2. Presentation Overview
Motivation
About motivation (what is motivation)
Nature and importance of motivation
Motivation process
Types of drive
Elements of human behavior
Model of motivation
Theories of motivation
Level of aspiration
Principle of motivation
Summary / conclusion
3. Latin Word "Movere "To Move
Definition :
Motivation can be defined as an inner state that activates,
energizes or moves behaviour towards goal.
4. » A state within the individual that under appropriate circumstances
initiates or regulates behavior in relation to a goal.
» Refers to a more specific aroused state.
» Is activity by one person designed
to stimulate or arouse a state within
a second person or group that
under appropriate circumstances
initiates or regulates activity in
relation to goals.
» Refers to the state within the
learner without specifying the
motive and is used particularly in
describing intensity.
5. As the process that accounts for an individual’s
intensity, direction and persistence
of effort toward attaining a goal.
Motivation
• Intensity : how hard a person tries.
• Direction: intensity needs to be channeled in a direction
favorable to the organization for job satisfaction..
• Persistence : a measure of how long a person can maintain
his or her effort…
Motivated individuals stay with a task long
enough to achieve their goals.
7. Motivation Process
Motive Goal Behavior
Tension Reduction
prompts the
people to
action, it
activates the
thrust towards
reaching a goal
It is a series
of activities
under taken.
Behavior
directed to
attain goal
Motives
creates a
state of
imbalance.
Attaining goal
restores it
8. Motivation: nature & importance
• Nature
• Onemotive may result in many
different behaviors
• Motives are the energizing forces within us
• The same behavior may result from many different
motives
• Motives may operate in harmony or in conflict
• Motives come and go
• Motives interact with environment
9. Importance
Performance = Ability x Motivation
• Puts human resources into action
• Improves level of efficiency of employees
• Leads to achievement of organizational goals
• Leads to stability of work force
10. » 1. Primary Drives – are unlearned and result from
physiological imbalance which occur when certain essential
substances such as food and water are needed
» 2. Secondary Drives – are learned drives, such as anxiety and
learned sexual states.
13. » A need is lack of something which, if
present, would tend to further the welfare
of the organism or of the species, or to
facilitate its usual behavior.
14. » A drive is a tendency initiated by shifts in
physiological balance, tissue tension,
sensitivity to stimuli of a certain class, and
response in any of a variety of ways that are
related to the attainment of a certain goal.
15. » The end result which the individual seeks
with awareness.
» An incentive is an object or external
condition, perceived as capable of satisfying
an aroused motive that tends to elicit action
to attain the
16. » An incentive is an object or external
condition, perceived as capable of satisfying an
aroused motive that tends to elicit action to
attain the object or condition.
17. » Individuals have preference for engaging in one activity
over another and that many such preferences can be
appraised quite reliably.
» Interests have a directional effect on behavior.
» Implies selective attention to certain activities.
18. » Implies the tendency to investigate and seek
to learn more about new objects or
phenomena with which there has been little
or no previous experience.
19. » An act, or the result of an act, that is
required or demanded of an individual
by another person or by himself.
22. Unsatisfied Need Tension Drives Mobilization
of Behaviour
Incentive
Drive
Reduction
Satisfaction
Model of Motivation
23. Theories of Motivation: Content Theories
Content theories: Focus on factors within the person that
energize, direct, sustain, and stop behavior. They attempt
to determine the specific needs that motivate people
(individual needs for job satisfaction, behavior, and reward
systems). Aware of differences in people.
24. Theories of Motivation: Content Theories
Maslow’s Need Hierarchy
Abraham Maslow hypothesized that within each human
being , there exists a hierarchy of five needs –
• Physiological – hunger, thirst, shelter and all bodily needs.
• Safety – security & protection from physical & emotional harm
• Social – affection, belongingness, acceptance, friendship.
Esteem – internal esteem includes selfrespect, autonomy &
achievement. External esteem – status, recognition & attention.
• Self-actualization – drive to become what one is
capable of becoming includes growth, achieving one’s
potential & selffulfillment.
25. The theory states that although no need is ever
fully gratified, a substantially satisfied need no
longer motivates. According to Maslow, if you
want to motivate someone, you need to
understand what level of the hierarchy that
person is currently on and focus on satisfying those
needs at or above that level.
