Introduction to Motivation

1. M O ATT I V O NI

2. THE HOW OF TEACHING
MOTIVATION

3. WHAT IS MOTIVATION?
WHY?

4. MOTIVE

5. MOTIVATION
•Internal State
•Desire
•Influence
•Arousal
•A force

6. Internal state or condition
that activates behavior and
gives it direction
Motivation

7. Desire or want that
energizes and directs
goal-oriented behavior
Motivation

8. Influence of needs and
desires on the intensity
and direction of
behavior.
Motivation

9. The arousal, direction,
and persistence of
behavior.
Motivation

10. It is the force that
energizes and directs a
behavior towards a goal.
Motivation

11. THE MOTIVATION-LEARNING
CONNECTION
A CRUCI A L ELEM ENT TO THE LEA RNI NG PROCESS

12. AROUSAL:
NECESSARY FOR
LEARNING?

13. AROUSAL
A physical and psychological
state or readiness in which
one feels alert and attentive

14. FURTHER…
AlertnessandAttentiveness
• Wegatherandprocessinformationmuchbetter
whenwearealertthanwhenweareasleep

15. HOWEVER..
This arousal-motivation-learning
connection is not a simple linear one in
which more is better. Arousal needs to
be at an optimal level, since too little or
too much can be detrimental to
performance.

16. FEAR AND ANXIETY:
AROUSAL AS
DETRIMENT TO
LEARNING

17. ANXIETY
A state of arousal marked
by tension and uneasiness.
A feeling characterized by varying degrees of
fear and worry

18. MORE…
Most often presented as a self-
protection mechanism that
surfaces in response to
threatening situations.

19. FURTHER…
The changed in physical and
psychological arousal prepares us either to
flee (flight response) from the source of
threat or fight off the danger.

20. FIGHT
•Verbal form
•Facial Gesture

21. FLIGHT
•Daydreaming
•Fantasizing

22. RESEARCHES ON ANXIETY
• Naveh- Benjamin, mcKechie, and Lin
• Hill & Wigfield
• Tobias
• Gaudry & Speilberger
• Hill & Wigfield; Paulman & Kennelly
• Covington & Omelich

23. Anxiety can interfere with attention,
learning, and testing.
Researchers

24. Anxiety can also interfere with
learning in that anxious students are
more easily distracted by irrelevant
or incidental aspects of task at hand
Researchers

25. The behavior of anxious students who
perceive the classroom experience to be
threatening perhaps because the history
of expectation of failure because they
anticipate negative consequences if they
attempt to achieve
Researchers

26. Highly anxious children engage in
behaviors that are self-disparaging
Highly anxious children often indulge
in daydreaming.
Researchers

27. Highly anxious student divide their
attention between the new material
and their preoccupation with their
anxiety.
Researchers

28. Anxious children are not processing
what they read or heard. Instead they
are:
•More attentive to heart palpitation;
•Tension in the chest;
•Or the fear of how poorly they will
perform.
Researchers

29. Although anxiety may improve
performance on simple, well
practiced task, it seems to interfere
with performance on new or difficult
assignments.
Researchers

30. IN GENERAL…
Anxiety that is too high can block
learning and performance and teachers
with highly anxious students may need to
concentrate on building relationships.

32. Motivation

33. PREPARED BY:
SHERWIN D. DAQUIOAG
II- BEE