Tep 2 Module 4

LESSON 1 Motivation
Motivation
A. What is it?
 An internal state or condition (sometimes described as a need, desire or want) that serves to
activate or energize behavior and give it direction.
 Although motivation cannot be seen directly, it can be inferred from behavior we ordinarily refer
to as ability. Ability refers to what an individual can do or is able to do and motivation (or lack of
it) refers to what a person wants to do.
 In order to do this effectively, it is necessary to understand that motivation comes in two forms.
B. Types of Motivation
 Extrinsic Motivation – when students work hard to win their parents’ favor, gain teachers’ praise
or to earn high grades; their reasons for work and study lie primarily outside themselves.
 Is fueled by the anticipation and expectation of some kind of payoff from an external source.
 Teachers are assertive and students are passive
 Can have a powerful effect on behavior. People work for a paycheck, not just because they
like working.
 If students are preoccupied with rewards, they might not pay so much attention as they should
to what they are supposed to be learning.
 If students perceive themselves as completing an assignment solely to attain rewards, they
may develop a “piece work mentality” or “minimum strategy” in which they concentrate on
maximizing rewards by meeting minimum standards rather than doing excellent job as its
own reward.
 Intrinsic Motivation – when students study because they enjoy the subject and desire to learn it,
irrespective of the praise won or grades earned; the reasons for learning reside primarily inside
themselves.
 Fueled by one’s own goal or ambition
 Self-starting, self-perpetuating and requires only an inward interest to keep the motivational
machinery going
 The use of rewards as intrinsic motivation has sometimes been found to increase intrinsic
motivation, something that is likely to happen when the rewards are contingent on the quality
of performance as opposed to simply participating in an activity.
C. Principles of Motivation
 The environment can be used to focus the students’ attention on what needs to be learned.
 Incentives motivate learning.
 Internal motivation is longer lasting and more self-directive than is external motivation,
which must be repeatedly reinforced by praise or concrete rewards.
 Learning is most effective when an individual is ready to learn, that is when one wants to
know something.
 Motivation is enhanced by the way in which the instructional material is organized.
LESSON 2 Theories of Motivation
1. Drive Theory (Clark Hull)

 Drive is a condition of arousal or tension that motivates the behavior.
 Drives most typically have been considered to involve physiological survival needs;
hunger, thirst, sleep, pain, sex.
 A drive results from the activation of a need
 Need – a physiological deficiency that creates a condition of disequilibrium in the body.
https://www.youtube.com/watch?v=G5_Pd_bCseU
2. Self – Efficacy (Albert Bandura)
 Self-efficacy – it is a belief that one has the capabilities to execute the courses of actions
required to manage prospective situations.
 Self-efficacy relates to a person’s perception of his/her ability to reach a goal while, self-
esteem relates to a person’s sense of self-worth.
 Self-efficacy affects people’s behavior including their
1. Choice of activities
2. Goals
3. Efforts and persistence
4. Learning and achievement
 Factors in the development of self-efficacy
1. Previous successes and failures
2. Messages from others
3. Successes and failures of others
4. Successes and failures of group as a whole
3. Attribution Theory (Bernard Weiner)

 A person’s various explanations for success and failure – their beliefs about what causes
attributions.
 Dimensions underlying people’s attributions. People can explain event in many different
ways. For example, a tennis player may attribute his/her wins and successes in matches to
things like – luck health, effort, mood strengths and weaknesses of his/her opponents,
climate, his/her fans, etc.
 Attributions of people are affected by three dimensions
1. Locus: (Place) Internal vs. External
Internal – factors within ourselves
External – factors beyond our control
2. Temporal Stability: Stable vs. Unstable
Stable – things that probably won’t change much in the near future
Unstable – things that can change from time to time
3. Controllability: Controllable vs. Uncontrollable
Controllable – things we can influence and change
Uncontrollable – things that we have no influence
Techniques in Motivating Learners

 Challenge them. Offer students’ opportunities to undertake real challenges. Encourage them
to take intellectual risks.
 Build on strengths first. Opportunity to use their talents to achieve success.
 Offer choices. Offering choices develops ownership. When a child makes decisions, he/she is
more likely to accept ownership and control of the results.
 Provide a secure environment. Permits children to fail without penalty. Learning how to deal
with failure is critical for developing motivation and successful learning.
 Teach them how to make their tasks more manageable. Narrowing a topic to a challenging but
manageable size is very important for developing motivation.
 Teach students to evaluate themselves. Self-evaluation needs to address the question, “What
was done well?” “How can it be improved?”
 Competition – can enhance or reduce motivation depending on how it is used. It is good for
some, but it may result in a few winners and many losers.

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LESSON 1 Motivation

1. Drive Theory (Clark Hull)

3. Attribution Theory (Bernard Weiner)

Techniques in Motivating Learners

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