CHAPTER 7:

STUDENT
MOTIVATION
GROUP 1: CPE - EDUCATIONAL PSYCHOLOGY
16 OCTOBER 2023
Group Members

ALAO, ERICKA JANE M. AYO, IRIES CRISTINE B

ALERRE, BERNEE C. BALAJAY, HAZEL
ANACTA, KENT BANARD BAYAD, JUANA GRACE
ANGELES, KEN JOVEN BERDIN, CRISTINA
AQUINO, ARISTON L. BOMBITA, JONATHAN
ARANDELA, RANDYL CABANA, JOMARI
ARBO, MARITES
Learning Objectives
At the end of this module students will be able to:
Identify and accept their own abilities, strengths,
interest and limitation.
Explain the importance of motivation in
student’s life
Demonstrate the positive effect of motivation in
the academic performance of the learners.
 What is Motivation?*
Describes why a person does something
It is the driving force behind human actions.
Is the process that initiates, guides, and maintains goal-oriented
behaviors.
VALUES
Why Is Motivation in Education Important?
In education, motivation can have a variety of effects on students’
VISION
behavior, preferences, and results.
Can help us direct our attention toward tasks that need to be done.
Help maintain focus to get things done: time, distraction, retention.
Urges to us perform an action.
*https://www.verywellmind.com/what-is-motivation-2795378
Factors that Influence Students’ Motivation
in Education
CLASS AND CURRICULUM STRUCTURE
Children thrive when there is structure and
struggle when there is chaos.
VISION
The feeling of security is one of our basic
needs. When that’s provided in a learning
environment, it allows students to fully focus
on the learning material.
When students sense or see that classes
follow a structure, and the curriculum
VALUES
and class materials have been prepared
beforehand, it provides them with a
greater sense of security.
To help students feel more secure,
educators need to plan classes and
curriculums. All materials that will be
used in class should be prepared in
advance.
Factors that Influence Students’ Motivation
in Education
TEACHER BEHAVIOR AND PERSONALITY

If a student has a negative emotion such as VALUES

If a teacher shows a preference towards
fear or disliking towards their teacher, that certain students or uses derogatory and
can negatively affect their attitude toward the humiliating language, that can lower
subject as a whole. their motivation in education.
VISION
On the other hand, kindness, optimism,
positive feedback, and encouragement can
positively affect students’ motivation to learn.
Factors that Influence Students’ Motivation
in Education
TEACHING METHODS

Students are more likely to retain their

It creates diversity and prevents students
motivation in education if educators use
from getting bored.
different teaching methods.

Students inVISION
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.
Factors that Influence Students’ Motivation
in Education
PARENTAL HABITS AND INVOLVEMENT

Quite a few parental habits can indirectly affect the motivation of children, intrinsic
motivation in particular. These include: VALUES
showing interest in the child’s learning material,
inquiring about their day,
activelyVISION
listening,
helping with specific tasks or skills taught at school,
attending parent meetings,
encouraging children t complete homework or study for a test.

READING TO AND WITH SMALL CHILDREN HELPS THEM DEVELOP LITERACY FASTER
THAN TALKING DOES.
Factors that Influence Students’ Motivation
in Education
FAMILY ISSUES AND INSTABILITY

VALUES Some
Family conflicts and disruption can result in poorer academic performance.
examples include:
divorce,
loss of one or both parents,
VISION
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.
 PEER RELATIONSHIPS

Problems and conflicts with peers can make students feel less secure about their
VALUES
social status among peers, increase their stress levels, and lower motivation in
education.

LEARNING ENVIRONMENT

School environment refers to different norms and regulations that determine the
overall climate in the school.
VISION
ASSESSMENT

While standardized assessment increases the standards of attainment, it can

negatively influence students’ motivation in education, especially at a younger age.
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General Strategies for Motivating Students

Motivation Theory

There are three general indices of motivation: choice, effort, and persistence.
Recognize students' needs for self-determination and autonomy, and provide
opportunities for choice and control.

Capitalize on students' existing needs

Use student's interest and natural curiosity appeal aid in motivation.

Students will be motivated to learn when the course is structured in a way
that students learn best when incentives for learning in a classroom satisfy
their own motives for enrolling in the course.
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Make students active participants in learning

Students learn by doing, making, writing, designing, creating, and solving.
Passivity dampens students' motivation and curiosity.
Pose questions.
Encourage students to suggest approaches to a problem or to guess the
results of an experiment.

