The document discusses motivation and the factors that influence it. It defines motivation as an internal state that precedes behavior and is influenced by various internal and external factors. It describes aspects of motivation like intrinsic and extrinsic motivation. It also discusses the elements of a motivational system, including personality, self-concept, self-esteem, and self-regulation. Self-regulation involves processes like setting goals, self-monitoring, and self-evaluation that help direct behavior. Inner speech, self-efficacy, outcome expectations, and other cognitive factors also influence motivation.

1. Chapter VI
Motivation in
Learning

2. The Place of
Motivation
in
Learning

3. What is
Motivation?
An internal state of
arousal that often
precedes behavior
-Epstein & Rogers,2001
Motivation is caused by a variety of
factors:
-Exercise -Good Nutrition
-Sleep -Rewards
-Challenges -Friendship
-Kindness -Security
-Authority -Independence
-Pleasant environment -Meaning
-Creative expression

4. Aspects of
Motivation
Motivation takes place within the individual
It is possible to treat the students in ways that will
encourage them to develop the desire for learning
It is impossible to present materials to be learned in ways
that will make learning easier
The potential learners motivation will automatically be
directed toward his/her most pressing need at the moment

5. Motivation and Behavior
Arthur Schopenhauer
-believe that to be motivated is to be into
action.
-believe to Freud’s idea that “all actions are
motivated and nothing happens by chance”

6. 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 challenges of the task
Social interaction
Belief that learning is useful, meaningful and of consequence
of others

7. Various Abilities to Develop to
enhance our Motivational Level
Manage the environment
Manage our own thoughts
Set goals
Maintain a healthy lifestyle
Make commitment
Monitor our behavior
Manage stress
Manage rewards

8. Sequence in
Motivation
Choice-our power to select
Instrumental Behavior-deals with all
the activities that we engage in order to
satisfy our motive
Satisfaction or dissatisfaction of
motive

9. Physical
properties
of the goal
Consummatory
behavior
Subjective
feelings of
individual
Goals may be
characterized by
quality,quantity,or
value.
Relating to
something used to
achieve, fulfill or
complete.
Deals with how we
feel about satisfying
a motive.

10. Motives and Drives
Predominant theories of human motivations
>increase pleasure and decrease painful
experiences
>get innate physiological needs
>compensate for innate drive
Motivation is an innate and integral part of our
biological predisposition .

11. Drives
-for motivation that is assumed to have a
strong biological component
-play an important role in survival and
reproduction
Motives
-for argues that are mainly learned such
as the need for achievements

12. Types of Motivation
(emerge from biological component and learning)
Intrinsic Motivation
-comes from within
individual
-comes from the
pleasure provided by
the work itself
Extrinsic Motivation
-comes from the pleasure
of a reward
-based on the external
reward: it is comes from
outside us
-is concerned with the
performance of an activity
because of some external
rewards

13. Other types of Motivation
Conscious motivation
-deals with our awareness of such
motivation.
Unconscious Motivation
-not aware of such motivation

14. The Elements
of a
Motivational
System

15. Motivation is a construct that
describe the factors within us.
Motivation is a goal-directed
behavior that is affected by
personality, persona, and self-
regulation.

16. -the totality of
what we are and who
we are in relation to
other people
-refers to the way
we feel,act,or behave.
-is the self; the
perceived personality
of a person
-the identity or
role that we assume
or the image of
character we project
Personality Persona

17. Three Interrelated Concepts
of “SELF”
1.Self-concept
-accounts for our perceptions formed through
experience
-both evaluative and descriptive, referring to both what
we think ourselves in certain dimension and how we feel
about that
-knowledge of ourselves that is organized in a schema
or framework
-develop from self-acceptance

18. *Self-enhancement
-desire to learn positive things about
ourselves
*Consistency
-our desire for information that confirms
our current knowledge
*Appraisal
-motive concerned with our desire to
learn about ourselves based on different feedbacks
given by other people
Types of motivation regarding to self-
knowledge

19. Our self-concept is both
multidimensional and
hierarchical.
Self-awareness
-a greater understanding of
ourselves, how it behave, and how
we perform in relation to school
activities.
-one way of looking
ourselves and how our behaviors
affect our performance in school.

20. 2.Self-esteem
-dwells at the affective domain
-foundation of human personality;
a fundamental essence that support
everything about us
-teaches us to choose and to
develop the orientation towards ourselves

21. 3.Self-regulation
-a system by which we control our
actions and decisions
-behavioral component in study of
self
-bring us to awareness of our own
beliefs, preference and learning strategies
-directs our own attitudes and
behavior in order to achieve our goals

22. Self-regulation
Processes
• Setting difficult but attainable goals
• Identifying task strategies
• Making use of imagery
• Carefully managing time
• Structuring the environment
• Seeking help when needed
• Learning to self-monitor
• Learning to self-evaluate
• Learning to create positive outcomes

23. Self-
observation
Self-
evaluation
Self-
reaction
Basic
Elements
of Self-
regulatio
n
•Awareness is an
important element of
self-observation.
•Know how to
evaluate our
performance.
•Capable of
producing various
reaction.

24. “I will take the task
as a challenge”
“Difficult task will give
me opportunity to
learn new skills”
“We cannot do
it”
“It is too
difficult”

25. Inner Speech
-internal conversation within us
“Knowledge of inner speech helps us
monitor our behavior”.

26. Four Characteristics of Inner
Speech
Egocentric-does not mean selfish or self-
centered. The attention that is directed inward.
Silent-we do not allow others to hear the words
we say.
Compressed syntax -inner speech is not
constructed the way it is in spoken language nor
does it use the same grammar.
Semantic embeddeness -can signify more
than it does in interpersonal communication.

27. Problem Negative
Message
Positive
Message
Rejection What if they say “no?” What if they say “yes?”
Comparison I am not as good as… What can I learn from it?
Obstacles It is a problem There is a way around this.
Perfectionism I did ok but… I am satisfied that I did my
best.
Others What will others think of
me if I do that?
In my own person…
Results What if I make a
mistake?
I wonder what the
experience will be like…
Age I am too old to do
that…
I may be in later years, but
I’d love to try.

28. Self-efficacy
-our ability to deal effectively with a
particular tasks.
-it deals with our judgments about certain
courses of actions-about our ability to do
specific things
- affects the choice of goals, outcome
expectations, and attributions for success and
failure

29. Outcome Expectations
-occur when we confidently
believe that something will happen to
produce desirable results
Low self-efficacy
-our belief that we can be
successful in doing things
High self-efficacy
-help us make more realistic
judgments about what we can do
Self-fulfilling prophecy
-a condition in which we end
up acting in certain ways because
that is what others expect of us