foundation of education

1. FOUNDATIONS OF EDUCATION

2. Motivation
Submitted by:
MARY JANE L. WADWADAN
Submitted to:
FELONILA L. CATUIZA, Ph.D

3. What is motivation?
According to Ruch, “motivation means complexes of internal
conditions which serve to direct the organism toward specific
goals.”
Hilgard defines motivation as “something that incites the
organism to action or that sustains and gives direction once
the organism has been aroused.”
Morgan gives the following words as synonyms of motivation
– wants, strivings, desires, needs, motives, goals, aspiration,
drive, wish, aims, etc.
Motivation is defined as the reasons why you are doing something, or
the level of desire you have to do something.

4. All the definitions of motivation have certain things in common such
as:
(1) it comes from within the individual;
(2) it directs toward a goal
(3) it arouses interest in the activity.

5. Why is motivation important?
 It is important because it controls and directs behavior. Behavior
must be controlled for the good of the individual and society.
 Motivation is necessary in all aspects of life – in business, in
industry, in government, in politics, in the home, etc.
To summarize , motivation is important
* for the control and direction of human behavior
* for human happiness
* for providing a goal

6. Classification of Motives
Kinds of motives:
1. Biological drives – physiological, primary, unlearned, basic.
2. Psychological or social drives – secondary, required, learned,
derived.
3. Unconscious motives or general drives.

7. Example:
 Desire for water is a biological drive but desire for alcohol is a
psychological drive.
 Sometimes a psychological drive may be stronger than a biological
drive.
 There also general drives or unconscious motives, such as the maternal
tendency, gregariousness,curiosity, purposive accidents, slips of the
tongue, and dreams that express unfulfilled wishes.

8. Hierarchy of Motives
 The basic or fundamental needs, usually the physiological ones.
 Psychological needs, such as need for safety, esteem, success,
belongingness, security.
 Creativity and self-actualization, it is the highest form of need. This is
the level that inventors,scientists,explorers, composers, artists, and
performers achieve.

9. Creativity or Self Satisfaction
Psychological Needs
Basic Needs

10. Motivational Cycle
Motivation cycle is a transition of states within an organism that
propels the organism toward the satisfaction of a particular need,
where motivation itself is considered a hypothesized state.
Psychologists use the concept of need to describe the motivational
properties of behavior.

12. Relation of Drive to Homeostasis
 Homeostasis is the tendency to maintain a balance, or optimal level,
within a biological, chemical, physiological or psychological .
 In a body system, a control center (which is often part of the brain)
receives input from receptors (which are often complexes of neurons ).
The control center directs effectors (which may be other neurons) to
correct any imbalance in the body detected by the control center.
 The purpose of drives is to correct disturbances of homeostasis.

13. Theories of Motivation
1. Need-drive- incentive theory
-The incentive theory of motivation is a behavioral theory that
suggests people are motivated by a drive for incentives and
reinforcement.
2. Cue-stimulus (non-drive) theory - incentives or other stimulating
conditions motivate behavior. Repetition of motivated externalizes
the drive and incentives assume the strength of drives.
3. Affective arousal theory- According to the arousal theory of
motivation, each person has a unique arousal level that is right for
them. When our arousal levels drop below these personalized optimal
levels, we seek some sort of stimulation to elevate them.

14. 4. Cognitive Theory- this involves the mind and reason as the motive for
behavior. Understanding or anticipating of events through perception,
thoughts, or judgement may decide a person’s action.
5. Psychoanalytic theory- is the personality theory, which is based on the
notion that an individual gets motivated more by unseen forces that are
controlled by the conscious and the rational thought.
 Sigmund Freud is closely related to the psychoanalytic theory.
According to him, the human behavior is formed through an
interaction between three components of the mind, i.e. Id, Ego and
Super Ego.

15.  Id: Id is the primitive part of the
mind that seeks immediate
gratification of biological or
instinctual needs.
Example: If your Id passed through a
boy playing with a ball, the
immediate urge to get that ball will
drive you to snatch it by any means,
this is irrational and may lead to the
conflict between the boys. Thus, Id is
the source of psychic energy, a force
that is behind all the mental forces.
 Super-Ego: The Super-Ego is
related to the social or the moral
values that an individual inculcates
as he matures.

16. Example: If the super-ego passed that boy playing with a ball, it would
not snatch it, as it would know that snatching is bad and may lead to a
quarrel. Thus, super ego act as a constraint on your behavior and
you to follow the right path. But if the Id is stronger than super-ego,
will definitely snatch the ball by any means.
 Ego: Ego is the logical and the conscious part of the mind which is
associated with the reality principle.
Example: If you pass through the same boy playing with the ball, your ego will
mediate the conflict between the Id and super-ego and will decide to buy a new
ball for yourself. This may hurt you Id, but the ego would take this decision to
reach to a compromise situation between the Id and super-ego by satisfying the
desire of getting a ball without committing any unpleasant social behavior.

17. Educational Implications
1. Since motivation is a strong driving force to behavior, people need to
be well motivated.
2. Teachers and parents should motivate children to behave well.
3. Teachers should motivate well the lessons so that children will learn
them.
4. Arousing interest in the subject matter is the best motivation.
5. Grades audio-visual aids, rewards and praise are incentives with
positive valence.
6. Incentive may be used to reinforce motivation.
7. Teachers also need to be motivated so that they will perform their jobs
effectively.

18. Thank you and stay safe always