Motivation. milton. 2
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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.
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Presentacion de motivacion
The document discusses motivation in teaching and learning. It defines motivation as the impetus that drives people to act and be goal-oriented. Motivation is important in teaching because it leads to students participating more in class, achieving higher excellence, and having a better attitude. The sources of motivation can be power, attitudes, incentives, fear, competence, affiliation, or achievement. Intrinsic motivation comes from within a person enjoying an activity, while extrinsic motivation involves external rewards like money or grades. Overall, motivation is an important tool for teachers to help students develop skills and achieve goals.
Presentacion de motivacion
The document discusses motivation in students and its importance in education. It defines motivation and different types of motivation, including intrinsic and extrinsic motivation. Motivation is key to students' participation in class, attitude towards learning, and academic achievement. Motivated students perform better and teachers are better able to engage students through positive reinforcement of behaviors.
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 motivation is extremely important for teachers and students.
Psych types of motivation
Intrinsic motivation refers to motivation from an interest in the task itself and exists within the individual, rather than relying on external factors. Students with intrinsic motivation are more likely to willingly engage in tasks and work to improve their skills. Extrinsic motivation refers to performing an activity for an external outcome separate from any interest in the activity itself, such as to attain rewards like money or avoid punishment.
Motivation
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
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.
Motivation & Its Types
Topic: Motivation & Its Types
Student Name: Sumera Khan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Indicators of motivated students
The document discusses indicators of motivated students. It defines motivation as a force that energizes behavior and gives direction towards goals. Motivated students are intrinsically motivated to learn and cooperate fully with their studies. They keep a positive attitude, finish tasks on time efficiently without fatigue, and have psychological and social well-being. Motivated students read, write, learn, participate actively in class, and become thoughtful, productive members of society. Their motivation makes them better people overall.
Recommended
Presentacion de motivacion
The document discusses motivation in teaching and learning. It defines motivation as the impetus that drives people to act and be goal-oriented. Motivation is important in teaching because it leads to students participating more in class, achieving higher excellence, and having a better attitude. The sources of motivation can be power, attitudes, incentives, fear, competence, affiliation, or achievement. Intrinsic motivation comes from within a person enjoying an activity, while extrinsic motivation involves external rewards like money or grades. Overall, motivation is an important tool for teachers to help students develop skills and achieve goals.
Presentacion de motivacion
The document discusses motivation in students and its importance in education. It defines motivation and different types of motivation, including intrinsic and extrinsic motivation. Motivation is key to students' participation in class, attitude towards learning, and academic achievement. Motivated students perform better and teachers are better able to engage students through positive reinforcement of behaviors.
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 motivation is extremely important for teachers and students.
Psych types of motivation
Intrinsic motivation refers to motivation from an interest in the task itself and exists within the individual, rather than relying on external factors. Students with intrinsic motivation are more likely to willingly engage in tasks and work to improve their skills. Extrinsic motivation refers to performing an activity for an external outcome separate from any interest in the activity itself, such as to attain rewards like money or avoid punishment.
Motivation
The document discusses factors that influence student motivation and things teachers can do to develop student motivation. It outlines that student motivation involves their desire to learn and is impacted by their age, gender, goals, interests and other internal and external factors. The document states that while students have an ability to teach themselves, motivation must come from teachers. It provides many strategies for teachers to motivate students, such as creating a positive learning environment, setting attainable goals, making lessons interesting, and rewarding student participation.
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.
Motivation & Its Types
Topic: Motivation & Its Types
Student Name: Sumera Khan
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Indicators of motivated students
The document discusses indicators of motivated students. It defines motivation as a force that energizes behavior and gives direction towards goals. Motivated students are intrinsically motivated to learn and cooperate fully with their studies. They keep a positive attitude, finish tasks on time efficiently without fatigue, and have psychological and social well-being. Motivated students read, write, learn, participate actively in class, and become thoughtful, productive members of society. Their motivation makes them better people overall.
Who Motivates Learning: Trainer or Learner?
Motivation can be defined as a driving force that guides the steps of an individual in a particular direction. This is the reason for the accomplishment of the greatest inventions in the world. It is behind all our endeavors, major or minor. I would not have written this blog if I had not been motivated. Or, for that matter, you would not be reading this blog, if you were not motivated enough.
