MOTIVATIONAL LEARNING

THEORYROZBIZAH BINTI ABD. AZIZ

MASTER IN EDUCATION

UNITAR INTERNATONAL UNIVERSITY

INTRODUCTION Motivation is the result of processes,

internal or external to the individual, that arouse enthusiasm and persistence to pursue a certain course of action.

Motivation represents an unsatisfied need which creates state of tension or disequilibrium, causing the individual to make a goal oriented pattern towards restoring a state of equilibrium by satisfying the need.

NATURE OF MOTIVATION It refers to the set of forces that causes

people to behave in certain ways. It is the inner feeling which energizes a

person to work more. The emotions or desires of a person

prompt him for doing a particular work. These are unsatisfied needs of a person

which disturbs his equilibrium. A person moves to fulfil his unsatisfied

need by conditioning his energies and attain the stat of equilibrium.

TYPES OF MOTIVATION There are 2 types of Motivation

- Intrinsic MotivationIntrinsic motivation means that the individual's motivational stimuli are coming from within. The individual has the desire to perform a specific task, because its results are in accordance with his belief system or fulfils a desire and therefore importance is attached to it.

- Extrinsic MotivationExtrinsic motivation means that the individual's motivational stimuli are coming from outside. In other words, our desires to perform a task are controlled by an outside source. Note that even though the stimuli are coming from outside, the result of performing the task will still be rewarding for the individual performing the task.

THEORIES OF MOTIVATION Maslow’s Hierarchy of Needs Drive Theory Instinct Theory Self-determined Theory Self-Efficacy Theory

MASLOW’S HIERARCHY OF NEEDS

Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development

DRIVE THEORY Clark Hull is the psychologist principally

identified with drive theory (Hull,1943) two types: primary and acquired Primary drives are forces within the

individual that are triggered by biological needs such as hunger and thirst.

Acquired drives include desires for money, for love, to play sports, to write, or to create music

INSTINCT THEORY Instinct theory was the earliest theory of

motivation. Instincts are inherited, unlearned forces that

help all species survive. Psychologists like William McDougall (1908)

saw instincts as volitional and purposive:“The human mind has certain innate or inherited tendencies which are the essential springs or motive powers of all thought and action, whether individual or collective, and are the bases from which the character and will of individuals and of nations are gradually developed..”

SELF-EFFICACY THEORY Self-efficacy theory holds that intrinsic

motivation for academic tasks depends on learners giving a resounding “Yes!” to the question “Am I good enough to do what the teacher wants?”

Bandura, one of the principal founders of self-efficacy theory, defines self-efficacy as “people’s judgments of their capabilities to organize and execute courses of actions required to attain designated types of performance” (Bandura, 1986, p. 391).

SELF-DETERMINATION THEORY tells us that underlying intrinsic

motivation is an attitude of self-determination to accomplish a goal.

This attitude is more than just a belief in one’s self-efficacy, although that is a component of self-determination.

Likewise, self-determination involves more than beliefs about the causes of success or failure.

Self-determination theory focuses on three innate human needs: competence, relationships, and autonomy.

MOTIVATION THEORIES AND

THEIR APPLICATIONS TO TEACHING AND

LEARNING

MASLOW’S HIERACRCY OF NEEDSPsychologist Abraham Maslow first introduced his concept of a hierarchy of needs in his 1943 paper “A Theory of Human Motivation”

This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other needs.

Maslow’s hierarchy of needs is most often displayed as a pyramid which serves for easy explanation and better understanding.

Classroom Application•Student’s environment should be clean and well maintained

•Students should be getting the required sleep and food at home otherwise, they will not be able to move on to the next level within the hierarchy.

Most Basic Needs For Survival

Classroom Application

It is important for a child to feel secure within the classroom otherwise he/she would not be able to maintain focus on what is being taught.

This would pose a major problem academically.

If a student does not feel like they belong, whether it be within a circle of friends or their family they will have a hard time focusing on their learning.

It will also be difficult for them to participate in group activities and ask questions when they feel the need to ask.

Classroom Application

Classroom Application

After the first three needs have been satisfied, the need for self-esteem, personal worth, social recognition and accomplishment become increasingly important.

If a student has low self-confidence or low self-esteem. He/ she would not be able to develop creatively nor develop problem solving skills.

This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are:

•self-aware

•concerned with personal growth

•less concerned with the opinions of others

•interested fulfilling their potential.

Classroom Application

As teachers, we need to guide our students through the first four levels to help them attain the skills within the fifth level.

At the same time, we must realize that even secondary school students may not have the maturity needed to proceed through each level of Maslow's hierarchy.

Therefore, we must be able to guide our students through these levels at the appropriate times.

ARCS MOTIVATIONAL THEORY

• John Keller (1983) developed a four-factor theory for promoting and sustaining motivation in the learning process.

This is known as the ARCS motivational theory.

• A- Attention• R- Relevance• C- Confidence• S- Satisfaction

• The model contains methods or strategies that can help an instructor to stimulate or maintain each motivational element.

