THEORIES OF MOTIVATION

ANITA A/P SILVARAJOO

CHRISTINA A/P LATSOOMANAN
SITI JUNAIDAH BINTI ABDUL MANAN
MUHAMMAD IZADDIN BIN BUJANG

EXCELLENT

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DEFINITION - MOTIVATION
Psychological process that direct and
sustain students behavior towards learning.
Internal

and external factors that stimulate

desire and energy in people to be
continually interested.

Force

underlying achievement

Extrinsic Motivation
are those that arise from outside of the
individual and often involve rewards such as
trophies, money, social recognition or praise
Intrinsic Motivation
are those that arise from within the individual,
such as doing a complicated cross-word puzzle
purely for the personal gratification of solving
a problem.

BEHAVIORAL THEORIES OF MOTIVATION

Students motivation is the result of seeking

rewards and avoiding punishment.
Reinforcements can be positive and negative
Using reinforcement to promote academic
motivation
Punishment should be avoided whenever
possible.

Positive reinforcement are usually things given to

students that they value, e.g., praise.
Negative reinforcement escape from an unpleasant
or a way of preventing unpleasant behavior from
occurring
Punishment. Weakening a behaviour. This is the
process of getting a punishment as a consequence of
a behaviour.
Behavioral motivation - extrinsic motivation
because it on external incentives to promote
academic performance.

POSITIVE REINFORCERS: BEHAVIORIST METHODS TO INCREASE

ACADEMIC MOTIVATION AND EXAMPLES.
METHOD EXAMPLES
Rewards

A student receives an A on an exam or is the first to finish a drill.

A teacher gives tokens that can be exchanged for school supplies whenever
complete their homework.

Praise

A teacher says, "Good job on the essay!"

After receiving a grade report, a parent says,
so good in math

students

EXCELLEN
T

Excellent! You are

Privileges A teacher gives a student extra recess time.

A parent allows his child to invite his best friend to a concert.

Social recognition A teacher nominates a student into the school honor roll.
Peers vote and elect a student to represent their classroom in a spelling contest.
Obligation removal A teacher removes a homework assignment.
A parent removes the duty to mow the lawn for the week.

TEORI KOGNITIF
MOTIVASI
Siti Junaidah binti Abdul Manan

TEORI KOGNITIF MOTIVASI

Fokus kepada pemikiran pelajar, kepercayaan,
jangkaan, dan sikap - dan bagaimana mereka
membuat atau mengurangkan motivasi untuk
belajar (Schunk, 2000)
Menekankan kepentingan menggalakkan
motivasi intrinsik berbanding motivasi ekstrinsik

Interest
Theory
Cognitive
Theories of
Motivation

Dispositional
Interest
Situational
Interest
Mastery Goal

Goal Theory

Performance
Goal

Selfdetermination
Theory

Social Goal

Kecenderungan
Minat
Teori Minat

Minat
berdasarkan
Situasi
Matlamat
Penguasaan

Teori Kognitif
Motivasi
Teori Matlamat

Matlamat
Prestasi

Teori
Penentuan
Nasib Diri

Matlamat
Sosial

TEORI ...
MINAT

Cara terbaik memotivasikan pelajar ialah mencari

aktiviti yang selari antara objektif P&P dan minat
mereka.
Jika hal ini berlaku, pelajar akan memberi fokus
dan respons yang baik terhadap P&P.

MATLAMAT

Penentuan matlamat mempunyai pengaruh ke

atas motivasi pelajar.

PENENTUAN Proses membuat keputusan bagaimana untuk

NASIB DIRI bertindak dalam sesebuah persekitaran
Setiap manusia mempunyai 3 keperluan psikologi
semula jadi; kecekapan, kawalan, keberhubungan

TEORI MINAT
Kecenderungan Minat

Minat Berdasarkan Situasi

Minat yang mendalam dan teguh

terhadap sesuatu tajuk.
Guru seharusnya peka dengan
kecenderungan pelajar berbanding
kecenderungan diri sendiri sewaktu
merangka RPH.
Contoh:
Seorang pelajar suka menyanyi
sehingga tidak mengendahkan sesi
P&P.
Tindakan guru : menyelitkan elemen
muzik / nyanyian dalam P&P dan
menjadikan pelajar tadi sebagai
model.