Motivation
This document discusses motivation and how to motivate oneself and others. It defines motivation as the process that gives behavior purpose and direction. It identifies two types of motivation - intrinsic motivation that comes from within, and extrinsic motivation involving external rewards. The document provides tips for self-motivation including breaking large tasks into small steps, rewarding accomplishments, and seeking support from others. It also offers advice for motivating others such as recognition, promoting communication, and linking rewards to employee results.
Introduction of Motivation in psychology
Motivation is defined as the desire and action towards goal-directed behavior. There are various types of motivation including intrinsic motivation which involves naturally seeking out challenges and enjoying an activity for its own sake, and extrinsic motivation which involves doing something to attain an external reward or avoid punishment. Motivation is influenced by factors like curiosity, goal setting, social approval and comparison, and psychological needs related to survival, safety, belongingness, esteem and self-actualization. Motivations can be general drives like achievement, power, aggression or curiosity. Matching learning tasks to students' needs and developing their self-efficacy can also influence motivation levels.
Types of Motivation
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.
EDUCATIONAL PSYCHOLOGY :- MOTIVATION
IN THIS PRESENTATION YOU KNOW ABOUT THE IMPORTANCE AND NEED OF MOTIVATION IN EVERY FIELD OF SUCCESS.
Improving Student Learning Motivation Through Interaction_2017
This document discusses student motivation and provides tips for improving it. It defines intrinsic and extrinsic motivation. Intrinsic motivation involves curiosity and enjoyment, while extrinsic motivation involves rewards and punishments. It also outlines three theories of motivation: drive theory, incentive theory, and Maslow's hierarchy of needs. The document recommends using icebreakers, encouraging interaction, allowing cooperation, and providing constructive feedback to build trust and stimulate creativity to improve student motivation. Specific techniques are also listed, such as praise sandwiches and memory games. The conclusion emphasizes that inspiring students and fostering success are important for effective teaching.
Self efficacy
This document discusses self-efficacy in students. It defines self-efficacy as a student's belief in their ability to accomplish goals and defines its sources as mastery experiences, vicarious experiences, verbal persuasion, and emotional state. Students with high self-efficacy are intrinsically motivated, persist through challenges, and achieve personal goals, while those with low self-efficacy avoid challenges and give up easily. The document provides tips for teachers to improve students' self-efficacy such as using moderate tasks, modeling, teaching strategies, feedback, and challenging negative thoughts.
What affects student motivation
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Self concept and self efficacy
This document discusses factors that influence learning, including self-concept, self-efficacy, and self-regulation. It defines self-concept as one's self-image and self-efficacy as one's belief in their ability to succeed. Psychologist Albert Bandura identified four ways self-efficacy affects behavior: choice of activities, goals, effort/persistence, and learning/achievement. Self-regulation refers to directing one's thoughts and actions towards goals and involves setting standards, self-observation, self-judgment, and self-reaction. Technology can increase learner motivation by boosting self-efficacy as students develop expertise using various tools.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Self efficacy
Self-efficacy refers to an individual's belief in their own ability to achieve goals or accomplish tasks. According to psychologist Albert Bandura, there are four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy view challenges as tasks that can be mastered through sustained effort, while those with weak self-efficacy tend to avoid challenges and focus on potential failures. Bandura's seminal 1977 paper on self-efficacy helped make it one of the most studied topics in psychology.
Motivation and learning - Educational Psychology
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.
Motivation lm
The document discusses motivation and goal setting theories. It summarizes Abraham Maslow's hierarchy of needs, which posits that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs. Once a lower level need is met, the next higher level need emerges. It also discusses other motivation theories like expectancy theory and goal setting theory. The document provides strategies for setting goals and achieving motivation, including making goals specific, measurable, attainable, relevant, and time-bound.
Child development powerpoint 97 03
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.
Motivation
►www.Youtube.com/MotivationDays
►www.facebook.com/MotivationDays
►www.twitter.com/MotivationDays
►www.Soundcloud.com/MotivationDays
Motivation
►www.Youtube.com/MotivationDays
►www.facebook.com/MotivationDays
►www.twitter.com/MotivationDays
►www.Soundcloud.com/MotivationDays
MOTIVATION
The document discusses motivation in students and its importance in education. It defines motivation and explains that it drives people to act. When students are motivated by their teachers, they achieve higher levels of excellence. Motivated students also demonstrate better attitudes and outlooks. The document outlines different types of motivation, such as power motivation and achievement motivation. It emphasizes the role of positive reinforcement in motivating students. Intrinsic and extrinsic motivation are also defined.
