Intrinsic motivation
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The document discusses intrinsic motivation and how it differs from external motivation. It identifies four basic psychological needs - belonging, competence, freedom, and fun. Intrinsic motivation comes from personal interest in an activity, while external motivation involves doing something to avoid punishment or get a reward. The document also lists factors that encourage intrinsic motivation, such as challenge, curiosity, and control, and notes they meet psychological needs like competence and freedom.
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The document discusses two types of motivation: intrinsic motivation which comes from within an individual, and extrinsic motivation which comes from outside sources. Intrinsic motivation is more beneficial as it involves engaging in an activity for its own sake rather than for external rewards or punishments. While extrinsic motivation can help develop learning motivation in students who lack it, the goal is for extrinsic factors to fade away as students become intrinsically motivated by developing a genuine love of learning.
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The Secret To Employee Motivation
Employee motivation isn’t very hard to get right, but, unfortunately, many companies are still stuck in the past.
What truly motivates employees is the opportunity to grow and make a real difference in the world.
Intrinsic Vs. Extrinsic Motivators
There is so much debate on this subject that I want to try and explain it as simply as possible. When people make the argument that extrinsic motivators don’t work, the response will often be about money and a proper paycheck.
It’s true that everyone needs to earn a living. They have to pay the bills.
People also have to feel that they are fairly compensated for the amount of work that they do, this is what’s known as equity theory.
If it’s not an equal exchange, then the focus will be exclusively on that. But once the subject of compensation is taken off the table, what motivates employees long term are intrinsic motivators.
It’s pretty well known that more money doesn’t ever lead to anything effective. What usually ends up happening, is we adjust our lifestyles to account for the increase in money, so it makes no real difference. We’re often still in the same position financially at the end of the day.
What makes people happy is the feeling of pride from accomplishing something amazing
In one study, that Dan Pink talks about in his book Drive, looks at what happens with rewards and kids drawing.
Researchers divided the children into three groups.
The first was the “expected award” group. They showed each child a “Good Player” certificate and asked if the child wanted to draw in order to receive the award.
The second group was the “unexpected award” group. Researchers asked these children simply if they wanted to draw. If they decided to, when the session ended, the researchers handed each child one of the “Good Player” certificates.
The third group was the “no award” group. Researchers asked these children if they wanted to draw, but neither promised nor gave them a certificate at the end.
Children in the “unexpected award” and “no award” groups drew just as much, and with the same enthusiasm as they had before the experiment. But children in the first group showed much less interest and spent much less time drawing.
The prizes had turned play into work.
In another study, two Swedish economists found that offering a small payment in exchange for giving blood decreased the number of people willing to donate by half.
The researchers suggest “the payment tainted an altruistic act and ‘crowded out’ the intrinsic desire to do something good.”
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This document discusses student motivation and strategies for teachers to motivate students. It defines motivation as the driving force that causes us to achieve goals. Motivation can be intrinsic, coming from within, or extrinsic, coming from external rewards or punishments. The document provides tips for teachers such as setting reasonable objectives, differentiating instruction to meet student needs, incorporating student experiences, using humor, and maintaining an enthusiastic and organized teaching style. The overall message is that motivated teachers who show interest in students and their learning will help enhance student motivation.
Role of motivation
Motivation plays a key role in the teaching-learning process. The document discusses several theories of motivation and their implications for teaching. It describes motivation as arousing students' attention and directing it toward goals. Effective teachers motivate students through their personality, worthwhile tasks, and classroom environment. They display care, humor, and high expectations. Lessons should incorporate interaction and relevance to intrinsically motivate students. Extrinsic factors like praise and rewards also influence motivation. Overall, the document emphasizes the importance of understanding motivation and applying motivational techniques to engage students in learning.
Intrinsic and extrinsic motivation of teachers
Teachers are primarily motivated intrinsically rather than extrinsically. Several studies found that teachers are most motivated by seeing their students learn and succeed, and derive satisfaction from helping students grow. While factors like salary, benefits, and job security provide some extrinsic motivation, intrinsic rewards like positive relationships with students and the joy of teaching were much stronger motivators. Some extrinsic factors like supportive administration and recognition can boost motivation as well, but intrinsic motivation from student success is the dominant factor that keeps teachers engaged in their work.
