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.
Motivation and learning - Educational PsychologyJenna Condie
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
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
Motivation is driven by the need to maintain energy balance. All behavior requires energy expenditure. A hungry man walks further to find food, a student studies longer for an exam, and a father works more hours to pay for his son's education, all due to motivation. Motivation can be intrinsic or extrinsic. It is difficult to directly observe but is evident through sustained energy, persistence and variability in behavior. Teachers can motivate students using techniques like rewards and praise, competition and cooperation, emphasizing success, and providing models. The key is focusing on goals, encouraging positive motives, and creating a supportive learning environment.
Carl Rogers was a major figure in humanistic psychology. He believed that humans have an innate tendency towards growth and self-actualization if provided an environment of unconditional positive regard. Rogers developed person-centered therapy which aims to provide clients with empathy, genuineness and warmth to help them move towards congruence between their real, perceived and ideal selves. He saw the fully functioning person as open, trusting, flexible and able to live fully in each moment. However, critics argue that Rogers' theory is too optimistic about human nature and risks promoting selfishness.
Edward Tolman was an American psychologist who developed the theory of purposive behaviorism. According to Tolman's theory, organisms learn by pursuing signs or cues that lead to a goal, rather than just responding to stimuli. Tolman believed that learning involves acquiring meaningful behaviors through navigation of the environment to achieve goals. He conducted experiments on reward expectancy and place learning in rats to understand how they acquire and use information about their surroundings.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
This study aimed to identify student teachers' attributions for failing a Teaching English to Young Learners course at a Turkish university where failure rates were high. Data was collected through attribution questionnaires, locus of control scales, and interviews with 21 failing and 21 passing students. The results showed that failing students attributed their failure to internal factors like poor study skills and a preference for practical lessons over theoretical content, as well as external factors like unclear exam instructions, a difficult course workload, and crowded classes. Most failing students reported having an external locus of control and performance-focused achievement goals. The researchers suggested interventions to help students develop better study strategies and a more internal locus of control to improve outcomes.
Gordon Allport developed one of the earliest theories of personality traits. He focused on the uniqueness of each individual and how their traits are shaped by present contexts rather than past history. Allport identified three levels of traits: cardinal traits that dominate a person's behavior, central traits that describe basic characteristics found in most people, and secondary traits that only appear in certain situations. Allport developed a list of over 4,500 trait words and believed traits could be observed and used to distinguish individuals' personalities.
Motivation and learning - Educational PsychologyJenna Condie
This document discusses motivation and learning. Part one covers psychological understandings of motivation including effectance motivation, intrinsic and extrinsic motivation, and how motivation relates to educational contexts. Part two identifies motivations to learn through a case study, discusses interventions for increasing teacher expectations and divergent thinking, and how to create motivating seminars. The document emphasizes that motivation is specific to activities, learning is more motivated when contextualized, and both teacher expectations and developing identities as learners can impact motivation.
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
Motivation is driven by the need to maintain energy balance. All behavior requires energy expenditure. A hungry man walks further to find food, a student studies longer for an exam, and a father works more hours to pay for his son's education, all due to motivation. Motivation can be intrinsic or extrinsic. It is difficult to directly observe but is evident through sustained energy, persistence and variability in behavior. Teachers can motivate students using techniques like rewards and praise, competition and cooperation, emphasizing success, and providing models. The key is focusing on goals, encouraging positive motives, and creating a supportive learning environment.
Carl Rogers was a major figure in humanistic psychology. He believed that humans have an innate tendency towards growth and self-actualization if provided an environment of unconditional positive regard. Rogers developed person-centered therapy which aims to provide clients with empathy, genuineness and warmth to help them move towards congruence between their real, perceived and ideal selves. He saw the fully functioning person as open, trusting, flexible and able to live fully in each moment. However, critics argue that Rogers' theory is too optimistic about human nature and risks promoting selfishness.
Edward Tolman was an American psychologist who developed the theory of purposive behaviorism. According to Tolman's theory, organisms learn by pursuing signs or cues that lead to a goal, rather than just responding to stimuli. Tolman believed that learning involves acquiring meaningful behaviors through navigation of the environment to achieve goals. He conducted experiments on reward expectancy and place learning in rats to understand how they acquire and use information about their surroundings.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
This study aimed to identify student teachers' attributions for failing a Teaching English to Young Learners course at a Turkish university where failure rates were high. Data was collected through attribution questionnaires, locus of control scales, and interviews with 21 failing and 21 passing students. The results showed that failing students attributed their failure to internal factors like poor study skills and a preference for practical lessons over theoretical content, as well as external factors like unclear exam instructions, a difficult course workload, and crowded classes. Most failing students reported having an external locus of control and performance-focused achievement goals. The researchers suggested interventions to help students develop better study strategies and a more internal locus of control to improve outcomes.
Gordon Allport developed one of the earliest theories of personality traits. He focused on the uniqueness of each individual and how their traits are shaped by present contexts rather than past history. Allport identified three levels of traits: cardinal traits that dominate a person's behavior, central traits that describe basic characteristics found in most people, and secondary traits that only appear in certain situations. Allport developed a list of over 4,500 trait words and believed traits could be observed and used to distinguish individuals' personalities.
This document discusses motivation in education. It defines motivation and differentiates between needs, drives, and motives. Motivation is described as a process involving energy, direction, and persistence towards a goal. Theories of motivation discussed include content theories like Maslow's hierarchy of needs and process theories like Vroom's expectancy theory. Intrinsic and extrinsic motivation are also defined. Educational implications of effectance motivation theory and epistemic curiosity theory are provided. In conclusion, motivation activates and directs behavior towards a goal and in education affects learning by increasing effort and energy. Motivation theories can help understand human motivation and enhance learning.
