The presentation is basically about motivation, its types and what are the factors that help in improving student motivation for excellence in education.

1. MOTIVATION FOR
EXCELLENCE IN
EDUCATION
BY
ANWESHA SANYAL
VASANTA COLLEGE FOR WOMEN (VCW),
BANARAS HINDU UNIVERSITY (BHU)
Application No.- 7fefc8d7e5ff11e992a64723808534dd

2. MOTIVATION
Motivation is defined as the process that accounts for an individual’s intensity, direction and persistence of an effort towards attaining
a goal (Robbins & Judge, 2013).
 Intensity: describes how hard a person tries.
 Direction: defines the path of the effort.
 Persistence: describes how long a person can stay motivated.
According to Kanfer (1990), motivation is a hypothetical construct; we cannot see it or feel it. We can observe the effects or
byproducts that are indicative of differing levels of motivation.
Pinder (1998), defines motivation determines the form, direction, intensity, and duration of work-related behaviour.
Motivation is a basic psychological process. Motivation interacts with and acts in conjunction with other mediating processes and the
environment (Luthans, 2011).

3. MOTIVATION PROCESS
According to Luthans (2011), the basic motivation process includes the following elements:
DRIVES
Drives, or motives,
are set up to alleviate
needs. A
physiological drive
can be simply defined
as a deficiency with
direction.
NEEDS
Needs are created
whenever there is
a physiological or
psychological
imbalance.
INCENTIVES
Incentive, is defined
as anything that will
alleviate a need and
reduce a drive. Thus,
attaining an incentive
will restore
physiological/psychol
ogical balance.

4. TYPES OF MOTIVATION
Ryan & Deci (1985) have proposed two major types of motivation :
INTRINSIC MOTIVATION
It is the motivation that is driven by
internal rewards. The motivation arises
from within the individual.
EXTRINSIC MOTIVATION
It is the motivation that is driven by
extrernal rewards. The motivation here
arises from external rewards like
incentives.
SELF-DETERMINATION THEORY OF
MOTIVATION (Ryan & Deci, 1985)

5. IMPORTANCE OF EXCELLENCE IN
EDUCATION
• Education gives us knowledge of the world around us and changes it into
something better.
• It helps us develop a perspective in life, create an ambition and helps builds
opinions.
• Education not only gives us knowledge but also helps develop various skills,
practicability, logical reasoning, decision making, personality development,
problem solving and so on.
• In order to function in the fast growing society, one needs to be well educated
and aware about the current situations around us and to know the solution to the
present day challenges.

6. MOTIVATING STUDENTS
• Give frequent, early, positive feedback that supports students' beliefs that they can do
well.
• Ensure opportunities for students' success by assigning tasks that are neither too easy nor
too difficult.
• Help students find personal meaning and value in the material.
• Create an atmosphere that is open and positive.
• Help students feel that they are valued members of a learning community.

7. IMPROVING STUDENT MOTIVATION
1. Give students a sense of control
While guidance from a teacher is important to keeping kids on task and motivated, allowing
students to have some choice and control over what happens in the classroom is actually one of
the best ways to keep them engaged. For example, allowing students to choose the type of
assignment they do or which problems to work on can give them a sense of control that may just
motivate them to do more.
2. Define the Objectives
It can be very frustrating for students to complete an assignment or even to behave in class if
there aren’t clearly defined objectives. Students want and need to know what is expected of them
in order to stay motivated to work. At the beginning of the year, lay out clear objectives, rules,
and expectations of students so that there is no confusion and students have goals to work
towards.

8. Contd….
3. Create a threat-free Environment
While students do need to understand that there are consequences to their actions, far more
motivating for students than threats are positive reinforcements. When teachers create a safe,
supportive environment for students, affirming their belief in a student’s abilities rather than
laying out the consequences of not doing things, students are much more likely to get and stay
motivated to do their work. At the end of the day, students will fulfill the expectations that the
adults around them communicate, so focus on can, not can’t.
4. Offer varied experiences
Not all students will respond to lessons in the same way. For some, hands-on experiences may be
the best. Others may love to read books quietly or to work in groups. In order to keep all students
motivated, mix up your lessons so that students with different preferences will each get time
focused on the things they like best. Doing so will help students stay engaged and pay attention.

9. Contd.…
5. Allow students to work together
While not all students will jump at the chance to work in groups, many will find it fun to try
to solve problems, do experiments, and work on projects with other students. The social
interaction can get them excited about things in the classroom and students can motivate one
another to reach a goal. Teachers need to ensure that groups are balanced and fair, however,
so that some students aren’t doing more work than others.
6. Give Praise when earned
There is no other form of motivation that works quite as well as encouragement. Even as
adults we crave recognition and praise, and students at any age are no exception. Teachers
can give students a bounty of motivation by rewarding success publicly, giving praise for a
job well done, and sharing exemplary work.

10. REFERENCES
Luthans, F. (2011). Organizational behaviour:An evidence based approach,12th
Edition. McGraw Hill.
Robbins, S.P., Judge T.A. and Sanghi, S.(2009) Essentials of Organizational Behaviour,10th
edition. Pearson Education ,India.
Ryan, R.M. & Deci, E.L. (1985). Intrinsic and Extrinsic Motivations: Classic Definitions and
New Directions. Contemporary Educational Psychology, 25, 54-67.

11. ACKNOWLEDGEMENT
I sincerely express my gratitude to SWAYAM for guiding me to achieve
academic excellence. I am immensely benefitted by the course which
enhanced my knowledge. The modules are extremely beneficial for
developing clear concept and understanding.