THE UNIVERSITY OF ZAMBIA

IN ASSOCIATION WITH

KASAMA COLLEGE OF EDUCATION

NAME :

COURSE CODE : PSYCHOLOGY

PROGRAMME : BEDP 2

ID NUMBER : BEDP

LECTURER : MR CHABINGA

ASSIGNMENT : ONE

QUESTION : ATTACHED

LECTURER’S COMMENT MARKS SCORED (%)

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Motivation acts as a major responsibility in the life of every human being. The statement ‘motivation’
has its own power that it pushes someone to do something in the life to achieve different things that a
person wants in his life. Moreover, motivation has its own spark in the field of education that pushed
students to achieve their goals. Therefore, this piece of writing will analyze various theories of
motivation and how to motivate learners in the classroom.

According to Alhassan, (2000) motivation as well be present as learning appointment and the moment
or power that students dedicate to their educationally noise activities in and out of the classroom, and
the policies and practices that educational institutes use to encourage students to participate in these
activities”. There are different types of motivation that helps students to learn better about the concepts
of learning. These are extrinsic motivation and intrinsic motivation.”’

Extrinsic Motivation’, it is an exterior kind of inspiration which revenue that an individual brain is
positioned to carry out a little bit in the expectation to get an incentive or not as much of positivity
regarding the outcome”. For instance, a learner’s performance is provoked outwardly when his plan
towards reading a book is to just pass the examination.

Intrinsic Motivation’, it is a domestic sort of enthusiasm which means a human being is doing
something by his internal emotion and also his aim is to study something from the task. For example, a
scholar action is forced on the inside when he is doing exercise to turn out to be fit and also did this job
to reduce his pressure.

According to Atkinson, (1978) motivation theories are divided into two different theories. These are
content and process motivation theories. Content theories have their center of attention on the factors,
while process theories focus on how these factors are implemented to motivate an individual
performance towards learning. In the office environment, the former one had the most impact on the
administrating practice while in the learning atmosphere it had the less impact. These theories are also
called needs theories .These theories constantly trying to discover our desires and narrate with stimulus
to accomplish these. Process theories are worried by means of how impetus occurs and what variety of
progression can manipulate our inspiration. Content and process theories are further divided into four
theories that motivate students.

This is the most commonly hypothesis of motivation, developed by Abraham Maslow in the 1940s and
1950s.This theory recapitulate desires into five categories. Maslow locate these requirements in his
pecking order, begin with the essential emotional wants and ongoing in the course of security,
belonging and love, self – actualization. His theory is often shown in the structure of pyramid:

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fundamental needs at the base and the most complex wishes are at the top. He himself has not at all
drawn a pyramid to illustrate these levels of needs but this pyramid turn out to be the most recognized
method to signify his chain of command.

According to Maslow hierarchy of needs, psychological needs include vital desires for a person to
survive such as air, water and food. Maslow ( 1968) thought that “if these needs are not fulfilled then
body and mind cannot function well. If these needs are well contented then new needs will appear,
called safety needs. Safety needs refers to a person’s desire for security or protection. Off springs have
a bigger want to experience safe. These securities needs include: private safety, economic protection,
well being, accidents, sickness and their unfavorable impacts. After mental and security requirements,
the care, love and belongingness needs come into reputation. The next stage is esteem means respect
for a person as a useful, admirable human being. Maslow divided two types of esteem needs: a lower
version and a higher version. The lower version of esteem is the need for respect from others and the
higher version of esteem is the need for self – respect. After this self – actualization comes which
reflects an individual’s desire to grow and develop to his/her fullest potential. The popularity of this
theory of motivation rooted in its simplicity and logic.

Additionally, Elliot, (1994) said that, the ERG theory depends on the postponement Maslow’s
hierarchy of different types of utilities Alder after different type of confidential requirements into three
different categories, somewhat than five. These needs are existence, understanding and growth.
Existence needs are like Maslow’s biological and security needs. Understanding needs include
relational relationships and are like aspects of Maslow’s belongingness and regard needs. Growth
needs are those which are connected to the accomplishment of one’s probable and are linked with
Maslow’s approval and self – actualization needs. This theory is different from hierarchy needs of
theory. This is also a very elastic theory (Bruner’s, 1966).

McClelland’s theory differs from Maslow’s and Alderfer’s, which focus on satisfying existing needs
rather than creating or developing other needs. This theory suggests that human beings learn needs
from their culture and life experiences. These three are: achievement, affiliation and power. If an
individual has to make connections with other human beings then he has the requirement for
affiliation. The require for power has a aspiration to manage one’s surroundings and persuade others.
The want for accomplishment has a wish to acquire accountability, situate goals and get routine
response. The most important point of the educated necessitate theories is that when one of these

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requirements is strong in a person, it has the potential to motivate behavior that leads to its satisfaction
(Rebeta, 1993).