Presentacion de motivacion
The document discusses motivation in students and its importance in education. It defines motivation and explains that it drives students to act and achieve goals. When students are motivated by their teachers, they perform at higher academic levels. The document also lists different types of motivation, such as power motivation and achievement motivation, and discusses how positive reinforcement from teachers can motivate students to demonstrate better behavior and attitudes towards learning.
MOTIVATION
The document discusses motivation in students and its importance in education. It defines motivation and different types of motivation, including intrinsic and extrinsic motivation. Motivation is key to students' participation in class, attitude towards learning, and academic excellence. Motivated students have better behaviors and outcomes, while teachers who motivate students have more positive outlooks.
Types of Motivation.
The document discusses motivation in teaching and learning. It defines intrinsic motivation as motivation coming from within an individual, such as enjoying an activity. Extrinsic motivation comes from outside rewards like money or grades. While extrinsic motivation can be effective, over-reliance on it may undermine intrinsic motivation. The document advocates using a combination of intrinsic and extrinsic factors to encourage student autonomy and enhance performance.
motivational
The document discusses motivation in learning. It defines motivation and explains that there are two types: intrinsic motivation, which arises from internal desire, and extrinsic motivation, which comes from external rewards or threats. Intrinsic motivation generally leads to better learning outcomes. The document then outlines several ways leaders can build intrinsic motivation, such as making learning relevant, providing choices, finding the right challenge level, encouraging personal bests, using role models, fostering belongingness, adopting a supportive style, and managing expectations.
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.
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Who Motivates Learning: Trainer or Learner?
Motivation can be defined as a driving force that guides the steps of an individual in a particular direction. This is the reason for the accomplishment of the greatest inventions in the world. It is behind all our endeavors, major or minor. I would not have written this blog if I had not been motivated. Or, for that matter, you would not be reading this blog, if you were not motivated enough.
Motivation
This document discusses motivation and how to motivate oneself and others. It defines motivation as the process that gives behavior purpose and direction. It identifies two types of motivation - intrinsic motivation that comes from within, and extrinsic motivation involving external rewards. The document provides tips for self-motivation including breaking large tasks into small steps, rewarding accomplishments, and seeking support from others. It also offers advice for motivating others such as recognition, promoting communication, and linking rewards to employee results.
Introduction of Motivation in psychology
Motivation is defined as the desire and action towards goal-directed behavior. There are various types of motivation including intrinsic motivation which involves naturally seeking out challenges and enjoying an activity for its own sake, and extrinsic motivation which involves doing something to attain an external reward or avoid punishment. Motivation is influenced by factors like curiosity, goal setting, social approval and comparison, and psychological needs related to survival, safety, belongingness, esteem and self-actualization. Motivations can be general drives like achievement, power, aggression or curiosity. Matching learning tasks to students' needs and developing their self-efficacy can also influence motivation levels.
Types of Motivation
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.
EDUCATIONAL PSYCHOLOGY :- MOTIVATION
IN THIS PRESENTATION YOU KNOW ABOUT THE IMPORTANCE AND NEED OF MOTIVATION IN EVERY FIELD OF SUCCESS.
Improving Student Learning Motivation Through Interaction_2017
This document discusses student motivation and provides tips for improving it. It defines intrinsic and extrinsic motivation. Intrinsic motivation involves curiosity and enjoyment, while extrinsic motivation involves rewards and punishments. It also outlines three theories of motivation: drive theory, incentive theory, and Maslow's hierarchy of needs. The document recommends using icebreakers, encouraging interaction, allowing cooperation, and providing constructive feedback to build trust and stimulate creativity to improve student motivation. Specific techniques are also listed, such as praise sandwiches and memory games. The conclusion emphasizes that inspiring students and fostering success are important for effective teaching.
Self efficacy
This document discusses self-efficacy in students. It defines self-efficacy as a student's belief in their ability to accomplish goals and defines its sources as mastery experiences, vicarious experiences, verbal persuasion, and emotional state. Students with high self-efficacy are intrinsically motivated, persist through challenges, and achieve personal goals, while those with low self-efficacy avoid challenges and give up easily. The document provides tips for teachers to improve students' self-efficacy such as using moderate tasks, modeling, teaching strategies, feedback, and challenging negative thoughts.
