THE UNIVERSITY OF ZAMBIA

IN ASSOCIATION WITH
KASAMA COLLEGE OF EDUCATION

NAME : MUNTANDA GIFT

course code : Psychology
PROGRAMME : BEDP 2
ID NUMBER : BEDP 21015
Lecturer : mr chabinga
Assignment : one
Due Date : 10/11/2022
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. However, this piece of writing will analyze various theories of
motivation and how to motivate learners in classroom.

According to Kuh (2003),” 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.”’

Kerssen, (2001) states that, 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 Kingsley, & Garry, (1957) 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,

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belonging and love, self – actualization. His theory is often shown in the structure of pyramid:
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.

The ERG theorey 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.

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

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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.

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 (Roth, 2007).

Lindgren, (1991) narrates that, 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. 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 reality can be used to provide
learners with immersive experiences that simulate real-world scenarios. Gamification can be used to

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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.

It is K. O’Connor, (1993) who said that, 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.

Additionally, 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 (Liebert, 1997).

Murphy, (1998) said that, 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 is a crucial aspect of education that can lead to
better academic outcomes and student success. Creating a positive learning environment, providing
meaningful and relevant learning experiences, setting clear expectations and goals, using positive
reinforcement, and differentiating instruction are effective strategies that teachers can use to motivate
their learners.

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 REFERENCES

Kerssen-Griep, J. (2001). Teacher communication activities relevant to student motivation:

classroom facework and instructional communicative competence. Communication Education,
50(2), 256273.

Kingsley, H. L & Garry, R., (1957) The Nature and Condition of learning (2nd ed.) Englewood
Cliffs, New Jersey: Prentice - Hall.

Liebert, R.L. (1997). Developmental Psychology. London: Prentice – Hall International.

Lindgren, H.C. (1991). Educational Psychology in the Classroom. London: John Wiley and Sons,
Inc.

Murphy, G. (1998). Personality: A biosocial approach to origins and structure. New York: Harper
and Row.

O’Connor, K. (1993) Learning: An introduction. London: Scott, Foreman and Company