Ask students to analyze what makes their classes more or less

"motivating."
One way to measure what motivates students is to ask them.
Survey what type of lecture has been the most motivating and what type of
class has been the least.
Appeal to students' interests and curiosity. To build intrinsic motivation, we
must build a climate of understanding and trust.
Incorporating Instructional Behaviors that
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Motivate Students
Hold high but realistic
expectations for your students.
Program students for success.
While exams and assignments should
still be challenging, they should also
offer students a reasonable chance for
success.
Help students set achievable
goals for themselves
Failure to attain unrealistic goals can
disappoint and frustrate students.
Encourage students to focus on their
continued improvement, not just on
their grade on any test or assignment.
Tell students what they need to
do to succeed in your course.
Don't let your students struggle to
figure out what is expected of them.
Reassure students that they can do well
in your course, and tell them exactly
what they must do to succeed.
Strengthen students' self-
motivation.
Avoid messages that reinforce your
power as an instructor. Ex: "I require,"
"you must," or "you should,"
Use "I think you will find...," or "I will be
interested in your reaction."
Incorporating Instructional Behaviors that
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Motivate Students
Avoid creating intense competition among students.
Bligh (1971) reports that students are more attentive, display better comprehension,
produce more work, and are more favorable to the teaching method when they work
cooperatively in groups rather than compete as individuals.
Refrain from public criticisms of students' performance and from comments or activities
that pit students against one another.

Be enthusiastic about your subject.

An instructor's enthusiasm is a crucial factor in student motivation.
If you become bored or apathetic, students will too.
Typically, an instructor's enthusiasm comes from confidence, excitement about the content,
and genuine pleasure in teaching.
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Structuring the Course to Motivate Students

Work from students' interests.
Get to know your students.
An instructor should be sure not the
focus on what they want to teach or on
Whenever possible, share something
what they are required to teach, but
about yourself with your students.
concentrate more on teaching what the
Look for opportunities to let them know
students might find interesting.
who you are and what you stand for.

When possible, let students

have some say in choosing Vary your teaching methods.
what will be studied.
Instructors who teach in a variety of
Give students options on term papers or
ways are able to meet the diverse
other assignments (but not on tests).
learning of all of their students.
Let students decide between two
Variety reawakens students'
locations for the field trip, or have them
involvement in the course and their
select which topics to explore in greater
motivation.
depth.
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De-emphasizing Grades
Emphasize mastery and
learning rather than grades
Researchers recommend de-
emphasizing grading by eliminating
systems of credit points; they also advise
against trying to use grades to control
nonacademic behavior (for example,
lowering grades for missed classes).
Instead, assign ungraded written work,
stress the personal satisfaction of doing
assignments, and help students
measure their progress.
Design tests that encourage
the kind of learning you want
students to achieve.
Many students will learn whatever is
necessary to get the grades they desire.
If you base your tests on memorizing
details, students will focus on
memorizing facts.
If your tests stress the synthesis and
evaluation of information, students will
be motivated to practice those skills
when they study.
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De-emphasizing Grades
Avoid using grades as threats.
Reward success.
As McKeachie (1986) points out, the threat
Both positive and negative comments
of low grades may prompt some students
influence motivation, but research
to work hard, but other students resort to
consistently indicates that students are
academic dishonesty, excuses for late work,
more affected by positive feedback and
and other counterproductive behavior.
success.

Motivating Students by Give students specific

Responding to their work: Give
students feedback as quickly as
possible.
Return tests and papers promptly, and
reward success publicly and
immediately.
Give students some indication of how
well they have done and how to improve.
information about how their
work will be graded.
Give rubrics with specific information
about how their work will be graded.
Let them know what should be
included in work of the highest quality.
De-emphasizing Grades
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Avoid giving in to students' pleas

Be specific when giving
for "the answer" to homework
negative feedback.
problems.
Negative feedback is very powerful and
can lead to a negative class atmosphere.
Use a more productive approach (adapted from
Whenever you identify a student's
Fiore, 1985).
weakness, make it clear that your
comments relate to a particular task or
Ask the students for one possible approach to
performance, not to the student as a
the problem.
person.
Gently brush aside students' anxiety about not
getting the answer by refocusing their attention
on the problem at hand.
Avoid demeaning comments. Ask the students to build on what they do know
Many students in your class may be about the problem.
anxious about their performance and Resist answering the question "Is this right?"
abilities. Suggest to the students a way to check the
Be sensitive in phrasing your comments answer for themselves.
and avoid offhand remarks that might Praise the students for small, independent steps.
prick their feelings of inadequacy.
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Motivating Students to Do the Reading
Assign the reading at least two
sessions before it will be
discussed.
Give students ample time to prepare and
try to pique their curiosity about the
reading: "This article is one of my favorites,
and I'll be interested to see what you think
about it."
Assign study questions.
Hand out study questions that alert
students to the key points of the
reading assignment.
To provide extra incentive for students,
tell them you will base exam questions
on the study questions.
Ask nonthreatening questions
about reading.
Initially pose general questions that do not
create tension or feelings of resistance.
Examples:
"Can you give me one or two items from
the chapter that seem important?"
"What section of the reading do you think
we should review?"
Prepare an exam question on
undiscussed readings.
If students have not done the reading, tell them
that there will be at least one question taken
directly from what they were to have read.
THANK
YOU