Clark Hull developed a drive-reduction theory of learning that stated drives create arousal or tension that motivates behavior to reduce the drive, and learning occurs through conditioning when behaviors are associated with drive reduction. His theory proposed several concepts including habit strength, reaction inhibition, and effective reaction potential to explain learning quantitatively. Although influential, Hull's theory faced criticisms for not fully explaining real-world behavior and inconsistencies in its predictions.
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Tolman's purposive behaviorism theory posits that learning is always goal-directed and purposeful, not merely the formation of stimulus-response associations. According to Tolman, organisms form cognitive maps of their environment which allow them to navigate efficiently to goals. He demonstrated this concept through experiments showing that rats could learn maze patterns even without reinforcement, indicating latent or hidden learning had occurred through map formation. Tolman's theory moved beyond strict behaviorism to incorporate internal cognitive processes as mediators of learning and behavior.
This power point presentation is on Carl Rogers theory of personality. This ppt would be helpful for both UG and PG students and is developed to fulfill the objective of curriculum.
Raymond Bernard Cattell was a British and American psychologist known for describing behavior and developing theories of intelligence and personality. He proposed two types of general intelligence: fluid intelligence, which involves abstract reasoning and decreases with age, and crystallized intelligence, which involves learned skills and knowledge and increases with age. Cattell also developed theories of personality, including the Big Five personality traits of openness, conscientiousness, extraversion, agreeableness, and neuroticism. Additionally, he proposed 16 primary personality factors and 5 global factors to comprehensively classify human personality. Cattell made major contributions through his extensive research and publication of over 500 articles and 50 books.
Hans Eysenck Personality Theory (Type cum Trait Approach)Thiyagu K
The document discusses Hans Eysenck's personality theory, which combines both the type and trait approaches. Eysenck proposed that there are three fundamental personality factors - introversion vs extraversion, neuroticism vs emotional stability, and psychoticism vs impulse control. He argued that these traits are determined by heredity and interact to form four basic temperaments: melancholic, choleric, phlegmatic, and sanguine. Eysenck's theory contributed to the study of criminology, education, genetics, psychopathology, and political ideology.
Unit 08 intelligence in educational psychologyDARSGHAH
This document discusses theories of intelligence and intelligence testing. It describes Spearman's two-factor theory of intelligence comprising a general factor (G) and specific factors (S). It also summarizes Thurstone's group factor theory identifying seven primary mental abilities. The document outlines characteristics of intelligence tests and their uses, including selection, classification, guidance, and improving learning.
Clark Hull developed drive reduction theory in the early 20th century as the first theory of motivation. The theory proposes that physiological needs create a state of tension or "drive" that motivates an organism to satisfy that need and reduce the drive. Primary drives are innate, like hunger, while secondary drives are learned. The goal is to reduce the drive through an activity that fulfills the need, restoring homeostasis in the body. Hull later modified his theory to focus on reducing drive stimuli rather than the drive itself to better explain how learning occurs.
Testing of Attitude, Aptitude and InterestSuresh Babu
Testing of Attitude, Aptitude and Interest- Attitude scales, GATB, &DATB, Interest Inventories.
Significance and implications of attitude scales, aptitude tests and inventories in class room teaching and learning.
Abraham Maslow created a hierarchy of needs theory that proposes human motivations are based on fulfilling innate needs starting with basic physiological and safety needs, followed by love and esteem needs, and ultimately culminating in self-actualization. Maslow's hierarchy categorizes needs into deficiency needs and growth needs and suggests more basic needs must be met before progressing to meet higher level needs, though he later clarified this is not an absolute order. The theory provides insight into human motivation and has educational applications in understanding how to meet student needs to support learning and growth.
Sternberg developed a triarchic theory of intelligence comprising analytical, creative, and practical thinking elements that are balanced by metacognition. The analytical component involves planning, monitoring, and problem solving. The creative component focuses on developing new ideas and solutions. The practical component focuses on adapting to real-world contexts. Sternberg described types of people who rely more on certain elements, with the ideal being a balanced use of all three.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
A children learn through #Observation #Imitation & #Modelling also. In the process of #Education, this theory is very necessary for classroom situations.
#Social Learning Theory #Educational Psychology #Learning Theory #Observational learning #Social learning
Module 1: The Role of Educational Psychologyjvirwin
This document provides an overview and introduction to an educational psychology course. It discusses key topics that will be covered in the course including defining learning, characteristics of effective and ineffective teachers, and the concept of "intentional teaching". It also summarizes that educational psychology is the study of learning and teaching and how research in this field can impact areas like curriculum, professional development, and school structures. Different research methods used in educational psychology like experiments, correlational studies, descriptive studies, and action research are also briefly outlined.
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Educational psychology studies human behavior in educational settings to understand how people learn best. It examines factors like a learner's environment and emotions, the learning process and how knowledge is transferred, different learning styles, and the role of curriculum, evaluation techniques, and learning situations. Understanding educational psychology helps educators identify effective learning methods, develop curricula, evaluate students, and adapt their teaching to different learners and situations to improve the learning experience.
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.
The experimental method is considered the most scientific and objective way to study human behavior. It involves observing behavior under controlled conditions to determine cause-and-effect relationships through experimentation. There are three types of variables: the independent variable that is manipulated, the dependent variable that is measured, and controlled variables. Experimental methods allow for systematic and objective analysis but can be difficult, time-consuming, and may not account for all factors.
Psychology: Motivation,Types of Motivation & Theories of MotivationPriyanka Nain
This presentation is basically about Motivation,categories & types of Motivation. It also consists of two theories of Motivation- McClelland's Theory of Needs and Maslow's Theory of Self Actualization.
This document discusses how incentives can motivate employees. It defines incentives as additional remuneration or benefits given to employees for good work. Incentives can increase productivity, drive work performance, satisfy employees psychologically, and shape behavior. Management should offer both monetary incentives like rewards in money, as well as non-monetary incentives like job security, praise, opportunities for growth, and participative management to satisfy different employee needs. Positive incentives provide assurance for fulfilling needs, while negative incentives aim to correct mistakes through penalties or demotions.
