their own needs.

Four General Approaches to Motivation

 Motivation is a vast and complicated subject encompassing many theories.
Some theories were developed through work with animals in laboratories. Others are
based on research with humans in situations using games and puzzles.

Proposed a hierarchy of needs that spans the spectrum of motivates ranging

from the biological to the individual to the social. These are often depicted as a pyramid
(Figure 7).

Figure 7. Maslow’s hierarchy of needs is illustrated here. In some versions of the

pyramid, cognitive and aesthetic needs are also included between esteem and self –
actualization. Others include another tier at the top of the pyramid for self-
transcendence.

At the base of the pyramid are all of the physiological needs that are necessary
for survival. These are followed by basic needs for security and safety, the need to be
loved and to have sense of belonging, and the need to have self – worth and
confidence. The top tier of the pyramid is self – actualization, which is a need that
essentially equates to achieving one’s full potential, and it can only be realized when
needs lower on the pyramid have been met. To Maslow and humanistic theorists, self –
actualization reflects the humanistic emphasis on positive aspects of human nature.
Maslow suggested that this is an ongoing, life long process and that only a small
percentage of people actually achieve a self-actualize state (Francis & Kritsonis, 2006;
Maslow, 1943).

According to Maslow (1943), one must satisfy lower – level needs before
addressing those needs that occur higher in the pyramid. So, for example, if someone is
struggling to find enough food to meet his nutritional requirements, it is quite unlikely
that he would spend an inordinate amount of time thinking about whether others viewed
him as a good person or not. Instead, all of his energies would be geared toward finding
something to eat. However, it should be pointed out that Maslow’s theory has been
criticized for its subjective nature and its inability to account for phenomena that occur in
the real world (Leonard, 1982). Other research has more recently addressed that late in
life, Maslow proposed a self – transcendence level above self – actualization to
represent striving for meaning and purpose beyond the concerns of oneself (Koltko –
River, 2006). For example, people sometimes make self – sacrifices in order to make a
political statement o in an attempt to improve the conditions of others. Mohandas K.
Gandhi, a world renowned advocate for independence through nonviolent protest, on
several occasions went on hunger strikes to protest a particular situation. People may
starve themselves or otherwise put themselves in danger displaying higher – level
motivates beyond their own needs.

1. Behaviorist Approaches to Motivation

According to the behavioral view, the motivation depends on the incentives
and rewards present in the environment. A reward is an attractive object or event
supplied as a consequence of a particular behavior. An incentive is an object or event
that encourages or discourages behavior.

If the person is consistently reinforced for a certain behavior, then he/she may
develop habits or tendencies to act in a certain way. Providing grades, stars stickers
and other reinforcements for learning or demerits for misbehavior is an attempt to
motivate students by extrinsic means of incentives rewards and punishments.

2. Humanistic Approaches to Motivation

In the early 1940s, Carl Rogers, one of the proponents of humanistic
psychology emphasizes that intrinsic sources of motivation as a person’s needs. So,
from the humanistic perspective to motivate means to encourage people’s inner
resources, their sense of competence, self – esteem autonomy and self - actualization,
Maslow’s Theory is a very influential humanistic explanation of motivation.

3. Cognitive Approaches to Motivation

Cognitive theorists believe that the behavior off an individual is determined by
the thinking process and not by rewards and punishment. Behavior is initiated and
regulated by plans, goals, schemas, expectations. And attributes. People respond to
their interpretations of the external events or physical conditions. Cognitive theorist
emphasizes on intrinsic motivation.

4. Attributes Theory of Motivation

 It is the cognitive explanation that describes the individual’s explanations,
justification and excuses about self and other influence motivation. Bernard Weiner
propounded the Theory of Attributes.

INCREASING LEARNER’S MOTIVATION

Teachers spend years of hard work and thousands of dollars to become experts
in their content areas, with degrees and teaching certification tp prove it. We develop
curriculum maps and teaching calendars to be sure to cover the appropriate standards.
We endure hours of professional development so that we are well versed in all the
current educational pedagogy. We collaborate with colleagues so that we are all suing
best practices in the classroom. We develop assessments for students so that we can
track their progress. When all this doesn’t work, we have intentional interventions aimed
at getting students back on track.

