This document discusses motivation and self-determination. It describes intrinsic motivation, which comes from internal rewards, and extrinsic motivation, which comes from external rewards or punishments. Maslow's hierarchy of needs is also summarized, which positions basic needs like safety and belonging below higher-level needs like self-actualization and intellectual achievement. The document advocates supporting students' autonomy and sense of control to enhance intrinsic motivation and engagement in learning.

1. By: Brett Clark

2.  Internal state that arouses, directs, and
maintains behavior
 People control their own motivation, although
outside sources can affect them
◦ Usually goal-oriented
◦ Intrinsic
◦ Extrinsic

3.  Motivation associated with activities that are
their own reward
 No need for incentives or punishments
 Examples:
◦ Sarah loves studying math
◦ John plays for the football team
◦ Laura spends time with her family

4.  Motivation created by external such as
rewards or punishments
 Examples:
◦ Jack wants to get an A+ on the test
◦ Tim aims to break a school record in track
◦ Performing at the Olympics? Are the athletes
extrinsically motivated by a medal or intrinsically
motivated to achieve a personal goal (personal
record, the act of competing, etc.)

5.  Lower Level Needs: For Survival and Safety
 Higher Level Needs: For Intellectual
achievement and self-actualization
Self- Actualization: Maslow’s term for
self-fulfillment, the realization of personal
potential
 All LOWER LEVEL NEEDS must be met before
HIGHER LEVEL NEEDS are addressed

7.  Also known as Deficiency Needs and consist
of: survival, safety, belonging, self-esteem
 When these needs are met, the motivation for
fulfilling them decreases

8.  Also known as Being Needs and consist of:
Intellectual achievement
aesthetic appreciation
self-actualization
 When these needs are met, a persons motivation
increases to seek further fulfillment.
 These needs are NEVER completely filled.
 Ex) The more successful you are in your efforts
as a teacher, the harder you are likely to strive
for even greater improvement.

9.  Many people believe that they move back and
forth between needs and may need one need
to motivate another need.
ex: Some people deny themselves safety
or friendship in order to achieve
knowledge, understanding or greater self-
esteem.
 Do you agree or disagree? Any examples?
Experiences?

10.  Maslow’s Theory does give us a way to look
at the student as a whole who
physical, emotional and intellectual needs are
all interrelated.
 Ex) A child who had experienced a bad
divorce of their parents, (fear safety and self-
belonging) may have little interest in learning
how to divide fractions.

11.  Self-Determination: We all need to feel
competent and capable in our interactions in
the world, to have choices and sense of
control over lives, and be connected to
others-belong to a social group.

12.  Central to self-determination because it is
the desire to have our own wishes, rather
than external rewards or pressures.
 Some people struggle with external pressure
such as rules or schedules, deadlines, orders.
 Do any of you feel that you struggle when
you do not feel completely in control? In what
cases?

13.  Research shows that having self-
determination and autonomy in the
classroom result in greater student interest
and curiosity, sense of
competence, creativity, etc.
 Students like to be able to makes their own
choices and in return are interested in what
they are doing.

14.  Students tend to seek the quickest, easiest
solution when they are pressured to perform.
 Interesting Fact: Parents and students actually
prefer a more controlling teacher, even
though students learn more when their
teachers support autonomy.

15.  Motivation is affected through the individuals'
perception of the events in two aspects:
controlling and informational.
 Control- If a student feels pressure to act a
certain way then they will experience less
control and their intrinsic motivation will
decrease.
 If the event provides information that
increases the students 'sense of competence,
then in intrinsic motivation will increase.

16.  Help students plan actions to accomplish
self-selected goals.
 Hold students accountable for the
consequences of their choices.
 Provide rationales for limits, rules, and
constraints.
 Acknowledge that negative emotions are valid
reactions to teacher control.
 Use non-controlling, positive feedback.

17.  Advantages SlideShare gives is that it allows
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created presentations to be referenced and
used on the world wide web.
 PowerPoint lacks sharing abilities and can
only be shared if emailed to others.
 This presentation can allow any user to
reference it and model themselves once it is
uploaded to SlideShare.