Take Aways from EDU615
The document discusses five motivational theories or concepts that were taught in an education course: 1) Self-determination theory - students are motivated when they feel autonomy and in control; 2) Goal theory - social goals can positively or negatively impact motivation; 3) Ice-breaker activities increase motivation by helping students get to know each other; 4) Expectancy-value theory - motivation increases when students value classroom activities; 5) Goal theory - setting goals motivates students to work towards meeting personal goals.
Facilitating Learning: Motivation
-Motivation
Is an inner drive that causes you to do something and persevere at something.
While ability refers to what children can do, motivation refers to what this children will do.
Motivation refers to the initiation, direction, intensity and persistence of behavior.
When we get motivated to do something, it is not enough that we start working at that thing but that we get attracted to it.
Our attraction towards it becomes so intense that we persist working on it through thick and thin until its completion.
-Indicators of a High Level of Motivation
Your students level of motivation is shown in his/her choice of action, intensity and persistence of effort. If you have a highly motivated student, you have a student who is excited about learning and accomplishing things. S/he has takes the initiative to undertake learning task, assignments and projects without being pushed by his or her teachers and parents.
S/he has goals to accomplish and dreams to realize. S/he is convinced that accomplishing the things s/he is asked to accomplish in class helps her/him realize the goals s/he has set for herself/himself and his/her dream in life. S/he is willing to give up the satisfaction of immediate goals for the sake of more important remote goals.
TYPES
INTRINSIC
It is intrinsic when the source of motivation is from within the person himself/herself or the activity itself. It is motivation to engage in an activity for its own sake.
EXTRINSIC
Motivation is extrinsic when that which motivates a person is someone or something outside him/her. Extrinsic motivation is motivation to engage in an activity as a means to an end.
The Role of Extrinsic Motivation
Initially, extrinsic motivation is necessary to develop the love for learning among poorly motivated students. If good grades, rewards, praises or words of encouragement or fear of failing grade can motivate unmotivated students to study, Why not? For as long as students are hardly motivated, external motivation in the form of rewards, incentives or punishment play a significant role in the development of motivated students. Its is expected, however, that these extrinsic motivational factors be gradually replaced by internal motivation.
Motivation
This document discusses motivation and its key aspects. Motivation is defined as the driving force that causes humans to achieve their goals. There are two main types of motivation - intrinsic motivation that comes from within, such as enjoyment or satisfaction, and extrinsic motivation from external factors like rewards or praise. The motivation process involves an unsatisfied need causing tension and drives to engage in search behaviors to satisfy that need. Factors like challenging work, recognition and responsibility can provide positive motivation. Self-motivation involves being driven, focused, and open to learning without being manipulated.
Motivation
This document discusses student motivation and its importance in education. It defines motivation as the inner drive that causes a person to do something and persevere. There are two main types of motivation: intrinsic, which comes from within the student themselves, and extrinsic, which comes from external factors like rewards or praise. The document outlines several theories of motivation including attribution theory, self-efficacy theory, and Maslow's hierarchy of needs. Characteristics of motivated students are having positive attitudes toward school and processing information deeply. The document provides examples of intrinsic and extrinsic motivational factors that can influence students.
Running Head EDUC 40133EDUC 4013Name Christabe.docx
Running Head: EDUC 4013 3
EDUC 4013
Name: Christabel Ekechukwu
Institution: Walden University
Date: 11/13/2016
Expectancy-Value Theories of Motivation
The expectancy value has been a major aspect of achievement motivation. This approach to motivation suggests that individuals orient themselves to their surroundings according to their beliefs and expectations. Using this approach, the lack of motivation in the student I interviewed can be explained as a function of belief or perceived attitude. According to this theory, students’ achievement-related choices are determined by subjective task values. Task values can be described as to how useful important and enjoyable a person perceives a task. Expectancy is how confident a person is in their ability to perform a task.