And students are still failing.

The problem is that many students are not motivated to learn. Even with the
perfect lesson plan in place, an unmotivated student will not learn some teachers claim
that motivating students is not their job. It is a teacher’s job to know the content and to
teach it well; the student must take responsibility for his or her learning and find his or
her own motivation. This old- fashioned idea is what limits many teachers to being
average. A great teacher recognizes that student motivation is necessary for success in
learning and that teachers are in the perfect position to improve student motivation.
Here are some strategies that can be used in the classroom to help motivate students:

1. Promote growth mindset over fixed mindset.

Carol Dweck argues that students have an underlying belief about learning:
either a fixed mindset or growth mindset. A fixed mindset belief suggests that
people are born with or without certain abilities and talents, and that abilities
cannot be changed. Fixed mindset learners try to prove themselves and will often
shy away from challenges because they do not want to appear to be struggling.
A growth mindset learner, on the other hand, believes that abilities and talents
can challenge and see struggles and failures as necessary parts of growth.
Learners with a growth mindset are certainly more motivated to work hard.
 How do we foster a growth mindset in the classroom?

One of the most powerful elements of feedback for our learners is to praise
them for their efforts and hard work. “I can tell that you have been practicing your
reading,” or “The practice is paying off on your times tables,” tells learners that
they have the power to improve their academic success. That said, we must stop
praising ability: “Wow, you are such a smart math student,” or “You are such an
incredible reader.” Praise for abilities over efforts reinforces the fixed mindset that
students have the ability or they don’t and no amount of hard work in the
learner’s part can change the outcome. We are all learners, and should be
encorurage as such.

Throughout a learning cycle, teachers assess student progress by

incorporating formative and summative assessments. The purpose of formative
assessment is to pinpoint the learning needed for ultimate success on a later
summative assessment. Formative assessment informs teachers and students

about student and classroom needs for improvement so both can act accordingly
to improve performance on the final assessment. Some formative assessments
are: a thumbs up/thumbs down check for understanding, a quiz in small groups,
or an exit slip at the end of a lesson. What is important is that students get timely
and descriptive feedback from the assessment so that they can move forward in
their learning. This cycle of learning will improve results on a later summative
assessment.

As teachers, we can model the growth mindset. Have courage! Ask

students for feedback about your teaching and be willing to make necessary
changes. Be dedicated! Work hard for students and share how hard work and
dedication translates to success and growth. This feedback shows that we, too
are learners. It also invites our students to continue on the learning journey
alongside us. Students are always willing to work hard for learning that is
reciprocating that hard work.

2. Develop meaningful and respectful relationships with your students.

If we are going to truly inspire and motivate all of our students, we

should know each of them on a personal level. We need to know their interests
and hobbies, who they hang out with, their family situations, and what gets them
excited. Each student is going to require different motivational strategies, and we
have known them to be able to predict what strategies might work.
 In order to begin that” knowing,” try allowing for five minutes where
students may share “Good news.” For example, student A shares, “I am new
uncle! My sister had a new baby boy this weekend!” This is an opportunity for us
to learn about our students as people and to let them know that we care about
them individually. This also provides an avenue for teachers to share some
details about their lives outside of school. When teachers are willing to share and
become vulnerable, students are more likely to do the same. When learners see
one another as whole people, they are more willing to take risks, and ask the
questions they need to ask in order to obtain success.

We all learn differently. In each classroom several types of learners exist:

visual, tacticle, verbal and more reserved. We can see it as our responsibility to
discover this by knowing them and endeavor to teach them accordingly. This
work results in our ability to know our students which leads to a more cohesive,
open learning community.

3. Grow a community of learners in your classroom.

Students need a classroom environment that is safe, where they are
willing to take risks and struggle. To achieve this goal, the students and teachers must
work together towards common collective goals. Students must be willing to work with
and assist other students in class. Struggle should be acceptable and encouraged as a
part of the learning process.
Traditional teaching consists of teachers lecturing and learners taking
notes, followed by the learners doing independent work to check for understanding.
Transforming this outdated model to include more time where students are talking to
students brings about true community. Collaborative group work should be the activity
between the teacher lecture and the independent work. This is the time when students
can digest information and ask questions collectively. Learners participate in what could
be considered the “problem solving” phase of their development with new ideas, and
together they come to new learnings. This gradual release of responsibility from teacher
to student encourages deeper understanding of lesson rather than rote memorization;
thus the students are participants in their own learning, rather than witnesses to the
instructor’s knowledge.

