MOTIVATION

BSED ENGLISH 2-1 GROUP 8

EDUC 201
 GROUP 8

Lapastora, Rocacorba,
Lyza Rhane M. Arnel M.
Esguerra, David,
Mariella May F. Dela Cruz, Grande, Daniella Rose T.
Rhea Ann R. Micaella Q.
MOTIVATION
DISCUSSANT: LYZA RHANE LAPASTORA
 ARE YOU
MOTIVATED
 WHAT/WHO
MOTIVATES YOU
IN LIFE
 MOTIVATION
The phrase "motivation" refers to the reason
why someone does anything. It is the drive for
human behavior. Motivation is the process
through which goal-oriented activities are
initiated, guided, and maintained.
 IMPORTANCE OF MOTIVATION
Understanding motivation can:
Increase your efficiency as you work toward your
goals
Drive you to take action
Encourage you to engage in health-oriented behaviors
Help you avoid unhealthy or maladaptive behaviors,
such as risk-taking and addiction
Help you feel more in control of your life
Improve your overall well-being and happiness
 TIPS ON HOW TO IMPROVE
YOUR MOTIVATION
Adjust your goals to focus on what is truly important
to you. Goals based on things that are essential to
you will help you push through your obstacles more
than goals based on things that are really important
to you.
If you're handling anything that feels too vast or too
overwhelming, divide it into smaller, more
manageable tasks. Then, focus just on the first step.
 TIPS ON HOW TO IMPROVE
YOUR MOTIVATION
Improve your confidence. Research suggests that
there is a connection between confidence and
motivation. So, gaining more confidence in yourself
and your skills can impact your ability to achieve
your goals.
Remind yourself about what you've achieved in the
past and where your strengths lie. This helps keep
self-doubts from limiting your motivation.
 TIPS ON HOW TO IMPROVE
YOUR MOTIVATION

If there are things you feel insecure about,

try working on making improvements in
those areas so you feel more skilled and
capable.
 INFLUENCE OF
MOTIVATION IN LEARNING
Motivation in education can have a dramatic
impact on students’ performance and results.
Therefore, parents and teachers who are willing
to help their children do better in school should
be aware of the factors that affect student
motivation.
 WHY IS MOTIVATION IN
EDUCATION IMPORTANT?
Help us direct our attention toward tasks
that need to be done,
allow us to do these tasks in shorter periods
of time as well as maintain attention during a
longer time,
minimize distractions and resist them better,
 WHY IS MOTIVATION IN
EDUCATION IMPORTANT?
affect how much information we retain and
store,
influence the perception of how easy or
difficult tasks can appear.
Most importantly, motivation urges to us
perform an action. Without it, completing the
action can be hard or even impossible.
FACTORS THAT INFLUENCE STUDENTS’
MOTIVATION IN EDUCATION
 1. CLASS AND CURRICULUM
STRUCTURE

Children grow in structured environments

and suffer in chaotic environments.
The feeling of security is one of our basic
needs.
To help students feel more secure, educators
need to plan classes and curriculums.
 2. TEACHER BEHAVIOR AND
PERSONALITY
If a student has a negative emotion such as fear or disliking
towards their teacher, that can negatively affect their
attitude toward the subject as a whole.
If a teacher shows a preference towards certain students or
uses derogatory and humiliating language, that can lower
their motivation in education.
On the other hand, kindness, optimism, positive feedback,
and encouragement can positively affect students’
motivation to learn.
 3. TEACHING METHODS
Students are more likely to retain their motivation in
education if educators use different teaching methods.
Students in a single class are likely to have different styles
of learning. Thus, a teacher is more likely to meet these
needs by applying different teaching methods.
In some cases, enrolment in extracurricular activities or
support from a tutor can help address students’ needs
that are not met at school.
 4. PARENTAL HABITS AND
INVOLVEMENT
Quite a few parental habits can indirectly affect the motivation
of children, intrinsic motivation in particular. These include:
showing interest in the child’s learning material,
inquiring about their day,
actively listening,
helping with specific tasks or skills taught at school,
attending parent meetings,
encouraging children t complete homework or study for a
test.
 5. FAMILY ISSUES AND
INSTABILITY

