Bruner’s learning theory
McClelland’s Theory of Achievement Needs
Attribution Theory by Bernard Weiner
Humanistic Approach on Motivation
Maslow’s theory hierarchy of needs
Motivational theories and their applications to teaching and learning. Maslow's Hierarcy of needs, ARC's motivational theory, equity theory, expectancy theory, herzberg two factor theory.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Theories of motivation: Maslow's hierarchy of needs
Topic: Approaches of Motivation
Student Name: Saima Irfan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Motivational theories and their applications to teaching and learning. Maslow's Hierarcy of needs, ARC's motivational theory, equity theory, expectancy theory, herzberg two factor theory.
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
A project to promote conceptual learning for all;
Dr. Amjad ali arain; University of Sind; Faculty of Education; Pakistan
Theories of motivation: Maslow's hierarchy of needs
Topic: Approaches of Motivation
Student Name: Saima Irfan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Achievement refers to competence (a condition or quality of effectiveness, ability, sufficiency, or success).
Motivation refers to the energization (instigation) and direction (aim) of behavior.
Thus, achievement motivation may be defined as
The energization and direction of competence-relevant behavior or
Why and how people strive toward competence (success) and away from incompetence (failure).
Achievement motivation is currently a highly active area of research, particularly in the fields of
Educational psychology,
Sport and exercise psychology,
Industrial/organizational psychology,
Developmental psychology, and
Social-personality psychology.
Unit 07 motivation in educational psychologyDARSGHAH
Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD.
prepared by Ms. SAMAN BIBI & Mariam Rafique
Achievement refers to competence (a condition or quality of effectiveness, ability, sufficiency, or success).
Motivation refers to the energization (instigation) and direction (aim) of behavior.
Thus, achievement motivation may be defined as
The energization and direction of competence-relevant behavior or
Why and how people strive toward competence (success) and away from incompetence (failure).
Achievement motivation is currently a highly active area of research, particularly in the fields of
Educational psychology,
Sport and exercise psychology,
Industrial/organizational psychology,
Developmental psychology, and
Social-personality psychology.
In this PPT we cover
1. What is motivation?
2. 3 components of motivation
3. Motivation Process
4. Motivation and need satisfaction
5. Characteristics of motivation
6.Types of motivations
7.Types of motivators
8. Motivation theories
-Maslow's hierarchy of needs
-Herzberg's Two Factor Theory
-McGregors X & Y Theory
- Vrooms Expectancy Theory
- Alderfer's ERG Theory
- McClleland's Learned Needs Theory
9. Motivating and Engaging Employees
This is a presentation on motivation, types and theories. Our motive defines our inner state of our mind, activates and directs our behaviour.
Some of the theories explain the relationship between managers and employees
Model Attribute Check Company Auto PropertyCeline George
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Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Human behavior cannot be fully understood
without examining how individuals acquire,
store, and process information.
3. BRUNER’S LEARNING THEORY
Four characteristics of teaching theory
1. ought to determine details of existing
knowledge which could be used as motivation to
pupils
2. learning materials should be structured
systematically
3. organize the teaching materials so it could be
easily presented and followed by pupils
4. determine the form of reward: motivate pupils
to make improvement
4. MCCLELLAND’S THEORY OF ACHIEVEMENT NEEDS
Every individual possesses different needs to
achieve success.
Such individuals are motivated by the need for
reputation and self-esteem
5. ATTRIBUTION THEORY BY BERNARD WEINER
Definition of attributions: a think as being
caused
"Why did I successfully accomplish this
work?"
"Why did Jack flunk math?"
The answers to these questions reflect a
person's beliefs about the causes of results.
Attribution theory is the study of how
individuals explain events that take place in
their lives (Bruning, Schrqw & Ronning, 1999,
p.137). Knowing learners' attributional beliefs
can help the instructors to address the value of
6. Weiner’s attribution theory is mainly about
achievement.
Attributions are classified along three causal
dimensions:
1. locus of control (two poles: internal vs.
external)
2. stability (do causes change over time or
not?)
3. controllability (causes one can control such
as skills vs. causes one cannot control such
as luck, others’ actions, etc.)
7. Locus of control: internal-external
The first dimension is an internal-external continuum
to the individual. Locus means the cause is within
(internal) or outside (external) an individual. For
instance, factors like mood and ability are internal
causes, whereas luck and teacher bias are external
causes.
8. Stability: stable-unstable
Stability means the cause is unchanging. "I'm
good at playing guitar since I've practiced
over one year". In this case, the ability of
playing guitar is a stable cause for this
person.
"I got an A in math this time because the test is
very easy, everyone had an A." Someone
performed very well just by chance, and the
easy test is an inconsistent or unstable
cause.
10. ATTRIBUTIONS IN THE CLASSROOM
A successful students fail>make internal,
controllable attributions>focus on strategies
for succeeding next time>leads to
achievement, pride
The greatest motivational problems arise
when:
Students fail>depressed>unmotivated.
11. TEACHER ACTIONS AND STUDENT ATTRIBUTIONS
When teachers assume that student failure is
attributable to forces beyond the students’
control>teachers tend to respond with
sympathy and avoid giving punishments
If the failures are attributed to a controllable
factor(lack of effort), teacher’s response is
more likely to be irritation or anger
12. EXPECTANCY X VALUE THEORIES
Motivation is seen as the product of two main
forces:
1. The individual expectation of reaching a
goal
2. The value of the goal to him/her
If either factor is zero, there is no motivation to
work toward the goal.
13.
14. HUMANISTIC APPROACH ON MOTIVATION
Human needs and motivation
Human needs
Physiological or physical
needs: food, drink, oxygen,
sleep, rest, excretion, sex
Psychological needs:
security, love, self esteem,
self actualization
16. Five Levels of the Hierarchy of Needs
Physiological Needs
These include the most basic needs that are vital to
survival, such as the need for water, air, food, and
sleep. Maslow believed that these needs are the
most basic and instinctive needs in the hierarchy.
Security Needs
These include needs for safety and security. Security
needs are important for survival, but they are not as
demanding as the physiological needs. Examples of
security needs include a desire for steady
employment, health insurance, & safe
neighborhoods
17. Social Needs
These include needs for belonging, love,
and affection. Maslow considered these
needs to be less basic than
physiological and security needs.
Relationships such as friendships,
romantic attachments, and families help
fulfill this need for companionship and
acceptance, as does involvement in
social, community, or religious groups.
18. Esteem Needs
After the first three needs have been satisfied, esteem
needs becomes increasingly important. These include
the need for things that reflect on self-esteem, personal
worth, social recognition, and accomplishment.
Self-actualizing Needs
This is the highest level of Maslow’s hierarchy of
needs. Self-actualizing people are self-aware,
concerned with personal growth, less concerned with
the opinions of others, and interested fulfilling their
potential.