Berlaku spontan, sementara dan

diaktifkan oleh persekitaran.
Contoh:
Seorang pelajar tidak minat tentang
sejarah Melaka.
Minat bertambah apabila lawatan ke
Melaka diadakan.
Sering mendahului kecenderungan
minat dan menjadi antara cara penting
menarik perhatian pelajar.

TEORI MATLAMAT
PENGUASAAN

MATLAM
AT
PRESTASI

SOSIAL

TEORI MATLAMAT
Matlamat

Fokus Pendekatan

Fokus
Mengelakkan

Penguasaan

Fokus: menguasai
tugas, pembelajaran
dan pemahaman
Piawai: peningkatan
kendiri, kemajuan,
kefahaman
mendalam

Fokus: mengelak
salah faham dan
kurang penguasaan
Piawai: jangan
sampai salah &
jangan buat salah

Prestasi

Fokus: menang,
unggul, jadi yang
terbaik
Piawai: normatif
dapat gred terbaik,
memenangi
pertandingan

Fokus: elak kalah,

elak nampak bodoh
Piawai: normatif
jangan jadi paling
teruk, jangan jadi
paling lambat

TEORI PENENTUAN NASIB DIRI

Proses membuat keputusan bagaimana untuk
bertindak dalam persekitaran
Mengandaikan bahawa orang mempunyai tiga
keperluan psikologi semula jadi; perlu bagi
kecekapan, perlu untuk kawalan, perlu untuk
keberhubungan
2 jenis persekitaran pembelajaran
a)
autonomy-supporting classrooms
b)
controlling classrooms

TEORI PENENTUAN NASIB DIRI

AUTONOMY-

CONTROLLING

SUPPORTING

CLASSROOMS

CLASSROOMS
Pelajar memilih untuk

Pelajar mematuhi aktiviti

terlibat dalam aktiviti

sekolah

sekolah untuk memenuhi

jangkaan

Pelajar diberi peluang

memilih dan menyuarakan
pendapat

Tidak mengambil
kirakeperluan dan kehendak
pelajar

Cth: pelajar melengkapkan

tugasan kerana mereka suka
akan tajuk, task atau
bahan pembelajaran

Cth:pelajar akan
menyiapkan tugasan hanya
untuk mengelak
keGAGALan atau

SOCIOCOGNITIVE
THEORIES OF
MOTIVATION
ANITA

DE F I NI TI ON

Seri
37377
Sociocognitive theories + cognitive and
es 1
37408
37500
behavior
theories.
0
Seri
37469
37438
Motivation
= both students cognition (thoughts,
es 2

beliefs, attitudes, expectations) +

environmental conditions (expected
consequences, the difficulty of a task).

SOCIOCOGNITIVE THEORIES OF
MOTIVATION

1. Expectancy X Value
Theory
2. Attribution Theory
3. Self-Efficacy Theory

EXPECTANCY X VALUE
THEORY

Main forces :

a)

expectation of reaching the learning goal.

Students who have high success expectations

choose more challenging tasks, persist more
under difficulty, and perform better than those
with low success expectations.
Expectancy for success is affected by students
self-schemas and their perceptions of task
difficulty.
Self-schemas are stored in long-term memory and
consist of all the information about ourselves that
make us the person we are.

b) value of the learning goal.

