Student motivation, types, theories, and strategies to motivate students

1. Motivation
Presented to: Ms.Rashida Arif
Presented by: Alisha Aslam (bsf2101191)
Sara Munir (bsf2101013)
Zainab Azeem (Bsf2100871)

2. PRESENTATION OUTLINE
INTRODUCTION TYPES OF MOTIVATION
THEORIES OF MOTIVATION
STRATEGIES TO
MOTIVATE STUDENTS
PRINCIPLES OF MOTIVATION

3. INTRODUCTION
.
Motivation is derived from Latin
word " movere“ which means "to
move "

5. MOTIVATION:
"Motivation can be defined as a stimulating
and inspiring a person to their best capacity"
•Motivation is a kind of internal energy
which drives a person to do something
•It’s the reason of people’s willingness,
actions and goals

6. What is motivation?
Motivation ….
A need that requires satisfaction. These needs could
also be wants or desires that are required are through
influence of culture , society and lifestyle etc
FACTORS OR ASPECTS OF
MOTIVATION
•Need
•Drive
•Incentives
•Effect

7. MOTIVATION
Motivation is defined as the reasons why you
are doing something, or the level of desire you
have to do something
EXAMPLE:
If you want to lose weight to get
healthier, this is an example of
motivation to improve your health.

8. What is motivation?
Motivation ….
Activates
(Gets you going)
Maintains
(keeps you going)
Guides
(determine where
you are trying to go)

9. TYPES OF
MOTIVATION:
1. INTRINSIC MOTIVATION
2. EXTRINSIC MOTIATION

10. INTRINSIC
MOTIVATION
EXTRINSIC
MOTIVATION
Type of motivation in which
an individual is being
motivated by internal desires.
Type of motivation in which an
individual is being motivated by
external desires.
Participating in a sport
because it's fun and you
enjoy it rather than
doing it to win an award
Being
paid to do
a job.
EXAMPLE

11. PRINCIPLES OF MOTIVATION
1. INTRINSIC MOTIVATION
2. EXTRINSIC MOTIATION
Following are the principles of motivation:
•To have some choice and control
•To feel connected
•Relevance to interests and goals
•To master a domain or compare
•Emotionally involved
•Control on success and
failure

12. Principles of motivation
EXAMPLE
1. Students are more likely to be
intrinsically motivated when they
expect to succeed and believe that
they have some choice and control.
allowing students to choose their
own research topic instead of
assigning it to them

13. PRINCIPLES OF MOTIVATION
2.Students need to feel connected with
others.
Example:
It is hard to feel
motivated to do much of
anything if you feel like an
outsider in a classroom
community

14. PRONCIPLES OF MOTIVATION
3. Students are more likely to pursue an activity when
they see its relevance to their own interests and goals.
EXAMPLE:
answering the age-old question, "when am I ever going
to need to know this?"

15. PRINCIPLES OF
MOTIVATION
4. Students who truly want to master a domain are
more likely to learn effectively than those who are
mainly concerned with how they appear or how they
compare with others.
EXAMPLE:
the time you learned something
just for the sake of learning it
versus the time that you "learned"
course material just to get a
passing grad

16. PRINCIPLES OF MOTIVATION:
5. Students who are emotionally involved in
a topic usually learn and remember it better,
but high levels of anxiety can be detrimental.
EXAMPLE:
have you ever over-studied and been
too anxious or stressed when taking a
test and then ended up failing it?

17. PRINCIPLES OF MOTIVATION
6.Students are most likely to put forth effort
when they attribute successes and failures to
factors over which they have control.
EXAMPLE:
knowing that you have passed or failed a test due
entirely to the amount or effort you put in

18. THEORIES OF
MOTIVATION:
1_Behaviorism (It's back !)
2_Maslow's Hierarchy of needs
3_Attribution Theory
4_Expectancy Theory
5_Goals Orientation
6_The Flow Model

19. BEHAVIOURISM
•John B Watson was father of behaviorism.
•This theory is mostly used in schools.
•This theory implies that the
learner responds to environmental
stimuli without his/her mental
state being a factor in the learner's
behavior.