This document discusses motivation in education. It defines motivation and differentiates between needs, drives, and motives. Motivation is described as a process involving energy, direction, and persistence towards a goal. Theories of motivation discussed include content theories like Maslow's hierarchy of needs and process theories like Vroom's expectancy theory. Intrinsic and extrinsic motivation are also defined. Educational implications of effectance motivation theory and epistemic curiosity theory are provided. In conclusion, motivation activates and directs behavior towards a goal and in education affects learning by increasing effort and energy. Motivation theories can help understand human motivation and enhance learning.
Clark Hull developed a drive-reduction theory of learning that stated drives create arousal or tension that motivates behavior to reduce the drive, and learning occurs through conditioning when behaviors are associated with drive reduction. His theory proposed several concepts including habit strength, reaction inhibition, and effective reaction potential to explain learning quantitatively. Although influential, Hull's theory faced criticisms for not fully explaining real-world behavior and inconsistencies in its predictions.
This presentation is about standardized achievement tests:
Definition of achievement tests
Definition of SAT
Functions of SAT
Types of SAT
Characteristics of SAT
SAT vs. Teacher made tests
Classification of SAT
SAT batteries
SAT in specific areas
Customized Achievement Tests
Individual Achievement Tests
Tolman's purposive behaviorism theory posits that learning is always goal-directed and purposeful, not merely the formation of stimulus-response associations. According to Tolman, organisms form cognitive maps of their environment which allow them to navigate efficiently to goals. He demonstrated this concept through experiments showing that rats could learn maze patterns even without reinforcement, indicating latent or hidden learning had occurred through map formation. Tolman's theory moved beyond strict behaviorism to incorporate internal cognitive processes as mediators of learning and behavior.
This power point presentation is on Carl Rogers theory of personality. This ppt would be helpful for both UG and PG students and is developed to fulfill the objective of curriculum.
Raymond Bernard Cattell was a British and American psychologist known for describing behavior and developing theories of intelligence and personality. He proposed two types of general intelligence: fluid intelligence, which involves abstract reasoning and decreases with age, and crystallized intelligence, which involves learned skills and knowledge and increases with age. Cattell also developed theories of personality, including the Big Five personality traits of openness, conscientiousness, extraversion, agreeableness, and neuroticism. Additionally, he proposed 16 primary personality factors and 5 global factors to comprehensively classify human personality. Cattell made major contributions through his extensive research and publication of over 500 articles and 50 books.
Hans Eysenck Personality Theory (Type cum Trait Approach)Thiyagu K
The document discusses Hans Eysenck's personality theory, which combines both the type and trait approaches. Eysenck proposed that there are three fundamental personality factors - introversion vs extraversion, neuroticism vs emotional stability, and psychoticism vs impulse control. He argued that these traits are determined by heredity and interact to form four basic temperaments: melancholic, choleric, phlegmatic, and sanguine. Eysenck's theory contributed to the study of criminology, education, genetics, psychopathology, and political ideology.
Unit 08 intelligence in educational psychologyDARSGHAH
This document discusses theories of intelligence and intelligence testing. It describes Spearman's two-factor theory of intelligence comprising a general factor (G) and specific factors (S). It also summarizes Thurstone's group factor theory identifying seven primary mental abilities. The document outlines characteristics of intelligence tests and their uses, including selection, classification, guidance, and improving learning.
Clark Hull developed drive reduction theory in the early 20th century as the first theory of motivation. The theory proposes that physiological needs create a state of tension or "drive" that motivates an organism to satisfy that need and reduce the drive. Primary drives are innate, like hunger, while secondary drives are learned. The goal is to reduce the drive through an activity that fulfills the need, restoring homeostasis in the body. Hull later modified his theory to focus on reducing drive stimuli rather than the drive itself to better explain how learning occurs.
Testing of Attitude, Aptitude and InterestSuresh Babu
Testing of Attitude, Aptitude and Interest- Attitude scales, GATB, &DATB, Interest Inventories.
Significance and implications of attitude scales, aptitude tests and inventories in class room teaching and learning.
Abraham Maslow created a hierarchy of needs theory that proposes human motivations are based on fulfilling innate needs starting with basic physiological and safety needs, followed by love and esteem needs, and ultimately culminating in self-actualization. Maslow's hierarchy categorizes needs into deficiency needs and growth needs and suggests more basic needs must be met before progressing to meet higher level needs, though he later clarified this is not an absolute order. The theory provides insight into human motivation and has educational applications in understanding how to meet student needs to support learning and growth.
Sternberg developed a triarchic theory of intelligence comprising analytical, creative, and practical thinking elements that are balanced by metacognition. The analytical component involves planning, monitoring, and problem solving. The creative component focuses on developing new ideas and solutions. The practical component focuses on adapting to real-world contexts. Sternberg described types of people who rely more on certain elements, with the ideal being a balanced use of all three.
Educational psychology is the branch of psychology that studies how people learn in educational settings, both in and out of school. It aims to apply psychological insights and principles to understand and improve educational practice. Some key areas it covers are understanding learners, selecting learning experiences, teaching techniques and strategies, creating effective learning environments, and evaluating learning outcomes. It provides a scientific basis and practical guidance to help learners acquire knowledge and skills through satisfactory educational experiences.
A children learn through #Observation #Imitation & #Modelling also. In the process of #Education, this theory is very necessary for classroom situations.
#Social Learning Theory #Educational Psychology #Learning Theory #Observational learning #Social learning
Module 1: The Role of Educational Psychologyjvirwin
This document provides an overview and introduction to an educational psychology course. It discusses key topics that will be covered in the course including defining learning, characteristics of effective and ineffective teachers, and the concept of "intentional teaching". It also summarizes that educational psychology is the study of learning and teaching and how research in this field can impact areas like curriculum, professional development, and school structures. Different research methods used in educational psychology like experiments, correlational studies, descriptive studies, and action research are also briefly outlined.