Same as the lack of security in the classroom, the lack

of security at home can negatively impact motivation
in education. Children who live with both parents, on
average get better grades than children who don’t.
Family conflicts and disruption can result in poorer
academic performance.
 5. FAMILY ISSUES AND
INSTABILITY
Some examples include:
divorce,
loss of one or both parents,
not living with the biological father or mother,
not having contact with the biological father or mother,
frequently moving from one home to another,
being or having been involved with Child Protective
Services.
 6. PEER RELATIONSHIPS
As children grow older, the influence peers have upon
them increases as well. Therefore, problems and conflicts
with peers can make students feel less secure about their
social status among peers, increase their stress levels, and
lower motivation in education. Keeping an eye on any
conflicts, bullying, and other peer issues can prevent
serious problems.
 7. ASSESSMENT
While standardized assessment increases the standards of
attainment, it can negatively influence students’ motivation in
education, especially at a younger age. It is also common for
students to lose motivation if tests are continuously too
challenging. This does not provide a sense of achievement and
lowers motivation in education over time. Thus, it’s important
for educators to experiment with and apply different testing
methods which would be able to address the different learning
needs of students.
 GENERAL
PRINCIPLES OF
MOTIVATION
DISCUSSANT: ESGUERRA, MARIELLA MAY F.
GENERAL PRINCIPLES OF MOTIVATION
Learners find some topics inherently
interesting.
Learners are more likely to devote time
to activities that have value for them.
The nature of goals related to their
academic achievement influence
learners’ cognitive processes and
behaviors.
GENERAL PRINCIPLES OF MOTIVATION
Learners must juggle achievement goals with their
many other goals.
Learners overcome frustrations, obstacles, and
difficulties when they see the goal as worthwhile.
Reward rather than punishment is a better
motivation.
A pleasant learning environment can be an
effective motivator.
 TYPES OF
MOTIVATION
DISCUSSANT: ESGUERRA, MARIELLA MAY F.
 TYPES OF MOTIVATION
INTRINSIC- type of motivation whereas the aim is
being rewarded internally.
TYPES OF INTRINSIC MOTIVATION
1. Competence Motivation- driven by curiosity

2. Creative Motivation- known to be prompted by a

sense of wanting to say or to express something

3. Achievement Motivation- aims to achieve a goal just

for personal development
 TYPES OF INTRINSIC MOTIVATION
4. Attitude Motivation- based on the willingness to
change the world, help people, or make something
good

5. Affiliate Motivation- ignites the feeling of

belonging to a group and being accepted

6. Physiological Motivation- focuses on satisfying

basic physiological needs such as air, food, water,
warmth, and sleep.
 TYPES OF MOTIVATION
EXTRINSIC - type of motivation which stands for the
things that serve as an external drive; be it
compensation or punishment
TYPES OF EXTRINSIC MOTIVATION
1. Reward-Based Motivation- involves a reward
attached to it more than just a mere internal feeling

2. Power-Based Motivation- based on the human

desire to have power over other people

3. Fear-Based Motivation- it is not based on any

monetary reward but on fear of pain or awkward
feeling
THEORIES OF
MOTIVATION
Discussant: Rhea Ann R. Dela Cruz
ATTRIBUTION THEORY
SELF-EFFICACY THEORY
CHOICE THEORY
MASLOW'S HIERARCHY OF NEEDS
GOAL THEORY
FRITZ HEIDER
was a an Austrian- American Gestalt
and social psychologist.

