BY: CYRHEL LAMAYRA

1 2

Define motivation, contrast Explain how learners’

intrinsic and extrinsic
needs influence their
motivation, and differentiate
among five theoretical motivation to learn.
explanations for learner
motivation.

3
4 5 6

Describe the
Discuss how students’ Describe the roles of Explain how teachers
different kinds of
beliefs and attributions interests, curiosity, can influence and
goal orientations
can influence emotions, and anxiety encourage students’
and their influences
motivation. in motivation. motivation to learn.
on.
WHAT ‘MOVES’
YOU?
Lets talk about motivation…
PARA KANINO KA BA
BUMABANGON?
Hopeless
Geraldo
Safe
Sumey
Satisfied
Spenser
Defensive
Daleesha
Anxious
Aimee
Each of these students has problems with at least one of the five areas
of motivation: (1) choices, (2) getting started, (3) intensity, (4)
persistence, or (5) thoughts and feelings. Can you diagnose the
problems?
 MOTIVATION

● Usually defined as an internal state that arouses, directs, and

maintains behavior.

● It’s the driving force behind our actions.

 MOTIVATION

● According to some psychologists, they explained that motivation is related to

our personal traits or as a state.

● Personal/Individual Traits - have a strong need to achieve…

● State – or a temporary situation.

● A combination of trait and state

 Types of MOTIVATION

● Amotivation - complete lack of any intent to act or in short, no engagement

at all.

● Intrinsic Motivation - complete lack of any intent to act or in short, no

engagement at all.

● Extrinsic Motivation – rewards, incentives, avoid punishment.

 5 GENERAL APPROACHES TO MOTIVATION

SOCIAL SOCIO-
BEHAVIO HUMANIS COGNITI
COGNITIV CULTURA
RAL TIC VE E L
an understanding of emphasize such believe that behavior motivation is seen as
intrinsic sources of emphasize
student motivation is determined by our the product of two
motivation as a participation in
begins with a careful thinking, not simply main forces: the
person’s needs for communities of
analysis of the by whether we have individual’s
“self-actualization” the practice
incentives and been rewarded or expectation of
inborn “actualizing
rewards present in punished for the reaching a goal and
tendency” or the need
the classroom behavior in the past the individual’s value
for “self-determination
of that goal.
Maslow’s
Hierarchy of
Needs
 HIERARCHY OF NEEDS
● humans have a hierarchy of needs ranging from lower-level needs for survival and
safety to higher-level needs for knowledge and understanding and finally self-
actualization
○ Self-actualization = self-fulfillment; “being all that you can be”.
● Defiency needs —survival, then safety, followed by belonging, and then self-esteem
● Being needs —cognitive needs, then aesthetic needs, and finally self-actualization
Self-
Determination:
Need for competence, autonomy, and
relatedness
 Self-Determination Theory
● Suggest that we all need to feel competent and capable in our interactions in the world,
to have some choices and a sense of control over our lives, and to be connected to
others—to belong to a social group.
○ Need for competence is the individual’s need to demonstrate ability or mastery over
the tasks at hand.
○ Need for autonomy is central to self-determination
○ Need for relatedness is the desire to belong and to establish close emotional bonds
and attachments with others who care about us
ORIENTATION
 GOAL ORIENTATION
● GOAL is an outcome or attainment an individual is striving to accomplish
● According to Locke and Latham, there are four main reasons why goal setting improves
performance.
○ Direct attention to the task at hand and away from distractions
○ Energize effort
○ Increase persistence
○ Promote the development of new knowledge and strategies when old strategies fall
short.
 Goal Orientation

● Goals that are specific, elaborated, moderately difficult, and proximal tend to enhance

motivation and persistence.

● Goal orientation are patterns of beliefs about goals related to achievement in school.

