This document explores various aspects of motivation within the context of teaching and learning, emphasizing the importance of different motivational perspectives such as behavioral, humanistic, cognitive, and social. It discusses intrinsic and extrinsic motivation, highlighting how teachers can foster a supportive environment to enhance students’ self-efficacy, goal-setting, and intrinsic motivation. Additionally, the document addresses the impact of social relationships, cultural contexts, and achievement difficulties on student motivation and achievement.

1. Human Resource University
Chapter 13: Motivation,
Teaching, and Learning
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 Tel: 017471117
 Lecturer: Mr. VATH Vary
 Email: varyvath@gmail.com

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Motivation, Teaching, and Learning
Exploring motivation
Perspective
on motivation
What is
Motivation?
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4. Why did Terry Fox do this
run?
Terry Fox's Long-Distance Run: A Motivational
Story
 Terry Fox, a Canadian, ran 3,359 miles across
Canada, averaging a marathon (26.2 miles) a
day for five months.
 Fox lost a leg to cancer before the run, so he
ran with a prosthetic limb.
 Fox's motivation for the run was to fund cancer
research.
 Despite encountering unforeseen challenges,
Fox maintained his pace and continued running.
 His story is portrayed in the classroom film, "The
Power of Purpose," which resonated with
students, emphasizing the importance of
perseverance and spirit despite physical
challenges.
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Motivation
… involves the processes that energize,
direct, and sustain behavior.
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The Behavioral Perspective
The Behavioral Perspective
emphasizes external rewards and
punishments as keys in
determining student motivation.
 Incentives use include numerical
scores ,letter grades, recognition,
certificate of achievement, paying
computer game, field trip, reward good
work.
 Advocates of the use of incentives
emphasize that they add interest or
excitement to the class and direct attention
toward appropriate behavior and away
from inappropriate behavior.
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The humanistic perspective
The humanistic
perspective
stresses students’ capacity for
personal growth, freedom to
choose their own destinies, and
positive qualities.
Abraham Maslow developed the
hierarchy of human needs to show
how we have to satisfy certain
basic needs before we can satisfy
higher needs in sequences.
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8. Maslow’s
Hierarchy of
Needs
 Physiological :Hunger, thirst, sleep
 Safety: Ensuring survival such as
protection from war and crimes.
 Love and belongingness: Security,
affection, and attention from others.
 Esteem: Feeling good about oneself.
 Self actualization: Realization of
one’s potential. Characteristics of self
actualized individuals include being
spontaneous, problem-centered rather than
self-centered and creative.
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The cognitive perspective
The cognitive perspective
focuses on students’ competence
motivation, their internal motivation to
achieve, their attributions, and their
beliefs that they can effectively control
their environment.
stresses that students thoughts guide their motivation.
stresses the importance of goal setting, planning and
monitoring progress toward a goal
recommends that students should be given more
opportunities and responsibility for controlling their own
achievement outcome.
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The social perspective
The social perspective
stresses the need for affiliation or
relatedness that involves establishing,
maintaining, and restoring warm, close,
personal relationships.
Students need for affiliation or relatedness is reflected in
their motivation to spend time with peers, their classmates,
relatives and teachers.
Students in schools with caring and supportive interpersonal
relationships have more positive academic attitudes and
values and more satisfied with school.
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Motivation, Teaching, and Learning
Achievement
Processes
Extrinsic and
Intrinsic Motivation
Expectations
Attribution
Goal-Setting,
Planning, and
Self-Monitoring
Mastery Motivation Self-Efficacy
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Extrinsic vs. Intrinsic Motivation
Extrinsically
Motivated Students
– Do something to
obtain something
else.
– Are influenced by
rewards and
punishments.
E.g. study hard to
obtain a good
grade
Intrinsically
Motivated Students
– Demonstrate self-
determination by doing
something for its own
sake.
– Increase motivation
when they are given
some personal choice.
E.g. study hard for a test
because he or she
enjoys the content of the
course.
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13. Extrinsic Motivation
involves doing something to
obtain something else is
often influence be external
incentive and concerned
with factors outside
classroom.
Good
grades
Gold
stars
Praise
Money
Recogni
tion
Frame
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How can teachers promote
intrinsic motivation?
Intrinsic motivation is enhanced when you speak to student
interests.
Infuse academic instruction with content that is familiar to
them and that reflects their interests.