What affects student motivation
The document discusses several factors that can affect student motivation in a classroom setting. It notes that student motivation is influenced by individual characteristics, their social context, health, family situations, goals, tasks, assessments, interests, attitudes, attributions of success or failure, self-efficacy, friends, and more. It provides more details on how attributes, self-efficacy perceptions, interests, task value beliefs, goals, and the interaction of these various aspects can impact a student's level of motivation.
Self concept and self efficacy
This document discusses factors that influence learning, including self-concept, self-efficacy, and self-regulation. It defines self-concept as one's self-image and self-efficacy as one's belief in their ability to succeed. Psychologist Albert Bandura identified four ways self-efficacy affects behavior: choice of activities, goals, effort/persistence, and learning/achievement. Self-regulation refers to directing one's thoughts and actions towards goals and involves setting standards, self-observation, self-judgment, and self-reaction. Technology can increase learner motivation by boosting self-efficacy as students develop expertise using various tools.
Motivation Techniques
This document outlines various motivation techniques for teachers. It discusses intrinsic and extrinsic motivation, and how teachers can cultivate intrinsic motivation in students. It then describes the GODEPY motivation model, which involves teachers glowing with interest, observing students, demonstrating concepts, engaging students actively, embracing all students, praising their efforts, listening to students, and yielding to their feedback. Finally, the document discusses the ARCS model of motivation design which focuses on gaining students' attention, ensuring relevance of content, building confidence, and providing satisfaction.
Self efficacy
Self-efficacy refers to an individual's belief in their own ability to achieve goals or accomplish tasks. According to psychologist Albert Bandura, there are four main sources of self-efficacy: mastery experiences, social modeling, social persuasion, and psychological responses. People with strong self-efficacy view challenges as tasks that can be mastered through sustained effort, while those with weak self-efficacy tend to avoid challenges and focus on potential failures. Bandura's seminal 1977 paper on self-efficacy helped make it one of the most studied topics in psychology.
Motivation and learning - Educational Psychology
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.
Motivation lm
The document discusses motivation and goal setting theories. It summarizes Abraham Maslow's hierarchy of needs, which posits that people are motivated to fulfill basic physiological needs, safety needs, belongingness needs, esteem needs, and self-actualization needs. Once a lower level need is met, the next higher level need emerges. It also discusses other motivation theories like expectancy theory and goal setting theory. The document provides strategies for setting goals and achieving motivation, including making goals specific, measurable, attainable, relevant, and time-bound.
Child development powerpoint 97 03
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.
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Motivation
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►www.Youtube.com/MotivationDays
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MOTIVATION
The document discusses motivation in students and its importance in education. It defines motivation and explains that it drives people to act. When students are motivated by their teachers, they achieve higher levels of excellence. Motivated students also demonstrate better attitudes and outlooks. The document outlines different types of motivation, such as power motivation and achievement motivation. It emphasizes the role of positive reinforcement in motivating students. Intrinsic and extrinsic motivation are also defined.
Presentacion de motivacion
The document discusses motivation in students and its importance in education. It defines motivation and explains that it drives students to act and achieve goals. When students are motivated by their teachers, they perform at higher academic levels. The document also lists different types of motivation, such as power motivation and achievement motivation, and discusses how positive reinforcement from teachers can motivate students to demonstrate better behavior and attitudes towards learning.
MOTIVATION
The document discusses motivation in students and its importance in education. It defines motivation and different types of motivation, including intrinsic and extrinsic motivation. Motivation is key to students' participation in class, attitude towards learning, and academic excellence. Motivated students have better behaviors and outcomes, while teachers who motivate students have more positive outlooks.
Types of Motivation.
The document discusses motivation in teaching and learning. It defines intrinsic motivation as motivation coming from within an individual, such as enjoying an activity. Extrinsic motivation comes from outside rewards like money or grades. While extrinsic motivation can be effective, over-reliance on it may undermine intrinsic motivation. The document advocates using a combination of intrinsic and extrinsic factors to encourage student autonomy and enhance performance.
motivational
The document discusses motivation in learning. It defines motivation and explains that there are two types: intrinsic motivation, which arises from internal desire, and extrinsic motivation, which comes from external rewards or threats. Intrinsic motivation generally leads to better learning outcomes. The document then outlines several ways leaders can build intrinsic motivation, such as making learning relevant, providing choices, finding the right challenge level, encouraging personal bests, using role models, fostering belongingness, adopting a supportive style, and managing expectations.