● Goal orientations include the reasons we pursue goals and the standards we use to

evaluate progress toward those goals

 Types of Goal Orientation
● There are four main goal orientations—mastery (learning), performance (looking good), work-
avoidance, and social
● Mastery goal = Students with mastery goals tend to seek challenges, persist when they encounter
difficulties, and feel better about their work
● Performance goal = Students with performance goals care about demonstrating their ability to
others
● Work-avoidance = they feel successful when they don’t have to try hard, when the work is easy, or
when they can “goof off”
● Social = As students move into adolescence, their social networks change to include more peers.
 3 factors affecting motivation

● Feedback - Evidence indicates that feedback emphasizing progress is the most effective

● Goal Framing – activities that can help intrinsic or extrinsic goals

● Goal Acceptance - The relationship between higher goals and better performance is strongest

when people are committed to the goals

Beliefs &
Self-Perceptions
 Beliefs & Self-perceptio
Beliefs about Knowing
students believe about
knowledge and learning
will influence their
motivation and the kinds of
strategies that they use
Beliefs about Causes
& Control
motivation begins with the
assumption that we try to
make sense of our own
behavior and the behavior of
others by searching for
explanations and causes
Beliefs and Self-
Worth
most theorists agree that a
sense of efficacy, control,
or self-determination is
critical if people are to feel
intrinsically motivated.
 Beliefs about Causes & Control

● Attribution theories of motivation describe how the individual’s explanations,

justifications, and excuses influence motivation
● Bernard Weiner was known for relating this theory to school learning. And according
to him, it can be characterized in terms of 3 dimensions.
○ Locus - Location of the cause
○ Stability – whether the cause of the event is the same time and in different
situation
○ Controllability - whether the person can control the cause
 Beliefs about Causes & Control

● Weiner believe that these 3 dimenstions have important implication for motivation.
○ Expectancy & value

● Attributions in the Classroom:

○ People with a strong sense of self-efficacy for a task tend to attribute their
failures to lack of effort or not studying enough (internal & controllable
attribution)
○ people with a low sense of self-efficacy tend to attribute their failures to lack of
ability (stable and uncontrollable causes)
 Beliefs & Self-perceptio
Beliefs about Knowing
students believe about
knowledge and learning
will influence their
motivation and the kinds of
strategies that they use
Beliefs about Causes
& Control
motivation begins with the
assumption that we try to
make sense of our own
behavior and the behavior of
others by searching for
explanations and causes
Beliefs and Self-
Worth
most theorists agree that a
sense of efficacy, control,
or self-determination is
critical if people are to feel
intrinsically motivated.
Beliefs about Self-Worth
TIME! TIME!
TIME!TIME!
TIME! TIME!
TIME! TIME!
Guess this celeb!!
Guess this celeb!!

ANSWER: MRBEAST
Guess this celeb!!
Guess this celeb!!

ANSWER: MICHAEL
JACKSON
Guess this celeb!!
Guess this celeb!!

ANSWER: CARL ROGERS

Guess this celeb!!
Guess this celeb!!

ANSWER: ABRAHAM
MASLOW
Guess this celeb!!
Guess this celeb!!

ANSWER: KWEEN YASMIN

 E ST , C UR IO S I T Y,
IN T ER T Y
O T IO NS & AN X I E
EM
 INTEREST

● There are two kinds of interests—personal (individual) and situational—the trait and

state distinction again.

○ Personal interest are more long-lasting aspect

○ Situational interests are more short-lived aspects of the activity, text, or materials

that catch and keep the student’s attention

 CURIOSITY

● Curiosity can be defined as a tendency to be interested in a wide range of areas

● • Interest and curiosity are related

 EMOTIONS

● Researchers today emphasize that learning are influence by our emotion and mood.

● Emotions are a “constant interplay between cognitive assessments, conscious feelings,

and bodily responses, with each able to influence the other”

● In learning, emotions also have an influence in both causes and consequences of

learning process
 AROUSAL & ANXIETY
● Arousal involves both psychological and physical reaction. There are changes in brain wave patterns,

blood pressure and breathing rate.

● At one time or another, everyone has experienced anxiety, or a general uneasiness, a feeling of self-

doubt, and sense of tension

● Anxiety both have cognitive and affective components

○ Problem-focused, self regulating strategies

○ Emotion-focused strategies
 TARGET:

IN SCHOOL
This is where you section ends. Duplicate this set of slides as many times you need to go over all your sections.
 MOTIVATION TO LEARN: TARGET
● Motivation to learn
○ a student tendency to find academic activities meaningful and worthwhile and to try
to derive the intended academic benefits from them.
● Teachers make decisions that can influence the motivation to learn of the students using
this six areas or TARGET.
○ T - task that students are asked to do
○ A - autonomy or authority students are allowed in working
○ R - recognition for accomplishments
○ G - grouping practices
○ E - evaluation procedures
○ T- time in the classroom
THANK YOU!
Do you have any
questions?