Also, when students see the real-world significance of
academic concepts, intrinsic motivation is enhanced.
Share with them how they will use the things you are
teaching them.
Challenge them with activities that are appropriate at their
skill level, and avoid rewards that will be perceived as
controlling.
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Types of intrinsic motivation
Self determination and personal choices:
– In this view, students want to believe that they are
doing something because of their own will, not
because of external success or rewards.
– Research results indicated that students in the intrinsic
motivation/self determination group:
were given opportunities to set their own goals, plan
how to reach the goals and monitor their progress
toward the goals
had higher achievement gains and were more likely to
graduate from high school compared with a control
group.
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Types of intrinsic motivation
Optimal Experiences and Flow:
– Mihaly Csikszentmihalyi ( 1990,1993,2000)
developed ideas that are relevant to understanding
intrinsic motivation
– Optimal experiences involve feelings of deep
enjoyment and happiness.
– He uses the term ‘flow’ describe optimal
experiences in life.
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17. Types of intrinsic motivation
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Flow occurs
When students develop a sense of mastery and are
absorbed in a state of concentration while they engage in
an activity. When students are challenged and perceive
that they have a high degree of skill.

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Types of intrinsic motivation
Interest:
– research on interest has focused on how interest is
related to learning.
– Interest is specifically linked to measures of deep
learning, such as recall of main ideas and responses to
more difficult comprehension questions than to surface
learning such as responses to simple questions and
verbatim recall of text.
– integrating technology into the classroom can increase
students’ motivation to learn and engagement in learning,
especially when it is used to foster authentic learning
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Types of intrinsic motivation
Cognitive engagement and self
responsibility:
– Phyllis Blumenfield and her colleagues (2006)
have proposed another variation of intrinsic
motivation.
– They emphasize the importance of creating
learning environments that encourage students to
become cognitively engaged and take
responsibility for their learning.
The goal is to get the students to become motivated to
expend the effort to persist and master ideas rather
than to get the work done and make passing grades.
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Attribution Theory
Bernard Weiner
Questions:
– “Why am I not doing well in this class?”
– “Did I get a good grade because I studied
hard or the teacher made up an easy test, or
both?”
… the theory that individuals are motivated
to discover the underlying causes of their
own behavior and performance.
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Attribution Theory
Bernard Weiner
Locus
Students who perceive their success as being due to internal
factors (i.e., effort) are more likely to have higher self-esteem.
Stability
If a student attributes a positive outcome to a stable
cause, there is an expectation of future success.
Controllability
Failure due to external factors causes anger. Failure
due to internal factors may cause guilt
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Attribution Theory
Bernard Weiner
FIGURE 3: Combinations of causal
Attributions and explanations for Failure
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Achievement Goal
Orientation
Mastery motivation Mindset
Mastery
orientation
Performance
orientation
Helplessness
orientation
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Mastery motivation
Researchers have identified mastery as one of three types
of achievement orientation: mastery, helplessness and
performance.
Children with a Mastery Orientation
 Focus on the task rather than their ability
 Have positive affect (enjoy the challenge)
 Generate solution-oriented strategies that improve their performance.
Children with a Helpless Orientation
 Focus on their personal inadequacies
 Attribute their difficulty to lack of ability
 Display negative affect such as boredom and anxiety
Performance Orientation
 Students are concerned with the outcome rather than the process
 Winning is what matters and happiness is a result of winning
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Mindset
… Dweck’s concept that refers to the cognitive
view individuals develop for themselves; individuals have one
of two mindsets: fixed or growth.
Students with
fixed mindset:
believe that their
qualities are
carved in stone
and cannot
change
Students with
growth
Mindset:
believe their
qualities can
change and
improve through
their
effort.
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Self-Efficacy
is the belief that “ I can”
influences a student’s choice of activities.
students with high self-efficacy eagerly approach learning tasks and
persist with effort to them.
Students learn more from teachers with self-efficacy
Efficacious schools are pervaded by high expectations and
standards for achievement. Teachers regard their students as
capable of high academic achievement, set challenging academic
standards for them, and provide support to help them reach these
high standards
… is the belief that one can master a situation
and produce positive outcomes.
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Strategies for Improving Students’ Self-Efficacy
Teach specific strategies that can
improve their ability to focus on
their tasks
Help Students develop short-term
goals and long-term goals.