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilitie...Suresh Babu
Intelligence Theories - Two factor theory (Spearman), Primary Mental Abilities (Thurston), Structure of Intellect (Guilford) and Multiple Intelligence (Howard Gardner).
Educational psychology studies human behavior in educational settings to understand how people learn best. It examines factors like a learner's environment and emotions, the learning process and how knowledge is transferred, different learning styles, and the role of curriculum, evaluation techniques, and learning situations. Understanding educational psychology helps educators identify effective learning methods, develop curricula, evaluate students, and adapt their teaching to different learners and situations to improve the learning experience.
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.
The experimental method is considered the most scientific and objective way to study human behavior. It involves observing behavior under controlled conditions to determine cause-and-effect relationships through experimentation. There are three types of variables: the independent variable that is manipulated, the dependent variable that is measured, and controlled variables. Experimental methods allow for systematic and objective analysis but can be difficult, time-consuming, and may not account for all factors.
Psychology: Motivation,Types of Motivation & Theories of MotivationPriyanka Nain
This presentation is basically about Motivation,categories & types of Motivation. It also consists of two theories of Motivation- McClelland's Theory of Needs and Maslow's Theory of Self Actualization.
This document discusses how incentives can motivate employees. It defines incentives as additional remuneration or benefits given to employees for good work. Incentives can increase productivity, drive work performance, satisfy employees psychologically, and shape behavior. Management should offer both monetary incentives like rewards in money, as well as non-monetary incentives like job security, praise, opportunities for growth, and participative management to satisfy different employee needs. Positive incentives provide assurance for fulfilling needs, while negative incentives aim to correct mistakes through penalties or demotions.
Theories of Motivation - Overview of the Content Theories of Motivation Monica P
(MST) Advanced Administration and Supervision in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Cognitivism is an approach to psychology that views cognition as an intellectual process of gaining knowledge through perception and ideas. Three major theorists of cognitivism discussed are Robert Gagné, David Ausubel, and Jerome Bruner. Gagné developed the nine events of instruction, Ausubel researched advance organizers, and Bruner viewed learning as an active process where students construct new ideas based on prior knowledge. Cognitivism and its learning theories should reflect the underlying social environments that learning takes place within.
This document summarizes several theories of motivation. It discusses Maslow's hierarchy of needs, Herzberg's two-factor theory, Alderfer's ERG theory, Vroom's expectancy theory, Porter and Lawler's model, equity theory, attribution theory, and goal setting theory as ways to understand what motivates individual and workplace behavior. It also covers how motivation relates to job design and performance management in organizations.
The document discusses 7 key areas of planning and organizing for teaching: 1) organizing the classroom, 2) planning rules and procedures, 3) managing student work, 4) maintaining good behavior, 5) planning instruction, 6) conducting instruction, and 7) starting the year well. It also discusses the types of curriculum (explicit and implicit), curriculum mapping principles, and differences between subject-centered and student-centered curriculum structures.
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) Motivation Education presents strategies for engaging students in learning through creative, hands-on activities that motivate students and align with academic standards.
(2) The presentation describes three steps for generating student motivation: thinking like a child to understand their perspective, telling true stories to spark interest, and making learning an intellectual challenge through play.
(3) Several examples of "motivator maps" are provided, including simulations of animal husbandry, marine biology, and mountaineering that connect students to authentic experts in those fields.
The document outlines the history and evolution of psychology as a field from its establishment in the late 19th century to modern approaches. It notes key figures like Wundt, Freud, Watson, and Skinner and their founding of new perspectives. Modern psychology incorporates diverse approaches including behavioral, cognitive, psychodynamic, humanistic, neurobiological, evolutionary, and sociocultural views. Research methods like experimental, descriptive, and correlational aim to test theories, describe behaviors, and predict outcomes. Ethical principles of informed consent, debriefing, and confidentiality protect participants.
The behavioral view of motivation is based on the concepts of rewards and incentives. Motivation from this perspective is driven by anticipation of rewards for behaviors. Behaviorists believe behaviors are motivated by external factors like rewards, punishments, and consequences rather than internal drives. Reinforcement theory states that behaviors followed by positive consequences will increase through reinforcement, while behaviors followed by negative consequences will decrease. Motivation can be increased using positive reinforcement of desired behaviors and negative reinforcement by removing undesirable consequences. However, incentives only motivate behaviors if the individual values the reward.
John Keller's motivational theory outlines four categories to motivate learners: 1) gain attention through surprising events or questions, 2) ensure relevance through familiar examples and goals, 3) build confidence with clear expectations and challenge, and 4) provide satisfaction with natural consequences, feedback, and consistent standards. The theory was compiled from Keller's research on how to best capture and sustain learner interest, relate new concepts to their prior knowledge and experiences, help them build belief in their abilities to succeed, and reward accomplishments.
Presentación2.ppt input and interactionJoel Acosta
The primary factor affecting language acquisition appears to be the input that the learner receives. Stephen Krashen took a very strong position on the importance of input, asserting that comprehensible input is all that is necessary for second-language acquisition.
Conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice of specific language features. (Gass, 2003)
The document summarizes several motivational learning theories: the ARCS model of motivational design by John Keller, Maslow's hierarchy of needs, goal setting theory by Edwin Locke, and incentive theory. It was submitted by a group consisting of Christine du Toit, Maria Crowley, Mike Aling, and James Arnold.
Motivational theories and their application on students’Poonam_Jindal
This document discusses various motivational theories and their application to student motivation. It provides an overview of Abraham Maslow's hierarchy of needs theory, Douglas McGregor's Theory X and Theory Y, Frederick Herzberg's hygiene and motivational factors theory, Victor Vroom's valence expectancy theory, and equity theory. It explains how these theories can help faculty understand student motivation and the importance of motivation in the learning process. Faculty are encouraged to apply the theories to create an interactive learning environment that supports different student types and links coursework to students' goals and expectations.
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.
