PROBLEMS IN MOTIVATION

INTRODUCTION
This chapter aims to familiarize you with the problems in motivation. It identifies and
explains the causes and sources of problem relating to it. It discusses different levels of
motivation and what could explain that level of motivation. Techniques and applications are
also presented on how to enhance and sustain students level of motivation to learn.

For future teacher like us, it is important that we are able to pinpoint behavioral
indicators of students motivational levels. This chapter teaches you certain processes on how
to do systematic observations of behaviors to determine your students motivational levels. By
knowing this, you’ll be able to address this, toward enhancing and promoting students
motivational level.

The learning outcome written below, sets the expectation on the skill you are
supposed to develop and the knowledge you are to gain after going through this chapter.

WHAT IS PROBLEMS?

 A problem is a situation, question, or a thing that causes difficulty, stress, struggles, and
doubt.

 A problem is something that has to be solved or an unpleasant situation that needs to be

corrected.

WHAT IS MOTIVATIONS?

 Motivation is the reason for people’s actions, desires, and needs.

 Motivation is also one’s direction to behavior, or what causes a person to want to repeat a
behavior.

WHAT IS PROBLEMS IN MOTIVATION?

Problems in Motivation teaches us a specific process for conducting a systematic

observation of behavior to gauge the motivational state of our future students. Knowing this
will enable you to address it in a way that will increase and promote students motivation
levels.

THE NATURE OF PROBLEMS IN MOTIVATION

A person’s internal state of motivation is what propels them to take actions, move or
participate in an activity, and persevere in pursuing a goal. It also encompasses the quantity
and kind of the effort or energy one expends in pursuing a goal, as well as the satisfaction and
significance one gains from the engagement. Since motivation is difficult to quantify,
behavioral expressions of motivation must be observed. For instance, a teacher can watch a
student's facial expression throughout an experiment or how quickly or slowly they complete
a job. These actions reveal the pupils' motivation level for the task they are working on.
 Meaningful learning is facilitated by motivation. It is normal for pupils in a class to have
varying levels of motivation. While some people are really driven to study, others are not. The
teacher is more worried about the latter scenario. There may be several issues that explain
why this is the case.

THE FIVE AREAS OF PROBLEMS IN MOTIVATION

The five areas of motivation—choices, getting started, intensity, perseverance, and

thoughts and feelings—are where Woolfolk (2013, p. 431) indicates there are "issues”. The
conditions also display various difficulties to motivation, which instructors should be able to
identify in order to decide how to inspire these children to study.

IDENTIFYING AND UNDERSTANDING

MOTIVATION IN PROBLEMS

The instructor must pay close attention to student behavior in order to spot motivation
issues. He should also be able to predict or make educated assumptions about what could be
going on in the pupils' brains or emotions at the same time. This might result from
imperceptible ideas and emotions such self-assurance, success expectations, intellectual
curiosity, a sense of autonomy, alienation, achievement, worry, and fear of failure.

SOME STEPS TO IDENTIFY AND UNDERSTAND BETTER THE STUDENT

PROBLEMS IN MOTIVATION

 Do careful and systematic observations of student behavior.

- all pupils should be observed by the teacher in various subject areas, situations, and
assignments.

 Observed students emotional expressions and behaviors.

- examine how enthusiastically pupils pursue a task.

 Supplement observations with other strategies.

- when there is a lack of motivation in the children, observations of behavior may not
always be able to pinpoint the issue.

 In order to identify motivational issues, questionnaires may be created and

given to the student.
-Some students may not feel comfortable when they are interviewed face-to-face by
teachers, or if they are asked what their problem are.

High-achieving students' motivational issues, which prevent them from reaching their
full potential, are sometimes overlooked as well. This is due to a common misconception
among teachers that students who perform well academically are not motivated. Teachers
often do not view pupils as having motivation issues as long as they consistently do their work
and are not disruptive.