Attribution theory
The student interviewed, John Brooks has been faced with challenges in scoring a high GPA in as a result of lack of motivation. The attribution theory in regards to motivation can be used to understand and examine motivation in this academic setting. It can be used to examine John’s reactions to bereavement and correlate that to subsequent motivation. In the process of understanding the academic environment, this theory can be used to understand how past events influence how students react to events in the future. The attribution theory also explains the association of certain emotional responses, such as bereavement with various causal dimensions. The psychological responses that John is going through after losing his only brother have negatively affected other behaviors in his life, such as academic performance.
Social Cognitive Theory
In the social learning theory, Albert Bandura explains the role of classical and operant conditioning in learning. John has incorporated this into his learning schedule by creating a rewarding mechanism. Behaviorism in psychology has been used to explain almost all aspects of human psychology, including learning. Everything in learning falls under stimuli and responses. John is motivated to work hard because he has promised himself an incentive upon achievement of the laid goals. However, this demoralizes him when he falls short of achieving his goals. The occurrence of incentives in his learning schedule ensures that John stays on track and increases the recurrence of the good behavior.
Goals and Goal Orientations
Goals orientation is an approach to achievement motivation used in social-cognitive approaches to learning. To enhance motivation, John should set performance and mastery goals in his learning objectives. The goal orientation approach can be used to explain why John engages in various academic works. This is achieved through the implementation of the two types of goals mentioned above. Performance goals are used to demonstrate one’s abilities about others. Students who use performance-oriented goals are more interested in competition and outperforming others. If John sets performance goals, his aim would b ...
Motivation, Educational Psychology
The document discusses motivation and its importance in education. It defines motivation as something that drives people to engage in certain behaviors. Motivation can be intrinsic, driven by internal factors like interest, or extrinsic, driven by external factors like rewards. Teachers cannot directly control student motivation but can influence it by connecting to their interests and supporting competence. The key theories discussed are Maslow's hierarchy of needs, Bandura's self-efficacy theory, and the distinction between intrinsic and extrinsic motivation.
EDUCATIONAL PSYCHOLOGY :- MOTIVATION
IN THIS PRESENTATION YOU KNOW ABOUT THE IMPORTANCE AND NEED OF MOTIVATION IN EVERY FIELD OF SUCCESS.
Motivation in classroom
This document summarizes key concepts about motivation from a classroom perspective. It defines motivation as the process that energizes, directs, and sustains behavior. There are two main types of motivation: intrinsic motivation, which comes from internal rewards like enjoyment, and extrinsic motivation, which involves external rewards. Expectancy-value theory also plays a role, stating that motivation depends on how much value a person places on a task's rewards and how likely they feel they can succeed. Factors like perception of difficulty, self-schemas, intrinsic interest, importance, utility, and costs can influence expectations of success and perceived task value. Overall, the document outlines the concept of motivation and some strategies teachers can use to increase student motivation in the
Minding my students
This document discusses mindfulness and its benefits for educators and students. It is divided into two parts. Part 1 discusses how mindfulness can help with stress reduction, concentration, and finding stillness. Part 2 explores how mindfulness can improve communication and promote positive emotions. The document provides an overview of mindfulness practices such as breathing exercises and mindful eating. It also summarizes research showing mindfulness can enhance focus, resilience, and health while decreasing stress, negative emotions, and mental health issues. Overall, the document promotes mindfulness as a tool to improve well-being, relationships, and academic performance for both teachers and students.
motivation Por Lorena Gualotuña
Educational motivation involves complex interactions between cognitive, emotional, social, and academic factors that influence student behavior and learning. The role of the teacher is to motivate students and induce voluntary participation in activities. Motivation can be internal, arising from personal satisfaction in an activity, or external, induced by rewards or results. Effective motivation considers student characteristics and provides relevance and purpose to tasks.
Motivation
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states that motivation is extremely important for teachers to encourage diligent and enjoyable work from students.
Motivation. milton. 2
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and affiliation motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
Motivation. milton. 2
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and affiliation motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
Motivation. milton. 2
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
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Intrinsic motivation
- 1. Intrinsic Motivation Katherine Eaker MAED 5040 January 28, 2010 http://www.youtube.com/watch?v=29xGvc5QbiU&NR=1