1. Effective teaching produces beneficial student learning through appropriate procedures such as quality teachers socializing with students and modeling positive behavior.
2. New teachers bring enthusiasm and creativity but need support, while mid-career teachers need leadership opportunities and veteran teachers provide wisdom and mentoring.
3. Effective teachers demonstrate caring, share responsibility, accept diversity, encourage creativity, and provide individualized instruction. Their classrooms are cheerful environments where learning is enjoyable.
Chapter 11 motivation in learning & teachingbigmanbc
This document discusses motivation and self-determination. It describes intrinsic motivation, which comes from internal rewards, and extrinsic motivation, which comes from external rewards or punishments. Maslow's hierarchy of needs is also summarized, which positions basic needs like safety and belonging below higher-level needs like self-actualization and intellectual achievement. The document advocates supporting students' autonomy and sense of control to enhance intrinsic motivation and engagement in learning.
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
Kounin's model of classroom discipline focuses on preventative techniques like withitness, overlapping, effective transitions, and reducing satiation to keep students engaged and minimize misbehavior. The model emphasizes a teacher's ability to simultaneously attend to multiple events, maintain momentum between activities, and use techniques like accountability and alerting to focus student attention on tasks. By actively engaging students and addressing misbehavior promptly, teachers can establish an orderly learning environment according to Kounin's principles of effective group management.
The document discusses the concept of interlanguage, which refers to the unique language system that L2 learners develop that is between their L1 and L2. It arises from learners applying abstract linguistic rules and their grammar system is permeable and transitional. The concept of interlanguage is informed by mentalist learning theory, which views language learning as involving innate cognitive mechanisms rather than just habit formation from external stimuli alone. Learning strategies like language transfer, overgeneralization, and simplification shape a learner's interlanguage system.
Motivation is an internal drive that energizes and directs behavior. It arises from internal needs and desires. There are several theories that aim to explain the complex factors influencing motivation, including behavioral, cognitive, humanistic, psychoanalytic, and social learning theories. Effective strategies for motivating learners involve addressing attitudes, needs, stimulation, emotion, competence and reinforcement throughout the beginning, during and ending phases of the learning process.
As an administrator, there are several ways to motivate those being supervised:
1. Show examples of what needs to be done rather than just telling people what to do, allowing them to think about tasks and control their own efforts.
2. Divide large assignments into smaller parts that can be worked on by groups, giving people challenging but manageable tasks.
3. Share assignments by breaking down topics into sub-topics that different groups research and then combine, increasing involvement and ownership over the work.
Providing guidance, autonomy over tasks, and a sense of contribution can increase intrinsic motivation among those being supervised.
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.
This document discusses different concepts and theories of motivation. It defines intrinsic and extrinsic motivation and explores drive theory, instinctual behavior theory, and cognitive approaches. Drive theory proposes that biological drives increase over time if not satisfied, motivating goal-directed actions. Instinctual behavior theory examines inborn tendencies and social instincts. Cognitive approaches emphasize expectations and subjective interpretations of reality in motivating behavior. Theories of motivation can be used to relate biology to behavior, account for variability, infer internal states, assign responsibility, and explain perseverance. Motivation is the internal force directing behavior and governing how people live.
Emotion and Motivation.pdfEmotion And MotivationBeth Johnson
Debbie returned to school to earn her master's degree hoping for a pay raise. Her motivation aligns with Herzberg's two-factor theory, as wages and potential for advancement can motivate employees. However, when the LPNs received a raise but Debbie did not, her expectations from Vroom's expectancy theory were not met. While she achieved her goal of a higher degree, her performance was not rewarded by the organization as she expected. This dilemma highlights the complex interplay between theories of motivation and real-world workplace dynamics.
Debbie returned to school to earn her master's degree hoping for a pay raise. Her motivation aligns with Herzberg's two-factor theory, as wages and potential for advancement can motivate employees. However, when the LPNs received a raise but Debbie did not, her expectations from Vroom's expectancy theory were not met. While she achieved her goal of a higher degree, her performance was not rewarded by the organization as she expected. This dilemma highlights the complex interplay between theories of motivation and real-world workplace dynamics.
The document discusses the concept of locus of control and how it affects motivation and learning. There are two types of locus of control: internal and external. People with an internal locus of control (mastery orientation) believe their efforts determine outcomes, while those with an external locus of control (learned helplessness) believe outside factors are more influential. Teachers can help foster an internal locus of control by creating a supportive environment, emphasizing effort over ability, and ensuring tasks are appropriately challenging.
Definiton of motivation
Extrinsic & intrinsic motivation
Characteristics of Extrinsic & Intrinsic Motivation
Factors increasing intrinsic motivation
Locus of contol
This document discusses the development of a questionnaire to assess academic intrinsic motivation in college students. It begins by reviewing past research on intrinsic and extrinsic motivation, and limitations of existing motivation assessments. The proposed questionnaire aims to measure 6 motivation factors: mastery goals, need for achievement (intrinsic), and authority expectations, peer acceptance, power motivations, and fear of failure (extrinsic). An initial version with 10 items per factor is presented. The document also discusses how student metacognition and scores on an established motivation scale can provide validity for the new questionnaire. An initial study administered the proposed questionnaire along with portions of an existing scale to a sample of college students.
This document discusses the development of a questionnaire to assess academic intrinsic motivation in college students. It begins by reviewing past research on intrinsic and extrinsic motivation, and limitations of existing motivation assessments. The proposed questionnaire aims to measure 6 motivation factors: mastery goals, need for achievement (intrinsic), and authority expectations, peer acceptance, power motivations, and fear of failure (extrinsic). An initial version with 10 items per factor is presented. The document also discusses how student metacognition and scores on an established motivation scale can provide validity for the new questionnaire. An initial study administered the proposed questionnaire along with portions of an existing scale to a sample of college students.