Attention:

• A student’s attention has to be aroused and sustained. This category also includes things that relate to curiosity and sensation seeking.

• Attention can be gained in two ways: (1) Perceptual arousal – uses surprise or uncertainly to gain

interest. Uses novel, surprising, incongruous, and uncertain events

(2) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved.Relevance:

• If the content is perceived to be helpful in accomplishing one’s goals, then they are more likely to be motivated.

• To establish relevance use concrete language and examples with which the learners are familiar. 

Confidence:

• Students have to know that they will probably be successful before completing a given task. They have to feel somewhat confident.

• Challenge students, however, the challenge cannot be too difficult to lower self esteem.

Satisfaction:

• If the outcomes of a learner’s effort is consistent with their expectations and they feel relatively good about those outcomes.

• They will remain motivated.

CLASSROOM APPLICATIONS

Attention Strategies: • Active Particiation• Inquiry

Relevance Strategies:• Familiarity/Experience• Modeling

Confidence Strategies:• Learning Requirements• Feedback

Satisfaction Strategies:• Natural Consequences• Positive Consequences

Equity theory attempts to explain relational satisfaction in terms of perceptions of fair/unfair distributions of resources within interpersonal relationships

It was first developed in 1963 by John Stacy Adams

This theory helps explain why reward and conditions alone do not determine motivation

Adams called personal efforts and rewards, and other similar ‘give and take’ issues at work respectively “inputs and outputs”

EQUITY THEORY

INPUTS AND OUTPUTS Inputs are typically: effort, loyalty, hard work,

commitment, skill, ability, adaptability, flexibility, tolerance, determination, heart and soul, enthusiasm, trust in our boss and superiors, support of colleagues and subordinates, personal sacrifice, etc.

Outputs are typically all financial rewards - pay, salary, expenses, perks, benefits, pension arrangements, bonus and commission - plus intangibles - recognition, reputation, praise and thanks, interest, responsibility, stimulus, travel, training, development, sense of achievement and advancement, promotion, etc.

CLASSROOM APPLICATIONS Students have a high perception on

reward therefore teachers should try and motivate students to a high level of education so as to attain greater outcomes in there future

This can be done by: group work Individual work The discovery approach Expermination

EXPECTANCY THEORY

The Expectancy Theory of Motivation explains the behavioral process of why individuals choose one behavioral option over another. It also explains how they make decisions to achieve the end they value.

Three components of Expectancy theory:

1. Expectancy: Effort → Performance: the belief that one's effort will result in attainment of desired performance goals.

2. Instrumentality: Performance → Outcome: the belief that a person will receive a reward if the performance expectation is met. This reward may come in the form of a class reward, promotion, recognition or sense of accomplishment.

3. Valence- the value the individual places on the rewards based on their needs, goals, values and sources of motivation.

Motivational Force = Expectancy x Instrumentality x ValenceWhen deciding among behavioral options, individuals select the option with the greatest motivational force. Expectancy and instrumentality are attitudes (cognitions) that represent an individual's perception of the likelihood that effort will lead to performance that will lead to the desired outcomes.

CLASSROOM APPLICATIONS

It is important for the student to feel motivated to work hard. The student is provoked to put effort into his/her studying, because it will lead to high performance, which in turn will act as a conduit to desirable reward (coming first in exams)

EQUITY THEORY

Equity theory attempts to explain relational satisfaction in terms of perceptions of fair/unfair distributions of resources within interpersonal relationships

It was first developed in 1963 by John Stacy Adams

This theory helps explain why reward and conditions alone do not determine motivation

Adams called personal efforts and rewards, and other similar ‘give and take’ issues at work respectively “inputs and outputs”

Inputs and outputs Inputs are typically: effort, loyalty, hard work,

commitment, skill, ability, adaptability, flexibility, determination, enthusiasm, trust in our boss and superiors, support of colleagues and subordinates, personal sacrifice, etc.

Outputs are typically all financial rewards - pay, salary, expenses, perks, benefits, pension arrangements, bonus and commission - plus intangibles - recognition, reputation, praise and thanks etc.

CLASSROOM APPLICATIONS

Students have a high perception on reward therefore teachers should try and motivate students to a high level of education so as to attain greater outcomes in there future

This can be done by:

Group work Individual work The discovery approach

HERZBERG TWO-FACTOR THEORY.

Fredrick Herzberg , an American psychologist became famous for his “job-enhancement” motivation and the Motivation Hygiene Theory.

Herzberg proposed the Motivation Hygiene Theory also known as the “Two Factor Theory” (1959) of job satisfaction.

According to his theory, people are influenced by two sets of factors:1. Motivational Factors. 2. Hygiene Factors.

CLASSROOM APPLICATIONS

Herzberg proposed several key findings:

1. People are made dissatisfied by a bad environment.

2. Dissatisfaction and Satisfaction.

3. Hygiene factors and motivation factors.

4. Hygiene factors are important.

5. “What have you done lately?”