Student work should be proudly displayed throughout the classroom. This sends a
message to students that they are active participants in creating the knowledge in the
classroom. The teacher is not the sole holder of knowledge. Additionally, the teacher –
rather than a room full of individual learners. Using the words “we” and “our” rather than
“I” and “you” has a significant impact on classroom culture, and how students function
as interdependent learners.
4. Establish high expectations and establish clear goals.
Setting high expectations and supporting students as they struggle allow as
learners to rise to meet those expectations. When expectations are transparent,
students know their learning is headed and are motivated to get there because it seems
possible: the path is visible. Working towards daily, weekly, and yearly goals gives
students a purpose and a meaning for the hard work that they do.

Daily learning goals (learning targets, or “I can” statements) should be posted,

visible and referenced on a daily basis. Establishing the “goal of the day” at the start of
the lesson gives students a purpose for their learning. Students can also formatively

assess themselves at the end of each lesson by checking to be sure they have met the
learning goals.

Maintaining high expectations for academics is tantamount to learning, but

high standards for behavior, academic language, group work, and even the length and
format of individual work is also necessary for deep learning we can assume that
students know these expectations. They must be clearly outlined we expect students to
interact in a certain way together, we need to teach them how, and hold them
accountable. If we want assignment displayed in a certain format, we need to model it
and expect it. Once the routines to support expectations are established and clear to the
learning community, learning becomes the most important action in the classroom.

5. Be inspirational.
Most adults can recall a specific teacher from their childhood who had a
lasting impact. These are the teachers that have inspired, challenged, and motivated
student enough to be memorable years later.

What makes these teachers inspirational?

Inspirational teachers represent success to their students. Teacher success
might be: completing a 10k race, owning a small business, or receiving a teaching
award. We each have successes to share. Through our triumphs, students can learn
what success looks like and go after it. Once our students decide that they want
success, they pay close attention to the behaviors and choices and even sacrifices that
led us to our success. These behaviors include hard work, willingness to struggle, and
ability to learn from our mistakes. Students internalize our behaviors and strategies as a
way to accomplish their own goals. We give them an opportunity to do so in our
everyday routines, assignments and encounters with them.

ASSESMENT
General Direction:
This is a 50-item test, read each direction written in every type of test. Answer the
questions below brief and comprehensively.

Test I. Identify what the passage is referring to. Write your answer on the space
provided on the left side of the paper. 1 point each.

________1. This is a type of motivation which arises from the external factors.
________2. It is a motivational type that uses consequences to drive people into action.
________3. It is an approach to motivation that tells ‘to motivate means to encourage
people’s inner resources their sense of competence, self-esteem autonomy and self-
actualization.
________4. An object or external condition perceived as capable of satisfying an
aroused motive that tends to elicit to attain the object or condition.
________5. It is a type of motivation where people are motivated more by the process
itself rather that by the reward at the end.
Test II. TRUE OR FLASE
Direction: Write T if the statement is True and F if the answer if false. Write your answer
to the space provided.
_________1. In Maslow’s Hierarchy of Needs, we first need to satisfy the upper-level
needs before addressing those needs that occur lower in the pyramid.
_________2. Intrinsic motivation last for longer periods and often leads to higher level
of success.
_________3. Extrinsic motivation often occurs instantly as soon as the subject
understand the perks of performing certain actions.
_________4. Creative motivation typically manifests as an external feeling that you
have something to say that needs to get out.
_________5. Motivation is a process that start with physical needs that activates a
behavior or a drive.

Test III. ESSAY

Direction: Explain each question, before you begin writing, read the passage carefully
and plan what you will say. Your essay should be as well organized and as carefully
written as you can make it. 10 points each.

1. Differentiate motivation, motive and incentive

2. How do different praised and mindset can lead to different levels of
performance?
3. What makes a teacher inspirational?
4. Explain the importance of motivation. Sites some evidences that will support your
answer.