Provide students with support
from teachers, parents, and peers.
Help students believe in
their cognitive abilities.
Give students performance-
contingent rewards Combine strategy training
with an emphasis on goals,
and give feedback to students
on how their learning
strategies relate to their
performance
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GOAL SETTING, PLANNING, AND SELF-MONITORING
These encourage and help students …
– Set both short- and long-term and challenging goals
– Manage time effectively, set priorities, and be organized
– Monitor progress toward goals
Researchers have found that self-efficacy
and achievement improve when students
set goals that are specific, proximal,
and challenging
Challenging Goals: is a commitment to self-
improvement and strong interest as well as
involvement in activities is sparked by
challenges.
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EXPECTATIONS
Three aspects of students’ ability beliefs:
– how good they are at a particular activity,
– how good they are in comparison with other individuals,
– and how good they are in relation to their performance in other
activities.
… beliefs about how well they will
do on upcoming tasks, either in the
immediate or long-term future
Students’ expectations for success and
the value they place on what they want
to achieve influence their motivation.
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EXPECTATIONS
 Teachers’ expectations:
Teachers’ expectations can have a powerful influence on
students’ motivation and achievement.
student achieve more and experience a greater sense of
self-esteem and competence as learners.
Teachers often have higher expectations for high-ability
students than for low-ability students.
It is important for teachers to monitor their expectations and
to have high expectations for all students.
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Values are beliefs and attitudes about the way we think
things should be—what is important to us as individuals.
Purpose is an intention to accomplish something
meaningful to oneself and to contribute something to the
world beyond the self.
Damon has found that far too few students engage in
purposeful reflection about what they want to do with their
lives, and he concludes that parents and teachers need to
ask students more questions, especially “Why” questions that
will encourage them to think more deeply about their purpose
in life.
Values and Purpose
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Motivation, Teaching, and Learning
Motivation, social
relationship, and
sociocultural
contexts
Social
Motives
Social
Relationship
Sociocultural
Context
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Social motives
Social motives
– are needs and desires that are learned
through experiences with the social world.
– The need for affiliation is the motive to be
with other people and involves establishing,
maintaining, and restoring warm, close,
personal relationships.
– Socially competent behavior in students is
linked to academic success.
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Social Relationships
Students relationships with parents, peers and
friends have a tremendous impact on motivation.
Research on parenting and students' motivation has
explored family demographics, child-rearing
practices, and home experiences
Demographic characteristics:
– Parents with more education are more likely to believe their
involvement in their child's education is important, be active
participants, and have intellectually stimulating materials at
home.
– However, when parents' time and energy are consumed by
other concerns or people other than the child, their motivation
can suffer.
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Social Relationships
• Parenting practices that result in improved motivation and achievement
are.
• Knowing enough about the child to provide the right amount of challenge and
support
• Providing a positive emotional climate which motivates children to internalize
their parents’ values and goals
• Modeling motivated achievement behavior, working hard and persisting with
effort at challenging tasks
Childrearing practices:
• Parents provide various activities or resources at home that may
influence students’ interest and motivation to pursue various activities
over time.
• Reading to preschool children and providing reading materials in the
home are positively related to students’ later reading achievement and
motivation.
Provision of specific experiences at home
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Social Relationships
• Students who are more accepted by their peers and have good social
skills often do better in school and have positive academic
achievement motivation.
• Rejecting students, especially those who are highly aggressive, are at
risk for various achievement problems.
• Having academically oriented friends is linked to higher achievement
in adolescence.
Peers and Teachers
• Schools with high expectations, academic standards, and
academic and emotional support often have students who are
motivated to achieve.
• Schools with high expectations and academic standards, as
well as academic and emotional support, often have students
who are motivated to achieve.
Teachers and Parents

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Teachers
Figure 5 Students’ Descriptions Of Teachers Who Care
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Sociocultural Contexts
Ethnicity
• There is DIVERSITY in achievement
motivation within ethnic minority
groups.
Socioeconomic
Status (SES)
• When ethnicity and socioeconomic
status (SES) are investigated in the same
study, SES is often the better predictor
of achievement.
Educators must find ways to support the achievement
efforts of ethnic minority students, especially those from
low-income backgrounds.