) Factors :
) Intrinsic interest = Students are more likely to
find value in learning when they have a
dispositional interest in a task.
) Importance = As the extent to which a task
confirms or disconfirms peoples self-schemas.
) Utility = Even when the task is not considered so
important, if students believe that engaging in the
task will be useful for accomplishing their goals,
task value will be high.
) Cost = If a certain task is considered interesting,
important, and useful, but the cost to accomplish

ATTRIBUTION THEORY

Factors

Dimensions

Ability

*Locus of control

Effort

*Stability

Luck

*Controllability

Task difficulty

 Locus of control + internal or external

Pride and confidence are usually present when
students feel that their academic success is
the product of internal causes such as ability
and effort, whereas guilt and anxiety are
usually present when students feel that the
cause of their success resided in external
factors such as cheating or getting unsolicited
help.
Stability
Success or failure is one that students believe
will not be likely to change, such as the case
of ability or teacher characteristics.
Controllability
It depending on whether students believe that

SELF-EFFICACY THEORY
The likelihood that a student will imitate a
modeled behavior depends on the belief that
he/she is capable of doing so.
Factors :
Past performance
A history of success with a certain task or
domain increases an individual's self-efficacy
for future performance.
Modeling
Observing the performance of others
increases our expectation of being successful
in performing the same task.
o

Humanistic Theories Of
Motivation

 1950an

- Psikologi humanistik
dibangunkan.
Teori humanistik berasaskan falsafah dan
fokus kepada isu penting dalam kehidupan.
Carl Rogers dan Abraham Maslow - ahli
psikologi yang mengkaji dalam pendekatan
humansitik.
Keperluan asas perlu dipenuhi sebelum
memenuhi keperluan sekunder.

HIERARKI KEPERLUAN MASLOW

KETERBATASAN / HAD TEORI MASLOW

Hanya

berdasarkan keperluan manusia

sahaja.
Merujuk kepada faktor-faktor motivasi lain jangkaan, pengalaman dan persepsi.
Keperluan tidak seragam - keperluan
fisiologi dan keselamatan
Banyak memerlukan keperluan kehendak.
Teori Maslow diterima secara meluas tetapi
lebih kepada falsafah daripada saintifikterdapat sedikit bukti nyata yang
menyokong teori ini.

KEPERLUAN UNTUK HAL YANG

POSITIF TANPA SYARAT
Asas penerimaan dan sokongan seseorang tanpa
mengira apa orang yang kata atau lakukan.
Mengutamakan prinsip pembelajaran
berasaskan kebebasan (Freedom of Learn)
Pendidikan berpusatkan pelajar - Carl Rogers
(1959, 1963)
Contoh - Di dalam kelas, pelajar percaya
tingkahlaku atau pencapaian mereka adalah
berharga dan boleh diterima pakai. Maka guru
yang menggalak dan menerima segala
pandangan dan jawapan yang salah adalah satu
sasi pembelajaran.

IMPLIKASI TEORI HUMANISTIK

UNTUK PENDIDIKAN
Guru hendaklah memberi fokus kepada pelajar,
bukannya subjek.
Guru hendaklah melayani pelajar sebagai insan
terlebih dahulu sebelum melayani mereka
sebagai pelajar.
Guru hendaklah menerima setiap pelajar tanpa
syarat mengikut potensi dan keupayaan masingmasing.
Guru hendaklah memberikan peluang kepada
pelajar untuk memilih tugasan dan aktiviti
pembelajaran.

IMPLIKASI TEORI HUMANISTIK

UNTUK PENDIDIKAN
Guru hendaklah membantu pelajarmembentuk
matlamat yang realistik.
Guru hendaklah melibatkan pelajardalam gerak
kerja kumpulan terutama pembelajaran
koperatif membina hubungan sosial dan
kemahiran emosi
Guru bertindaksebagai fasilitator bagi
perbincangan kumpulan.
Guru hendaklah menjadikan dirinya teladan dan
rolemodel kepada pelajar untuk memupuk sikap,
kepercayaandan tabiat yang baik

DAH HABIS..
Terima kasih.