Expectancy theory is also called instrumentality theory that suggests that individuals are doing
instrumentality activities for getting rewarded outputs. Unlike the need theories that create tension,
instrumental theories focus on individual’s expectations receiving a valued reward so sometimes, these
theories are also known as expectancy theory. According to Atkinson (1964),” commitment in
attainment leaning performance is a job not only of the motivation for achievement, but also of the
possibility of victory and the inducement rate of sensation.” 

Before we can discuss ways to motivate learners, it is essential to understand their needs. Learners
come from different backgrounds, and as such, they have unique needs and interests. Understanding
these needs and interests is critical to providing personalized learning experiences that will help them
stay motivated throughout the learning process. For example, some learners may require more time to
process information while others need more visual aids. Some may enjoy group activities while others
prefer individual learning. Understanding these differences can help teachers tailor their instruction to
meet the unique needs of their learners.

Hunt, (1965) states that, creating a positive classroom environment is an essential component of
motivating learners. The environment should be warm and welcoming, and the teacher should create a
sense of community where all learners feel valued and respected. Teachers can achieve this by
building positive relationships with their learners, setting clear expectations, and creating a safe and
supportive learning environment. Additionally, teachers can foster a positive classroom environment
by providing learners with opportunities to take ownership of their learning, collaborate with peers,
and share their opinions and ideas.

Incorporating various instructional strategies is another way to motivate learners. As mentioned earlier,
learners have diverse needs and interests, and as such, they respond differently to different teaching
methods. Teachers can use a variety of instructional strategies, such as interactive lectures, group
discussions, case studies, problem-based learning, and simulations, to cater to the needs of different
learners. These strategies can help learners stay engaged, motivated, and interested in the subject
matter.

Using innovative technologies is another way to motivate learners. Schunk, (2000), said that,
Technologies such as virtual reality, gamification, and multimedia can help learners visualize and
interact with abstract concepts, making learning more engaging and enjoyable. For example, virtual

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reality can be used to provide learners with immersive experiences that simulate real-world scenarios.
Gamification can be used to turn learning into a game, providing learners with a sense of achievement
and progress as they advance through levels. Multimedia can be used to provide learners with a variety
of resources, such as videos, animations, and infographics, that can help them understand complex
concepts.

Providing timely and constructive feedback is another way to motivate learners. Feedback can help
learners understand their progress, identify areas for improvement, and build confidence in their
abilities. Teachers can provide feedback in various ways, such as through verbal feedback, written
comments, or assessments. Feedback should be constructive, specific, and focused on the learning
objectives. It should also be timely, provided shortly after the completion of a task, to help learners
understand their progress and identify areas for improvement.

Further, Rebeta, (1993) alluded that, encouraging learner autonomy is another way to motivate
learners. Learner autonomy refers to the ability of learners to take ownership of their learning, make
decisions about their learning goals, and monitor their progress. Teachers can encourage learner
autonomy by providing learners with opportunities to set their learning goals, choose their learning
activities, and evaluate their progress. This approach can help learners feel more invested in their
learning, increasing their motivation and engagement.

Feedback is an important tool for motivating learners. When learners receive feedback on their work,
they are more likely to be motivated to improve. Teachers can provide feedback in the form of
comments, grades, and rubrics. It is important to provide feedback that is specific, actionable, and
timely.

Rewards can be a powerful tool for motivating learners. When learners are offered a reward for
completing a task, they are more likely to be motivated to do it. Teachers can use rewards such as
stickers, certificates, and prizes to motivate students. It is important to note, however, that rewards
should be used sparingly and should not be the only form of motivation.

In conclusion, motivating learners in the classroom requires a combination of factors that create a
positive learning environment, make learning relevant, provide opportunities for choice and autonomy,
use technology, and give feedback and celebrate success. By implementing these strategies, teachers
can help learners become more engaged, motivated, and successful in their learning.

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 REFERENCES

Alhassan, A.B. (2000). Understanding Educational Psychology. Zaria, Nigeria: Tamaza Publishing
Company.
Atkinson, J. (1978). An Introduction to Motivation Princeton, New Jersey: Van Mostrand.
Bruner’s J. (1966). Toward a Theory of Instruction. Cambridge, Massachusetts: Harvard University
Press.
Elliot, A.J. (1994). Goal setting, achievement orientation, and intrinsic motivation: A mediational
analysis. Journal of Personality and Social Psychology, 66 (5), 968 - 980.
Hunt, E. (1965). Stimulation and analytical models of memory: In: Journal of Verbal Learning and
Verbal Behaviour, 49 - 59.
Maslow, A. (1968). Motivation and Personality New York: Harper and Row.
Rebeta, J.(1993). Variations in trait-anxiety and achievement motivation of College students. Journal
of Experimental Education, 61 (3), 257 - 267.
Schunk, DH, (2000), Coming to terms with Motivation Constructs, Contemporary Educational
Psychology, 25, 116-119.
Travers, J. (1986). Fundamentals of Educational Psychology Scranton, Pennsylvania: International
Textbook Company.