Facilitating Human Learning, Motivations and Drives

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Motivations and Drives

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  • If we are motivated to do something, such motivation is manifested in our behavior. In the classroom, learning becomes a form of behavior. We can then say that learning is motivated.
  • A variety of factors cause motivation. There are physical factors, such as exercise and good nutrition. There are also psychological factors, such as kindness and authority. Other factors are environmental, such as security and pleasant environment.
  • Motivation is a force which makes us take an action. This condition may be stimulated by a physical need, an emotion, or an idea; but whatever is the cause, motivation always drives us to perform something.
  • Motivation cannot be separated from behavior. It is an essential element of behavior. Motivation moves either toward or away from something.
  • Motivation is individual and elusive and yet a person’s beliefs, feelings, interests, and goals influence it.
  • Motivation is our willingness to expend certain amount of effort to achieve a particular goal under a particular set of circumstances. For this reason, motivation plays an important role in academic success. It is therefore important that we develop various abilities to enhance our motivation level.
  • Motivation is a process. Choice is our power to select. Instrumental behavior deals with all the activities that we engage in order to satisfy our motive. The last step is when the motive is satisfied or not.
  • Success in the satisfaction of a motive depends on three aspects. The quality or quantity of the goal contribute to success. Consummatory behavior, an example of which is the consummation of a college education by students upon receiving their diplomas, is also a factor. Finally, how we feel about satisfying a motive is important.
  • Motivation is an innate and integral part of our biological predispositions. This means that motivation is connected to our minds, feelings, and emotions. Our feelings are influenced by our response to a particular behavior.
  • Many of our goals, activities, and desires are driven by both biological components and learning.
  • Intrinsic motivation means that in the absence of an external reward, we would still perform the activities for our own sake. Extrinsic motivation, on the other hand, is based on the external reward. Motivation also depends on our awareness of their existence, such as in the case of conscious and unconscious motivation.
  • Facilitating Human Learning, Motivations and Drives

    1. 1. GED 222 REPORT Submitted to: Prof. Jocelyn Bacasmot GED 222 9:00 – 10:00 AM Submitted by: Marvin B. Gonzaga Submission Date: Jan. 7, 2014
    2. 2. LESSON 25: THE PLACE OF MOTIVATION IN LEARNING
    3. 3. Objectives 1. Explain the role of motivation in learning. 2. Identify the aspects of motivation. 3. Show how motivation affects behavior. 4. Know the factors affecting motivation. 5. List the sequences of motivation. 6. Differentiate motives and drives. 7. Identify the types of motivation.
    4. 4. Motivation   refers to an internal state of arousal that often precedes behavior. linked with behavior.
    5. 5. Causes of motivation          Exercise Good nutrition Rewards Challenges Friendship Kindness Security Authority Independence    Pleasant environment Creative expression Meaning
    6. 6. Aspects of Motivation 1. Motivation takes place within the individual. 2. It is possible to treat the students in ways that will encourage them to develop the desire for learning. 3. It is impossible to present materials to be learned in ways that will make learning easier. 4. The potential learner’s motivation will automatically be directed toward his or her most pressing need at the moment.
    7. 7. Motivation and Behavior Arthur Schopenhauer – believed that to be motivated is to be moved into action. Example: If students study their lessons ahead of time, they will not cram on examination days.
    8. 8. Factors Affecting Motivation         Knowledge in a particular content area Beliefs about what the teacher expects Adolescents’ self-concept or perceived personal ability Anxiety and concern over grades Level of support in the classroom environment Difficulty and challenge of the task Social interactions Belief that learning is useful, meaningful, and of consequence to others
    9. 9. Abilities That Enhance Motivation 1. Manage the environment 2. Manage our own thoughts 3. Set goals 4. Maintain a healthy lifestyle 5. Make commitments 6. Monitor our behavior 7. Manage stress 8. Manage rewards
    10. 10. Sequence of Motivation Choice Instrumental Behavior Satisfaction or Dissatisfaction of a motive
    11. 11. Factors Affecting the Satisfaction of a Motive Factors affecting the satisfaction of a motive Physical properties of the goal Consummatory behavior Subjective feelings of individuals
    12. 12. Motives and Drives People are compelled to act in order to: 1. Increase pleasure and decrease painful experience. 2. Get innate physiological needs. 3. Compensate for innate drive.
    13. 13. Drives – motivation that is assumed to have a strong biological component and plays an important role in survival and reproduction. Examples : hunger, thirst, and fear Motives – urges that are mainly learned such as the need for achievement.
    14. 14. Types of Motivation Intrinsic motivation – comes from within the individual and the pleasure provided by work itself. Extrinsic motivation – comes from the pleasure of reward. Conscious motivation – deals with our awareness of such motivation. Unconscious motivation – our drives operate in an unconscious level.
    15. 15. END OF REPORT Thanks for listening!

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