20. According to behaviorism VIEW OF
LEARNING;
“when children are rewarded with praise and a
gold star for doing their job correctly , they will
look forward to the next lesson , anticipating
another reward”
EXAMPLE
you might be motivated to go to work each
day for the monetary reward of being paid.

21. Maslow's Hierarchy of needs
•This theory proposed by Abraham Maslow
in 1943.
•According to him ,five stages of human needs
motivate their behavior.
• Being a hierarchy , the needs at the
bottom of triangle must be met before you
can move up to the next level
• The purpose of this theory is to study
behavior

23. ATTRIBUTION THEORY
• First proposed by Fritz Heider in 1958
Attribution theory states that
• people try to determine why people do
what they do , that is to say , try to find out
casual relationships between events and
•behaviors .
•Based on many criteria , including "locus of
control"( which can be internal or external)

24. EXAMPLE:
Maria's car breaks down on the freeway. If
she believes the breakdown happened
because of her ignorance about cars, she is
making an internal attribution. If she
believes that the breakdown happened
because her car is old, she is making an
external attribution.

26. EXPECTANCY THEORY
•First proposed by Victor Vroom
•According to this theory
“Motivation depends upon person's
estimation of their chance for success and how much
value they place on that achievement”

27. EXAMPLE:
An example of expectancy is
thinking ;
“ If I work hard I can achieve the
targets my boss has set for me”

28. Add a personal touch by
customizing this layout
as much as you want.

29. GOALS ORIENTATION
•In early 1960's Edwin Locke
proposed a Goals Orientation theory
of Motivation
•This theory states that
“the goal orientation is
essentially based on the
performance of the task”

30. According to Carol Dweck , students are oriented toward one of
two kinds of goals in a learning situation.
Performance goals:
“student is motivated by the desire to gain recognition from
others and earn good grades”
Learning goals:
“ student is motivated by desire for knowledge acquisition and
self improvement”

31. DETAILED
ANALYSIS

32. THE FLOW MODEL
1. INTRINSIC MOTIVATION
2. EXTRINSIC MOTIATION
•Originated by:
Mihaly
Csikszentmihalyi
•Orignated in
1990

33. Flow theory proposes that
when one is actively engaged in an
activity where the skills possessed are
balanced to the challenge of the activity,
she/he can approach an optimal state of
experience called “flow”

34. Strategies to motivate
students
Top 5 Strategies for Motivating Students
i. Promote growth mindset over fixed mindset.
ii. Develop meaningful and respectful relationships
with your students
iii. Grow a community of learners in your classroom.
iv. Establish high expectations and establish clear goals
v. Be inspirational.

35. TEACHERS ROLE IN CREATING
CLASSROOM ENVIRONMENT
• Supports student learning
environment
• They often do this through their
support for students' autonomy.
• By supporting
 students' choices
 student’s interests
• teachers help students develop
personal interest, involvement, and
ownership of their work, which aid in
motivation.

36. TEACHER’S ROLE IN
MOTIVATION:
For knowing teacher’s role in motivation , we will look at;
•The ARCS model
•Extrinsic and intrinsic motivators
• Anxiety
•Teacher expectation

37. The arcs model
ARSC stands for attention ,Relevance, Confidence and Satisfaction
1.ATTENTION: It refers to
learner’s interest
2.RELevance: It’s critical to get
and hold the learners' interests and
attention
3.Confidence: focuses on developing
success expectation among learners
4.Satisfaction : Learners should
be satisfied of what they achieved
during the learning process

38. Extrinsic and intrinsic
motivators
Extrinsic motivators
learn for the sake of getting
rewards
Intrinsic motivators
learn for the leaning’s sake

39. ROLE OF ANXIETY IN
MOTIVATION
A high level of anxiety
contributes to a high level of academic
achievement, but at the same
time reduces the motivation for
learning.
A low level of anxiety leads
to a decrease in academic
performance, but the level of
motivation is quite high.

40. MOTIVATION CURVE A little bit is good
, too much or not
enough is bad

41. ROLE OF TEACHERS EXPECTATIONS
•Teachers expectations play a
HUGE role
•Student will only give what you
expect from them
If you expect less , you will get less
Similarly ,
If you expect more and boost up
their abilities you will get more

42. THANK YOU FOR
LISTENING!
Don't hesitate to ask any questions!