Motivation and Learning

RUTH B. ASCUNA
Golden Gate Colleges

» Is activity by one person designed to
stimulate or arouse a state within a second
person or group that under appropriate
circumstances initiates or regulates activity
in relation to goals.
» Refers to the state within the learner
without specifying the motive and is used
particularly in describing intensity.
SOURCE: Educational Psychology

» is the activation or energization of
goal-oriented behavior.
SOURCE: www.scribd.com

» A state within the individual that
under appropriate circumstances
initiates or regulates behavior in
relation to a goal.
» Refers to a more specific aroused state.
SOURCE: EDUCATIONAL PSYCHOLOGY

» An incentive to act or a reason for doing
something or anything that prompted a
choice of action. Anything that arouses the
individual and directs his or her behavior
towards some goal is called a Motive or
“Motive is a factor which influences to do
anything because anything we do has a
motive behind”
SOURCE: www.scribd.com

» A need is lack of something which, if
present, would tend to further the
welfare of the organism or of the
species, or to facilitate its usual
behavior.

» A drive is a tendency initiated by shifts in
physiological balance, tissue tension,
sensitivity to stimuli of a certain class, and
response in any of a variety of ways that are
related to the attainment of a certain goal.

» 1. Primary Drives – are unlearned and result
from physiological imbalance which occur
when certain essential substances such as
food and water are needed.

» 2. Secondary Drives – are learned drives,
such as anxiety and learned sexual states.

» The end result which the individual seeks
with awareness.

» An incentive is an object or external condition,
perceived as capable of satisfying an aroused
motive that tends to elicit action to attain the
object or condition.

» Individuals have preference for engaging in one
activity over another and that many such
preferences can be appraised quite reliably.
» Interests have a directional effect on behavior.
» Implies selective attention to certain activities.

» Implies the tendency to investigate and seek
to learn more about new objects or
phenomena with which there has been little
or no previous experience.

» An act, or the result of an act, that is
required or demanded of an individual by
another person or by himself.

Human behavior
purposeful or goal
directed or motivated

Based upon the physiological needs of the
individual.

Closely related to cultural forces.

A motive once aroused
leads to action.
motives drives

1. The nature of the individual
2.The environmental situation
3. The nature of the motive
4.The strength of the motive

Primary Needs
Secondary Needs

» Determined by a combination of needs
operating simultaneously.
recognition
Self-realization

» The process by which a student is helped to
perceived, accept, and desire certain goals.
(Kolesnick, 1963)

» Derived from the Latin interesse meaning
“to be between”
1. The present status of a person in some ongoing activity in
which he is involved, or the existing condition, situation, or
experience in which he finds himself
2. The end, goal, or purpose of the activity, the outcome or the
results of the experiences which are anticipated, desired, or
dreaded.
interest
Two Elements of Purposeful Behavior

1. Competition
2. Knowledge of progress
3. Threat of failure
4. Praise and reproof
(Kolesnik, 1963)

1. Competition
individual group
rivalry

2. Knowledge of Progress
The individual tries to surpass his own past
performance regardless of what anything
else.

3. Threat of Failure
nonpromotion

4. Praise or Reproof
and
Rewards Punishments
Intangible, verbal, or symbolic
in nature, taking the form of praise
or reproof, approval or disapproval,
favorable recognition or adverse
criticism.

» Represents the amount of quality of work
he believes he can accomplish and is
willing to try to achieve.
1.It is high enough to be challenging
2.It is low enough to be attainable
Two Characteristics

1. Focus pupil attention toward desired learning outcomes.
2. Utilize curiosity and encourage its development.
3. Utilize existing interests and develop others.
4. Provide concrete and symbolic incentives if necessary.
5. Arrange learning tasks appropriate to the abilities of the
learner.
6. Provide for realistic goal-setting.
7. Aid the learners in making and evaluating progress
toward goals.
8. Recognize that too high tension produces
disorganization and inefficiency.

1. Focus Pupil Attention Toward Desired
Learning Outcomes
Through use of materials and activities
that involves a number of sensory
perceptions

2. Utilize Curiosity and Encourage its
Development
» Curiosity is generally expressed toward new
and novel objects, ideas, and events rather
than toward familiar ones, and the arousal
of curiosity is not dependent on any form of
reward or punishment nor attached to any
specific drive situation, such as hunger or
thirst.

3. Utilize Existing Interests and Develop Others
» Activities which are perceived as satisfying or
rewarding acquire interest value.

4. Provide Concrete and Symbolic Incentives
if Necessary
» Material and symbolic rewards are sought
by adults as well as children can serve the
purpose of getting pupils to perform
inherently unpleasant tasks.

5. Arrange Learning Tasks Appropriate
to the Abilities of the Learner

6. Provide for realistic goal-setting.
Teacher
1. Have a fairly accurate estimate of each
student’s abilities
2. Have a fairly accurate estimate of the
difficulty of the learning activities
3. Encourage varying levels of
performance by pupils
4. Permit students of all abilities to
experience many successes and
occasional feelings of failure in reaching
their goals
5. Takes considerably more class time than
does giving assignments to all students
in class
Pupils
1. Fairly reliable estimate of his
own abilities in relation to the
learning activity
2. A rough estimate of the
difficulty of learning activity
3. Interest in the learning activity
4. Some previous success in
connection with school learning

7. Aid the Learners in Making and Evaluating
Progress Toward Goals
» Once a goal has been set, making progress
toward that goal and knowing that progress is
being made are the most stable and reliable
intrinsic motivations known to mankind.

8. Recognize That Too High Tension Produces
Disorganization and Inefficiency
» Trying to achieve a desired goal is always
accompanied with some tension.

» All human behavior is purposeful or goal-oriented.
Learning is goal-seeking behavior, and a learner must
have goals and purposes in order to maintain a high
degree of attention to the learning task.
» One of the principal concerns, therefore, of the teacher
revolves around the problem of how to gain and hold
the attention of students and prevail upon them to
put their best efforts into working at assigned tasks.
SUMMARY

» There is close relationship between a person’s
needs, goals, and motivational process. A need is
the absence of something desired, required, or
useful for man’s well-being. A goal is anything a
man thinks will contribute to the satisfaction of a
need.
SUMMARY

» Human needs are important in motivation, and
they can be classified in various ways.
» One theory classifies human needs into four
categories - physical security, emotional security,
mastery and status.
» Another theory states that man’s basic needs are
arranged in a hierarchy of prepotency.
» Thus, in order of their potency, man’s needs are
physiological well-being, safety, love, esteem, and
self-actualization.
SUMMARY

» Much of man’s behavior is multimotivated.
» It is determined by a combination of needs
operating simultaneously.
» Classroom motivation is the process by which a
student is helped to perceive, accept, and desire
certain goals.
» The goals are the objectives of the school or a
course or the end products of learning.
SUMMARY

» There are two kinds of motivation – intrinsic and
extrinsic.
» Intrinsic motivation refers to an individual’s
recognition of the value inherent in the very nature
of the activity.
» The motives come directly from within the person,
and no external pressures or inducements are
necessary.
SUMMARY

» Extrinsic motivation pertains to the use of such
incentives as report-card marks, honor rolls, and
special privileges.
» Teachers should help students in developing
appropriate levels of aspiration, be aware of the
potential dangers of overmotivation, and make
judicious use of the principles of motivation.
SUMMARY

Motivation and Learning

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