This document discusses different theories of motivation, including intrinsic and extrinsic motivation. Intrinsic motivation refers to motivation from internal factors like enjoyment or interest in a task, while extrinsic motivation comes from external factors like rewards or competition. The document also discusses Maslow's hierarchy of needs and how basic needs must be met before higher-level needs. It examines theories like incentive theory, reinforcement principles, and Steven Reiss's 16 basic desires that guide human behavior and define personalities. Designers must understand what motivates end users to create designs that convey the desired message.
This document provides definitions and types of motivation from various scholars and researchers. It defines motivation as the direction and intensity of one's effort to achieve something. It then outlines several types of motivation:
- Primary motivation refers to basic biological functions of self-preservation like eating and avoiding pain. Secondary motivations are learned desires to accomplish goals.
- Intrinsic motivation comes from internal enjoyment of an activity, while extrinsic motivation involves external rewards from one's environment.
- Addiction motivation develops from habit formation when one becomes attached to something over long periods. Subconscious motivation can involve defense mechanisms operating below conscious awareness.
- Motivation can also be oriented toward moving away from pain ("stick people") or toward
This document discusses motivation and employee motivation. It begins by stating that motivation is important for organizations to motivate employees to perform well and achieve goals. It explores the relationship between employee motivation and work performance as well as intrinsic and extrinsic motivation. The objectives are identified as understanding why employee motivation is important, explaining motivation and its different forms, and identifying the connection between employees and their performance. It is noted that intrinsic factors have more efficacy on the relationship than extrinsic factors.
Authentic Assessment of the Affective Domain.pdfCarloManguil2
The document discusses various methods for assessing the affective domain in learning, which includes attitudes, values, interests, motivation, self-concept, and other affective constructs. It describes several common assessment tools used, including self-report measures like written reflections, rating scales such as Likert scales, semantic differential scales, Thurstone scales, and Guttman scaling. Examples of each assessment tool are provided. The document emphasizes that appropriate assessment of the affective domain is important for monitoring learner achievement and improving performance.
Attribution theory deals with how people make causal explanations for events and behaviors. It examines what information people gather and how they use it to form causal judgments. A key process is that people first perceive a behavior, believe it was intentional, and then determine whether internal characteristics or external forces caused it. People have biases like fundamental attribution error and self-serving bias that can lead to incorrect attributions. Kelley's co-variation model examines consensus, distinctiveness, and consistency to determine whether to attribute a behavior internally or externally. Teachers can help students develop self-efficacy, the belief in one's abilities, through performance experiences, social persuasion, and helping students visualize success.
This document discusses motivation from several perspectives. It defines motivation as the force that energizes, directs, and sustains behavior. It then examines major theories of motivation including: drive theory which links motivation to biological needs; arousal theory which proposes individuals seek an optimal level of arousal; expectancy theory which ties motivation to expectations of success; and goal setting theory which suggests goals enhance performance. The document also explores approaches to motivation from behavioral, humanistic, cognitive, and social learning viewpoints. Finally, it provides suggestions for teachers to increase intrinsic and extrinsic motivation in students.
Motivation refers to internal and external forces that drive behavior toward a goal. Internal factors include needs, drives, and motives that arise from within a person. External factors consist of incentives and rewards from outside. Several theories attempt to explain motivation, such as Maslow's hierarchy of needs, McClelland's achievement theory, and Bandura's social learning theory. Understanding motivation is important for nurses, as it helps them better meet patient needs and interpret patient behavior.
This document discusses staff motivation in tourism organizations. It defines motivation and describes various theories of motivation, including Maslow's hierarchy of needs. Motivation comes from internal desires or external incentives and is important for employee performance and commitment. The document provides tips for motivating staff, such as involving employees in decision making, recognizing contributions, meeting needs for esteem and growth, and ensuring resources and standards support good work. Motivated employees can improve productivity and reduce costs for an organization.
Self Motivation, Types of motivation and Importance of self motivationKM KEERTI SINGH
These slides, I have made for the purpose of my sessional exam presentation.
I hope these slides make you understand about motivation and self motivation.
I will be delight if you gain something good from here.
THANK YOU!
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1. Motivation Kingdom of Saudi Arabia The Royal Commission at Yanbu Yanbu University College Yanbu Al-Sinaiyah x EDU 301 EDUCATIONAL PSYCHOLOGY Semester 102 2011-2012 Dr. Hala Fawzi
2.
3. Motivations tries to explain why we are engaged in certain behaviour.
4.
5.
6. They are not responsible of the motivation of their students.They can only influence motivation. (Taylor and Thornton 1995).
8. Types of Motivation? In general, motivation can be considered as either extrinsic(behavioural) or intrinsic(biological, cognitive, affective, cognitive, or spiritual. Intrinsic and extrinsic 6
9. Types of Motivation:Intrinsic Ahmed and Amal example “To do something when we don’t have to”. Intrinsicmotivation is the natural human tendency to seek out and conquer challenges as we pursue personal interests and exercise capabilities. 7
10. Types of Motivation:Intrinsic When we are intrinsically motivated, we do NOT need incentives or punishments, because the activity itself is satisfying and rewarding. Do you know what are incentives ? Objects or events that encourages or discourages behaviour. 8
11. Types of Motivation:Extrinsic Extrinsicmotivation is created by external factors such as grades, rewards and punishments Based on factors NOT related to the activity itself. We are NOTreally interested in the activity for its own sake; we care ONLY about what it will gain us 9
12.
13. Adopting intrinsic vs. extrinsic concept 11 Impossible to identify any of them by just looking to the behaviour and punishments. The essential difference between the intrinsic and extrinsic motivation is the person's (student’s) reason for acting. locus of causality Meaning== whether the location of the causefor the action is internal or external- inside or outside the person.
15. How does locus of causality apply to motivation? Students who practice painting may have freely chosen this activity based on their personal interests …. (internal locus of causality/intrinsic motivation) OR… because someone or something else outside is influencing them... (external locus of causality/extrinsic motivation) 13
16. How does locus of causality apply to motivation? 14 If the locus is internal==motivation is intrinsic. If the locus is external==motivation is extrinsic .