26.
27. Theories of Motivation: Content Theories
Herzberg Two Factor Theory
• Frederick Herzberg with the belief that
an individual's relation to work is basic
& that one’s attitude toward work can very
well determine success or failure proposed
this theory.
• According to him certain characteristics
tend to be consistently related to job
satisfaction & others to job dissatisfaction.
• Intrinsic factors such as work itself,
responsibility & achievement seem to
be related to job satisfaction.
• Extrinsic factors such as supervision,
pay, company policies & working
conditions lead to job dissatisfaction.
28.
29. Theories of Motivation: Content Theories
Alderfer ERG Theory
• Alderfer after reworking on Maslow’s
theory argued that the are three groups
of core needs – existence, relatedness &
growth.
• Existence – concerned with providing our
basic material requirements.
They include the items of
physiological and safety needs.
• Relatedness – the desire for
maintaining important interpersonal
relationship. Thus includes the social need.
• Growth – an intrinsic
desire for personal development.
This includes both self esteem and
self actualization needs.
30.
31. 1. Focus pupil attention toward desired learning
outcomes.
2. Utilize curiosity and encourage its development.
3. Utilize existing interests and develop others.
4. Provide concrete and symbolic incentives if
necessary.
5. Arrange learning tasks appropriate to the abilities of
the learner.
6. Provide for realistic goal-setting.
7. Aid the learners in making and evaluating progress
toward goals.
32. 1. Focus Pupil Attention Toward Desired Learning Outcomes
Through use of materials and activities
that involves a number of sensory
perceptions
33. 2. Utilize Curiosity and Encourage its Development
» Curiosity is generally expressed toward new and
novel objects, ideas, and events rather than
toward familiar ones, and the arousal of curiosity
is not dependent on any form of reward or
punishment nor attached to any specific drive
situation, such as hunger or thirst.
34. 3. Utilize Existing Interests and Develop Others
» Activities which are perceived as satisfying or
rewarding acquire interest value.
35. 4. Provide Concrete and Symbolic Incentives if Necessary
» Material and symbolic rewards are
sought by adults as well as children
can serve the purpose of getting
pupils to perform inherently
unpleasant tasks.
38. 7. Aid the Learners in Making and Evaluating Progress
Toward Goals
» Once a goal has been set, making progress toward
that goal and knowing that progress is being made
are the most stable and reliable intrinsic
motivations known to mankind.
40. SUMMARY
» All human behavior is purposeful or goal-oriented. Learning is
goal-seeking behavior, and a learner must have goals and
purposes in order to maintain a high degree of attention to the
learning task.
» One of the principal concerns, therefore, of the teacher
revolves around the problem of how to gain and hold the
attention of students and prevail upon them to put their best
efforts into working at assigned tasks.
» There is close relationship between a person’s needs, goals, and
motivational process. A need is the absence of something desired,
required, or useful for man’s well-being. A goal is anything a
man thinks will contribute to the satisfaction of a need.
41. » Human needs are important in motivation, and they can be classified in
various ways.
» One theory classifies human needs into four categories - physical
security, emotional security, mastery and status.
» Another theory states that man’s basic needs are arranged in a hierarchy
of prepotency.
» Thus, in order of their potency, man’s needs are physiological well-being,
safety, love, esteem, and self-actualization.
SUMMARY
42. » Much of man’s behavior is multimotivated.
» It is determined by a combination of needs operating simultaneously.
» Classroom motivation is the process by which a student is helped to perceive, accept, and
desire certain goals.
» The goals are the objectives of the school or a course or the end products of learning.
» There are two kinds of motivation – intrinsic and extrinsic.
» Intrinsic motivation refers to an individual’s recognition of the value inherent in the very
nature of the activity.
» The motives come directly from within the person, and no external pressures or
inducements are necessary.
» Extrinsic motivation pertains to the use of such incentives as report-card marks, honor
rolls, and special privileges.
» Teachers should help students in developing appropriate levels of aspiration, be aware of
the potential dangers of overmotivation, and make judicious use of the principles of
motivation.
