MODULE 21.

Students’ Diversity
in Motivation

Roselle Kyla R. Balictar

Rica Mae S. Velasco
Mary Rose B. Pobreza
Julie Ann Surbano
OBJECTIVES:

At the end of the lesson, students are expected to:

 Identify the two types of Motivation and;

 Determine the two principles to consider regarding
social and cultural influences on motivation.
WHAT IS
DIVERSITY?

It is a combination of our differences that shape our

view of the world, our perspective and our approach.
Diversity is also about recognizing, respecting and
valuing differences based on ethnicity, gender, age,
race, religion, disability and sexual orientation.
WHAT IS MOTIVATION?
Motivation is the process that initiates, guides, and
maintains goal-oriented behaviors. It is what causes you
to act.
Motivation involves the biological, emotional, social, and
cognitive forces that activate behavior. In everyday usage,
the term "motivation" is frequently used to describe why a
person does something. It is the driving force behind
human actions.
INTRODUCTION:
Students’ motivation is likely to vary as a function
of age, culture, gender, socioeconomic background
and special education needs. There is no single best
method of motivating learners. In this lesson, we will
be able to know how these factors influences student’s
motivation.
Intrinsic Motivation
Defined as the doing of an activity for its
inherent satisfaction rather than for some
separable consequences.
Extrinsic Motivation
Defined as a motivation to participate
in an activity based on meeting an
external goal, garnering praise and
approval, winning a competition, or
receiving an award or payment
Our class is a conglomerate of students with varying ages and
gender and most especially cultural background and
socioeconomic status. Our students’ motivational drives reflect
the elements of the culture in which they grow up – their
family, their friends, school, church, and books. To motivate
all of them for learning, it is best to employ differentiated
approaches. “Different folks, different strokes”. What is
medicine for one may be poison for another.
1. Students are most likely to model the behaviors they
believe are relevant to their situation.

2. Students develop greater efficacy for a task when they

see others like themselves performing the task
successfully.
What conclusion can be derived from the two
principles?
Students need models who are similar to themselves in terms of race,
cultural background, socioeconomic status, gender, and disability.
Then it must be good to expose our students to models of their age and to
models who come from similar cultural, socioeconomic backgrounds.
THANK
YOU!