18. Attribution theory (Weiner 1974) 16 It is the location (internal or external) of the cause of behaviour. Internal locus of control – believing that success or failure is attributable to one’s own effort or ability. External locus of control – attributing success or failure to factors outside of one’s control (e.g. luck, poor teaching, etc). High achievers attribute success to internal and stable (fixed or unchangeable) causes High achievers attribute failure to external and stable causes (test was not fair) or internal and unstable causes (I didn’t revise). Go to table 7.3, page 128.
19. Are intrinsic and extrinsic motivation two end of a continuum? There are two explanations that avoid either/or thinking: 17 No! First explanation Fully self –determined Fully determined by others Intrinsic motivation Extrinsic motivation
20. Are intrinsic and extrinsicmotivation two end of a continuum? Are you thinking about your own motivation now? intrinsic OR extrinsic 18 Spending hours to study educational psychology to become a good English language teacher It’s in between! You are freely choosing to accept outside causes, such as license requirements, and then trying to get the most benefit from the requirement. You have internalized an external cause.
21. Are intrinsic and extrinsicmotivation two end of a continuum? 19 Second explanation Intrinsic and extrinsic motivation are NOT two end of a continuum. Most motivation has elements of both.. At any given time, we can be motivated by some of each. Extrinsic and extrinsic maybe two separate tendencies:-both can operate at the same time in a given situation.
30. Linked it to the apathy in depression-feeling helplessness. “ It is seen as the state where motivation to engage in adaptive behavior is extremely low or non-existent”. p.130-133 improving motivation and reducing learned helplessness
31. Do you remember slide 14? Attribution theory (Weinger 1974) 23 It is the location (internal or external) of the cause of behaviour. Internal locus of control – believing that success or failure is attributable to one’s own effort or ability. External locus of control – attributing success or failure to factors outside of one’s control (e.g. luck, poor teaching, etc). High achievers attribute success to internal and stable (fixed or unchangeable) causes High achievers attribute failure to external and stable causes (test was not fair) or internal and unstable causes (I didn’t revise). Go to table 7.3, page 128.
32. Learned Helplessness in Motivation 24 1. “Nothing I did matters==zero or low motivation to try.(Hayes 1994) 2. Learned Helplessness influence self-esteem==“chronic low self-esteem is due to Learned Helplessness. (Renshaw1990) Suggestions to help in increasing motivation: (Deweck (1999) If Learned Helplessness is due to: A faulty attributional style=== attributional training. Ones’ belief that he/she no control over the environment===e ncouraging greater participations’ making choices, decisions and setting personal targets. Chronic low self-esteem===measuring to boost self-esteem.
33. 25 A form of ‘learned helplessness’ (Dweck 1978). Point out – cognitive approach Remedy – Teacher has to persuade the child to think differently about themselves.
36. Teachers MUST encourage and nurture intrinsic motivation while making sure that extrinsic motivation supports learning.To be able to this, teachers NEED to know about the factors that influence motivation
39. Works as follows: recognition of a need __ drive activity trigged to behave in such a manner to reach the goal stimulus, which in turn would reduce the need.
40.
41. How can it be applied to psychological needs (need to achievement)?“Physiological needs can be satisfied, but psychological needs are never satisfied”. (leFrancois 1997)
42. Key factors in motivation according to learning theories 29
43. The role of arousal: the Yerkes-Dodson Law Physiological component to motivation: Arousal is “the changes in heart rate, brain and activity and respiration. 30 Psychological component to motivation: Arousal is “the degree of focused attention”.
44. The role of arousal: the Yerkes-Dodson Law There is a relationship between level of arousal, complexity of task and effectiveness of performance. 31
45. The role of arousal: the Yerkes-Dodson Law Arousal can be equated with motivation :more arousal results in more motivation, resulting in maximum performance. . 32
46. The role of arousal: the Yerkes-Dodson Law Greater levels of arousal lead to greater level of achievement. Examples: Your book, p.123. 33
48. Key factors in motivation according to learning theories 35 2. Humanistic approach to motivation Emphasized intrinsic sources of motivation as a person's needs for “self-actualization” (Maslow), the inborn “actualizing tendency” (Rogers), the need for “self-determination” (Ryan) To motivate means to encourage people's inner resources; their self competence, self-esteem and self-actualization. Maslow theory.
49. Key factors in motivation according to learning theories 36 3. Cognitive approaches to motivation Behavior is determined by our thinking, not by how we are rewarded or punished. Behavior is initiated are regulated by plans, schemas, expectations and attributions. People are viewed as active and curious, searching to solve problems. Thus, cognitive theories emphasized intrinsic motivation.
50. Bandura’s theory of self-efficacy 37 3. Cognitive approaches to motivation self-efficacy : The concept is crucial because it determines what the individual chooses to do + the amount of effort that they expend in the task + the motivation to engage in the task. The higher the level --- the greater the individual’s persistence in the face of difficulty.
51. 38 Questions:”If I try hard, can I succeed?”, If I succeed, will the outcome be valuable or rewarding to me?” (Bandura’s theory of self-efficacy).
52. Bandura’s theory of self-efficacy 39 3. Cognitive approaches to motivation Banduraoutlines four factors that influence our motivation: Enactive Vicarious Precursory Emotive Read p.125 for more details. Students with high self-efficacy (estimates regarding their personal effectiveness ) display greater effort, persistence and intrinsic interest in their education.
54. Key factors in motivation according to learning theories 41 4. Socio-cultural views of motivation The emphasis is on participation, identities and interpersonal relations within communities of practice. People engage in activities to maintain their identities and their relations with the community. “We learn by the company we keep.” Students are motivated to learn if they are members of a classroom or school community that values learning. (Wenger)
55. Key factors in motivation according to learning theories 42 5. Social cognitive approaches to motivation Expectancy X value approach to motivation: Motivation is seen as the product of two main forces: the individual expectations of reaching the goal and the value of that goal to him/her. Motivation is a product of these two factors. If either factor is ZERO, motivation to work toward the goal is ZERO. Questions:”If I try hard, can I succeed?”, If I succeed, will the outcome be valuable or rewarding to me?” (Bandura’s theory of self-efficacy).