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Motivation and Gender
Males
Have higher competence
beliefs in math and
sports
Are more rambunctious
Receive more teacher
attention, yet receive
lower grades
List more career options
Females
Have higher competence
beliefs for English,
reading, and social
activities
Often experience conflicts
between gender roles
and achievement
Are more compliant, get
less teacher attention, by
middle school have lower
self-esteem
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EXPLORING ACHIEVEMENT DIFFICULTIES
Students with
Achievement
Problems
Students Who Are
Low-Achieving
and Have Low
Expectations for
Success
Students Who Protect
Their Self-Worth by
Avoiding Failure
Students Who
Procrastinate
Students Who Are
Uninterested or
Alienated
Students Who
Are Perfectionists
Students with
High Anxiety

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Exploring Achievement
Difficulties
Achievement problems can arise from
students' lack of goal setting, planning,
and monitoring, low achievement, self-
worth concerns, procrastination,
perfectionist tendencies, anxiety, and
school alienation.
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Students who are low achieving and have low
expectations for success:
Low-achieving students with low expectations need
consistent support and individualized instruction to
meet goals and challenges.
– They may require individualized materials or activities,
individualized learning goals, and considerable effort.
– Failure syndrome students have low expectations for
success and give up quickly at the first sign of difficulty.
Failure syndrome is defined as having low expectations for
success and giving up at the first sign of difficulty.
– They often have low self-efficacy and a fixed mindset, and
require individualized materials or activities to provide
optimal challenges.
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43. Students who are low achieving and have low
expectations for success:
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STUDENTS WHO PROTECT THEIR SELF-WORTH BY
AVOIDING FAILURE
Strategies students engage in that are
designed to “protect” their self-worth.
 Nonperformance refers to a protective strategy where a
student avoids the possibility of failure by not engaging
in tasks.
 Procrastination involves putting off doing something
until the last minute, making it nearly impossible to
complete a task in a thorough way. This strategy
deflects attention away from the possibility that they
are incompetent.
 Setting unreachable goals: Setting high goals to make
success virtually impossible can avoid the implication
of incompetence.
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STUDENTS WHO PROCRASTINATE
Procrastination is a common issue among
students, linked to low self-efficacy, low
conscientiousness, distractibility, and low
achievement motivation.
Other reasons include poor time management,
difficulty concentrating, fear, anxiety, negative
beliefs, personal problems, boredom, unrealistic
expectations, perfectionism, and fear of failure.
Procrastination can take various forms, including:
– ignoring tasks, underestimating work, spending time on
computer games, substituting lower-priority activities,
believing repeated delays won't hurt, persevering on
only part of the task, and becoming paralyzed when
choosing between alternatives.
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Strategies for Helping Students Conquer
Procrastination
 Acknowledge procrastination as a problem.
 Encourage students to identify their values and goals.
 Help students manage their time effectively through
yearly, monthly, weekly, and daily plans. Divide tasks
into smaller units and set sub-goals for completing
each unit.
 Teach students to use behavioral strategies to control
and diminish diversions.
 Encourage students to build in rewards for completing
tasks.
 Help students learn to use cognitive strategies to
counteract mental self-seductions and avoid behavioral
diversions.
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STUDENTS WHO ARE
PERFECTIONISTS
Perfectionism, a belief that
mistakes are unacceptable,
can lead to procrastination
and negatively impact
productivity, health,
relationships, and self-
esteem.
It can also result in
depression, anxiety, and
eating disorders, with
parents' perfectionism
linked to their children's
and adolescents' higher
anxiety levels.
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STUDENTS WITH HIGH ANXIETY
Anxiety is a common feeling of fear and
apprehension, but some students have high levels
of anxiety that can significantly impair their
ability to achieve.
– High anxiety levels can be a result of unrealistic
achievement expectations and pressure from parents.
– Schools can create such circumstances, increasing
students' anxiety. Intervention programs have been
created to reduce anxiety, such as relaxation
techniques and task-focused thinking, which have been
more effective in improving students' achievement.
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Strategies for Reducing Perfectionist
Tendencies in Students
 Encourage students to list the pros and cons of
striving for perfection.
 Help students understand the self-critical nature of
all-or-none thinking.
 Encourage students to set realistic goals to avoid
negative consequences of "imperfect" outcomes.
 Discuss the importance of accepting criticism, as
perfectionists often view it as a personal attack.
Encourage students to become more objective about
criticism and themselves.
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