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1. Extrinsic motivation is when we are motivated to perform a
behavior or engage in an activity because we want to earn a
reward or avoid punishment. You will engage in behavior not
because you enjoy it or because you find it satisfying, but
because you expect to get something in return or avoid
something unpleasant.
EXTRINSIC MOTIVATION
ONDOY

2. - Participating in sports to win awards.
- Cleaning your room to avoid being reprimanded by your parents.
- Competing in a contest to win a scholarship.
- Studying because you want to get a good grade.
EXAMPLE OF EXTRINSIC MOTIVATION
ONDOY

3. Intrinsic motivation refers to behavior that is driven by
internal rewards. In other words, the motivation to
engage in a behavior arises from within the individual
because it is naturally satisfying to you.
INTRINSIC MOTIVATION
SARMIENTO

4. EXAMPLES OF
INTRINSIC MOTIVATION
SARMIENTO
Participating in a sport because you find the activity enjoyable.
Cleaning your room because you like tidying up.
Solving a word puzzle because you find the challenge fun and exciting.
Studying a subject you find fascinating.

5. Motivation Goals
Intrinsic
You do the activity
because it’s internally
rewarding. You may
do it because it’s fun,
enjoyable, and
satisfying.
Goals come from within and the
outcomes satisfy your basic
psychological needs for autonomy,
competence, and relatedness.
Extrinsic
You do the activity in
order to get an
external reward in
return.
Goals are focused on an outcome and
don’t satisfy your basic psychological
needs. Goals involve external gains,
such as money, fame, power, or
avoiding consequences.
DIFFERENCE BETWEEN
EXTRINSIC AND INTRINSIC MOTIVATION
SARMIENTO

6. Locus "place" - It is classified as internal or external.
This theory explains that we attribute our successes or failures or other events
to several factors. These attributions differ from one another in three ways—
locus, stability, and controllability. (Ormsrod, 2004).
1.
a. Internal- a factor that is internal to the person.
b. External- a factor that is external to the person.
2. Stability - It is classified as stable or unstable.
a. Stable- it is something that cannot be changed.
b. Unstable- it is something that can change.
ATTRIBUTION THEORY
FAJARDO

7. 3. Controllability - It is classified as controllable or uncontrollable.
a. Controllable- a factor that is very much within your control.
b. Uncontrollable- a factor that is beyond your control.
HOW DOES ATTRIBUTION AFFECT MOTIVATION?
- If your student attributes his/her successes or failure to something within
him/her and therefore is within his/her control or to something unstable and,
therefore, can be changed s/he is more likely to be motivated. If, however,
your student traces his/her success to something outside him/her and
therefore beyond his/her control s/he is likely to be less motivated.
ATTRIBUTION THEORY
FAJARDO

8. THIS IS SOMETHING INTERESTING. "People tend to
attribute their successes to internal causes (e.g. high
ability, hard work) and their failures to external causes
(e.g. luck, behaviors of others)"
ATTRIBUTION THEORY
FAJARDO

9. A sense of high self-efficacy means a high sense of competence. Self-efficacy
is the belief that one has the necessary capabilities to perform a task to fulfill
role expectations or meet a challenging situation successfully. When their
students believe that they have the ability to perform learning activities
successfully, they are more likely intrinsically motivated to do such learning
activities. The secret, therefore, to enhancing intrinsic motivation is enhancing
or student sense of self-efficacy. Social cognitive theorists identified several
self-efficacy—enhancing strategies:
SELF-EFFICACY THEORY
FAJARDO

10. Make sure students master the basic skills.
Help them make noticeable progress on difficult tasks.
Communicate confidence in students' abilities through both words and
actions.
Expose them to successful peers.
Provide competence-promoting feedback.
Promote mastery on challenging tasks.
Promoted self-comparison rather than comparison with others.
Be sure errors occur within an overall context of success.
Other recommendations from motivation theorists are:
SELF-EFFICACY THEORY
FAJARDO

11. The first effect is that self-efficacy makes students more willing to choose
tasks where they already feel confident about succeeding.
The second effect of high self-efficacy is increased persistence in relevant
tasks.
The third effect is improving their ability to cope with stressful conditions
and recover their motivation following outright failures.
If a person’s sense of self-efficacy is very low, he or she can develop
learned helplessness, a perception of complete lack of control in mastering
a task.
1.
2.
3.
4.
EFFECTS OF SELF-EFFICACY ON
STUDENTS’ BEHAVIOR
FAJARDO

12. The choice theory is a biological theory that suggests
we are born with specific needs that we are
genetically instructed to satisfy All of our behavior
represents our best attempt at any moment to satisfy
our basic needs or genetic instructions. In addition to
the physical need for survival, we have four basic
psychological needs that must be satisfied to be
emotionally healthy:
Choice Theory
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13. Choice Theory
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Belonging or connecting
Power or competence
Freedom
fun
four basic psychological needs that must be
satisfied to be emotionally healthy:

14. Students are more likely intrinsically
motivated when they have a sense of self-
determination when they believe that they
have some choice and control regarding the
things they do and the directions their lives
take.
Manzano
Self Determination and
Regulation Theories

15. Present rules and instructions in an informational manner
rather than controlling manner.
Provide opportunities for students to make choices.
Evaluate student performance as a non-controlling
fashion.
Here are some suggestions from motivation theorists to
enhance students sense of self-determination about school
activities and assignments.
Manzano
Self Determination and
Regulation Theories

16. Goal-setting
Planning
Attention Control
Application of Learning Stategies
Self Monitoring.
Self evaluation.
A student who is capable of self-regulation is not only capable of
regulating his behavior, he is also capable of his own learning. Omrod
2004 cites the following processes involved in self regulated learning:
Self Determination and
Regulation Theories
Manzano

17. Abraham Maslow's hierarchy of needs is one of the best-known theories of
motivation. Maslow's theory states that our actions are motivated by certain
physiological needs.
ABRAHAM MASLOW'S
HIERARCHY OF NEEDS
Domingo

18. Goal theory is an overall approach to motivation that emphasizes the need
to establish goals as intrinsic motivation. The goal theory focuses into 3
goals which are the Learning Goals versus performance goals, Self-
determined Goals and Goal setting.
Goal Theory
Domingo

19. BAUTISTA
STUDENT DIVERSITY IN MOTIVATION
Diversity - the quality or state of having different forms, types,
ideas, etc. -the state of having people who are different races or
who have different cultures in a group or organization.
Motivation- the act or process of giving someone a reason for doing something.

20. AGE
BAUTISTA
Some Elder goes back to school, for them
to finish their studies.

21. BAUTISTA
GENDER
Some schools believes that boys are
more superior than girls.

22. BAUTISTA
CULTURAL
A student has different religion among other
students

23. SOCIOECONOMIC BACKGROUND
BAUTISTA
Low educational achievement

24. SPECIAL EDUCATION NEEDS
BAUTISTA
A person who has disability.

25. it is an inner drive that causes you to do something
and persevere at something. It energizes you to do
something. It is the strength of the drive toward an
action. While ability refers to what children can do,
motivation refers to what these children will do.
Motivation refers to the initiation, direction, intensity
and persistence of behavior.
Motivation
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26. 1. Students are most likely to model the behaviors like
they believe are relevant to their situations.
2. Students develop greater efficacy for a task
successfully when they see others like themselves
performing the tasks successfully.
TWO PRINCIPLES TO CONSIDER
REGARDING SOCIAL AND CULTURAL
INFLUENCES ON MOTIVATION ARE:
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