56. Key factors in motivation according to learning theories 43 6. Behaviorist approaches to motivation They tend to emphasize extrinsic motivation caused by incentives, rewards and punishment. An understanding of the student’s motivation starts with careful analysis of the incentives and rewards found in the classroom .Ex. Receiving a reward, receiving A + Providing reinforces (stickers, stars, etc) for learning-or demerits for behavior- is an attempt to motivate students by extrinsic means of incentives, rewards or punishments.
57. Key factors in motivation according to learning theories 44 6. Behaviorist approaches to motivation Cox (1991) talks about primary and secondary motivation And positive and negative motivation. Primary is derived from the activity itself. Example: motivation from attending a lesson, writing an essay. Secondary is any form of influence, except those that are directly connected to the doing the activity itself. Example: praise from a teacher or parents, rewards, prizes.
58. Key factors in motivation according to learning theories 45 6. Behaviorist approaches to motivation According to Cox, There is a complex relationship between motivation and feedback. Cox talks of both primary and secondary motivation , which can be perceived as either positive or negative. Primary positive motivation / primary negative motivation: Feedback from the student himself derived from internal thoughts or emotions. Example. p.126 Secondary positive motivation / Secondary negative motivation: Feedback from secondary sources. Example. p.126
63. Once one level is satisfied, the next level will emerge as the depressed need seeking to be satisfied
64. The physiological and security needs are finite but the needs of higher order are infinite and are likely to be dominant in persons at higher levels in the organization.
66. Intrinsic works best for most. Extrinsic rewards will work provided that the teacher is around. 49 Impacting motivation in the classroom There are a variety of specific actions that teachers can take to increase motivation on classroom tasks. In general, these fall into the two categories: intrinsic motivation and extrinsic motivation.
68. Take Away Points & Terms 11/10/2011 LING 411-103 Dr. Hala Fawzi 51
Editor's Notes
In general, motivation can be considered as either extrinsic (behavioural) or intrinsic (biological, cognitive, affective, cognitive, or spiritual.
Examples:Doing something just because you think it's the right thing to do, not because you hope to get a reward or avoid punishment.Writing poetry to express your innermost thoughts and feelings, even though you may not be attempting to sell a book or publish for money.Studying something on your own because you desire to know that subject matter. You may not be doing this for any class or for any grade.
Examples Ahmed studies chemistry outside the class. He reads about it for hours and knows more than the teacher. He gets C and and Bs. He never returns homework at time. but he is so happy about it.Amal gets back to the teacher about every step. She wants to be perfect. Once a teacher gave her a bonus for art work. Now, she does it every time. She wont accept losing marks. If the topic is not in the exam, she is not interested.
Weiner theory examined how an individual interpreted success or failure. The explanation we give ourselves for our successes or failures will determine our expectations of experiencing future successes or failures and as a result, our motivation to engage in tasks where success or failure is possible outcome. Example: students may choose to work hard on activities they do but they don’t find enjoyable but the know that they are important to reach a valued goal.
Emotive influences can be linked to Yerkes-Dodson. Too much emotional arousal will cause a decrease in self-efficacy and thus a drop in motivation and performance.
LeFrancois (1997) points out that physiological needs can be satisfied and psychological needs are never completely satisfiedAir, water, food2. security, protection, freedom,danger,threat3. love, affection, belongingness,acceptance4. Status, strength,creativitySelf actualization needs: desire for personal achievement or mission of his life.Self – actualized persons have frequent occurrence of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self- actualization.3. Love Belongingness Affection
Rewards and Reinforcement Cox (1991) believes that motivation is a drive that can be influenced and purposefully changed by well thought-out environmental manipulations. A behaviourist view. Cox (1991)Primary motivation – derived from activity itself (Intrinsic rewards) Secondary motivation – Influence from outside the activity (e.g. praise and other rewards) (Extrinsic Rewards) Positive motivation Primary – your appraisal of how well you are doing (Intrinsic) Secondary – positive comments and encouragement from others (Extrinsic) Negative motivation Primary – Feeling bad about what you are attempting Secondary – bad marks for work.
What are key factors in motivation according to behavioural viewpoint? A humanistic viewpoint? A cognitive viewpoint? A social cognitive point of view? A sociocultural point of view?Behaviorists tend to emphasize extrinsic motivation caused by incentives, rewards and punishments. Humanistic views stress the intrinsic motivation created by the need for personal growth, fulfillment, and self-determination. Cognitive views stress t person’s active search for meaning, understanding and competence and the power of the individuals attributions and interpretations. Social cognitive theories take into account both the behaviorists’ concern with the consequences of behavior and the cognitivists’ interest in the impact of individual beliefs and expectations. Many influential social cognitive explanations of motivation can be characterized as expectancy x value theories. Socialcultural views emphasize legitimate engaged participation and identity within a community.
Abraham was born in Brooklyn since 1908 – 1970.Maslow was a psychologist who studied the lives and activities of individuals that he found considered them to be “successful and productive”. Maslow is a famous theorist which encompass everything from basic needs to self-actualization in order to demonstrate what motivates people. The basis of Maslow's theory of motivation is that human beings are motivated by unsatisfied needs, and that certain lower needs need to be satisfied before higher needs can be addressed. Per the teachings of Abraham Maslow, there are general needs (physiological, safety, love, and esteem) which have to be fulfilled before a person is able to act unselfishly. These needs were dubbed "deficiency needs." While a person is motivated to fulfill these basal desires, they continue to move toward growth, and eventually self-actualization. The satisfaction of these needs is quite healthy. while preventing their gratification makes us ill or act evilly.