He is considered one of the founding

father of interpersonal social
psychology, contributing in
particular in theories of attribution,
balance and motivation.
BERNARD WEINER
Born on 1935, a social psychologist
who is known for developing a form
of attribution theory which explains
the emotional and motivational
entailments of academic success
and failure.
 ATTRIBUTION THEORY
a theory that attempts to explain the
interpretive process by which people
make judgements about the causes of
their own behavior and the behavior of
others.
 THREE WAYS
LOCUS

STABILITY CONTROLLABILITY
 LOCUS

Locus dimension refers to

the perception of the cause INTERNAL VS. EXTERNAL
of any event as internal or
external.
 STABILITY

Stabilty dimension refers to

whether the cause of the STABLE VS. UNSTABLE
event is stable or unstable
across time and situations.
 CONTROLLABILITY

Controllabilty dimension
refers to whether or not the CONTROLLABLE VS.
cause of any event is under UNCONTROLLABLE
the control of the learner.
 SE L F -
E F F I C A C Y

THEORY
DISCUSSANT: MICAELLA Q. GRANDE
 BANDURA'S SELF-
EFFICACY THEORY

Self efficacy is the belief that one has the necessary

capabilities to perform a task, fulfill role
expectations, or meet a challenging situation
successfully.
 SELF-EFFICACY-
ENHANCING STRATEGIES

01 MAKE SURE STUDENTS MASTER THE BASIC SKILLS.

Mastery of the basic skills like reading, writing, 'rithmetic

will enable the child to tackle higher level activities.
 SELF-EFFICACY-
ENHANCING STRATEGIES

02 HELP THEM MAKE NOTICEABLE PROGRESS ON

DIFFICULT TASKS.

It is good that you are helped to see progress while you

are working on your difficult task.
 SELF-EFFICACY-
ENHANCING STRATEGIES

03 COMMUNICATE CONFIDENCE IN STUDENTS

ABILITIES THROUGH BOTH WORDS AND ACTIONS.

Express confidence that your students, with all their abilities,

can easily tackle the learning task.
 SELF-EFFICACY-
ENHANCING STRATEGIES

04 EXPOSE THEM TO SUCCESSFUL PEERS.

Being with successful peers, your students will inhale

success and get energized to succeed as well.
 CHOICE
THEORY
DISCUSSANT: MICAELLA Q. GRANDE
 CHOICE BOB SULLO (2007)
THEORY

The choice theory is a biological theory that

suggests we are born with specific needs
that we are genetically instructed to satisfy.
 FOUR BASIC
PSYCHOLOGICAL NEEDS
that must be satisfied to be emotionally healthy:

BELONGING OR POWER OR FREEDOM FUN

CONNECTING COMPETENCE

The need for As humans, we are

The need for also motivated to
belonging or power is more be free, to choose. Each time we
connecting than just a drive Having choices is learn something
to dominate. part of what it new, we are
motivates us Power is gained means to be having fun,
to develop through human and is one another
relationships competence, reason our universal human
and cooperate achievement, species has been motivator.
with others. able to evolve,
and mastery. adopt and thrive.
 SUMMARY

We have to come up with a need-satisfying

environment. To motivate our students for
learning, we should satisfy their need to belong,
their need to have power by being competent, the
need to have a free choice, and the need to enjoy
learning and have fun.
 MASLOW's
Hierarchy of needs
By: Daniella Rose T. David
Abraham HAROLD
Maslow
born April 1, 1908, New York, New York, U.S.—died June 8,
1970, Menlo Park, California

Maslow studied psychology at the University of Wisconsin and

Gestalt psychology at the New School for Social Research in
New York City

Influenced by existentialist philosophers and literary figures,

Maslow was an important contributor in the United States to
humanistic psychology
Abraham Maslow first introduced the concept of
a hierarchy of needs in his 1943 paper, titled "A
Theory of Human Motivation," and again in his
subsequent book, "Motivation and Personality."
This hierarchy suggests that people are
motivated to fulfill basic needs before moving
on to other, more advanced needs.
 Fulfillment,
living to one's
full potential

Self-
Actualization

AL
ITU
PIR
L/ S
ICA
Esteem

LOG
CHO
Self-confidence,

PSY
Respect, Excellence

Social
Family, Friends,
Community

Safety
Money, Resources,
Shelter

MAT
ERI
AL
Physiological
Food, Water,
Warmth, Rest
 Self-actualization
Realizing personal potential, self-fulfillment, seeking
personal growth and peak experiences.

ESTEEM
which Maslow classified into two categories: (I) esteem for
oneself and (II) the desire for reputation or respect from others.

Love and Belonging

the third level of human needs is social and involves feelings of
belongingness.

Safety Needs
protection from elements, security, order, law, stability, freedom
from fear.

Physiological Needs
these are biological requirements for Human survival.
 Deficiency needs vs. growth
needs
This five-stage model can be divided into deficiency needs
and growth needs. The first four levels are often referred to
as deficiency needs (D-needs), and the top level is known as
growth or being needs (B-needs). Deficiency needs arise due
to deprivation and are said to motivate people when they are
unmet. Also, the motivation to fulfill such needs will become
stronger the longer the duration they are denied.
GOAL THEORY
BY: DANIELLA ROSE T. DAVID
EDWIN A. LOCKE
The American psychologist was a
pioneer in goal-setting research.
Locke originated the theory in 1968
with the publication of the article
“Toward a Theory of Task Motivation
and Incentives”.
 learning goals
it is a desire to acquire addtional knowledge or
master new skills.

PERFORMANCE goals
A desire to look good and receive favorable
judgement from others.
Self Determined goals
Personal relevant goals or self determined goals
enhance students motivation.
 THE 5 PRINCIPLES OF
GOAL-SETTING THEORY
 CLARITY
Clarity around goal orientation is a must. The more clarity there is
when setting a goal with/for a person, the less of a chance there is for
a miscommunication or misunderstanding. This then leads to higher
levels of success.
 CHALLENGE
Goal difficulty also ties to the effectiveness of goal setting. When
goal attainment presents a challenge, it leads to a higher level of
motivation—which, in turn, leads to a higher chance of success.
 COMMITMENT
People need to have a certain level of buy-in and goal
commitment. If they’re not committed, they’re not going to have
the follow-through necessary to succeed — and as a result, they
won’t hit their goal.
 FEEDBACK
In order for people to successfully hit their goals,
they need regular feedback. That includes
feedback on their progress, what they’re doing
well, and where they can improve.
 TASK COMPLEXITY
If a goal feels too complex or overwhelming, it can negatively
impact motivation. Instead, leaders should break down large goals
into smaller, more manageable tasks. As members complete each
small task, it will deliver a boost of motivation. And that will
ultimately help them progress towards the larger goal.
 STUDENTS’
DIVERSITY IN
MOTIVATION
ARNEL M ROCACORBA
PRESENTER
 Motivation
is an inner drive that causes you to do
something and persevere at something. Motivation
is an inner drive that energizes you to do
something.

Our students' motivation may vary on account

of age, gender, cultural, socioeconomic background,
and special education needs. Our class is a
conglomerate of students with ages, and gender
and most especially conglomerate cultural
background and socioeconomic status.
 Two principles to consider regarding social and
cultural influences on motivation are:

Students are most likely to model the

1. behaviors they believe are relevant to their
situation.

Students develop greater efficacy for a task when

2. they see others like themselves performing the
task successfully. (Ormrod, 2004)
 Types
of
Intrinsic Motivation Motivation
which is more
Extrinsic Motivation
Beneficial
Intrinsic Motivation
Intrinsic motivation comes from within
the person himself/herself. It is evident
when people engage in an activity for its
own sake, without some obvious external
incentive present
Extrinsic Motivation
Motivation is extrinsic when that which
motivates a person is someone or something
outside him/her. When a student studies because
s/he was told by her/his teacher or because s/he
is afraid to fail and his/her parents make her /him
stop schooling, we can say that s/he is
extrinsically motivated
 If you have a highly motivated
Indicators student you have a student who is excited
about learning and accomplishing things.

of a High S/he takes the initiative to undertake

learning tasks, assignments and projects
without being pushed by his/her teachers
Level of and parents.

Motivation In contrast student who is not

motivated to learn does not enjoy learning,
does not study unless "pushed". When she
feels the difficulty of study, s/he readily
giver up. S/he lacks perseverance
 THANK
YOU FOR
LISTENING