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.
STUDENT MOTIVATION
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Q 10 & 40
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.
Extrinsic & Intrinsic Motivation
Definiton of motivation
Extrinsic & intrinsic motivation
Characteristics of Extrinsic & Intrinsic Motivation
Factors increasing intrinsic motivation
Locus of contol
Motivtion
1. The document discusses several theories of motivation including Maslow's hierarchy of needs, Herzberg's two-factor theory, ERG theory, McClelland's achievement motivation theory, self-determination theory, and McGregor's Theory X and Theory Y.
2. Key aspects of the theories include intrinsic and extrinsic motivation, existence, relatedness and growth needs, the need for achievement, affiliation and power, autonomy, competence and relatedness.
3. The document also compares Theory X and Theory Y management styles and their underlying assumptions about human motivation and behavior.
School of Psychology - Motivation
The document discusses motivation from a psychological perspective. It defines motivation as a feature that arouses individuals to act towards goals and sustain goal-directed behaviors. Motivation has roots in physiological, behavioral, cognitive, and social areas, and can originate from basic needs or inner drives. Theories of motivation discussed include drive reduction, drive induction, hedonism, incentive theory, and humanism. Motivation is important in education as it can direct behavior towards goals, increase effort and persistence, and improve performance. Motivation is key to success as it helps people get started, keep moving forward despite obstacles, do more than necessary, and make the journey towards success an enjoyable one.
Self confidence and self motivation
Our self-esteem is very dependent on factors within our environment. It is formed as a result of our years of experiences (especially the early ones). It could be said that one's eyes and ears record the messages they receive from others, especially those most important to them. Because one's unconscious accepts all words and emotions as facts no matter how legitimate or based in reality, one's self-esteem is being continuously constructed and reconstructed by what is encountered in the mirror of others verbal and nonverbal messages.
Theories of Motivation.pptx
The document discusses theories of motivation. It states that motivation is an innate characteristic that releases one's creative abilities and drives a person to achieve their goals. Motivation can be intrinsic, coming from within oneself, or extrinsic from external rewards. Effective motivation of learners takes various forms, including focusing attention, using incentives, appealing to internal drives, ensuring readiness to learn, and organizing material in a motivating way. Motivation is key to encouraging learners to give their best performance.
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.
Motivation report
The document discusses intrinsic and extrinsic motivation. Intrinsic motivation comes from within and refers to motivation from enjoying a task itself, while extrinsic motivation comes from outside rewards like money or grades. Several motivational strategies are then analyzed in terms of whether they are more extrinsic or external types of motivation, noting their advantages and disadvantages. Most extrinsic motivators are effective in the short term but can reduce internal motivation, shift the focus from learning to rewards, and create dependency on external approval.
Motivation
1. Use both intrinsic and extrinsic motivators to engage students. Intrinsic motivators like interesting topics and relevance can inspire internal drive, while extrinsic motivators like grades provide external incentives.
2. Help students set achievable goals to stay motivated and avoid frustration. Encourage continued improvement over unrealistic expectations.
3. Build relationships with students to show you value them. Recognizing individual struggles and ambitions can help motivate less engaged students.
ERA-MOTIVATION_TO_LEARN-16-12-14.ppt
This document discusses motivation and how it relates to learning. It defines motivation and explains the difference between intrinsic and extrinsic motivation. Intrinsic motivation comes from internal desires to learn for its own sake, while extrinsic motivation involves external rewards or punishments. The document also describes how motivation affects learning behaviors like effort, persistence, and performance. Finally, it provides strategies for teachers to build intrinsic motivation in students, such as making lessons relevant, providing choices, optimizing challenge levels, and establishing high expectations.
motivate.pdf
This document explores the differences between motivation and inspiration and how they drive success. Motivation is an internal force fueled by external factors like rewards or consequences that provides short-term energy to achieve goals. Inspiration arises from within and fuels long-term dedication by igniting passion and purpose. While motivation helps overcome obstacles and meet short-term targets, inspiration unleashes creativity, sustains long-term commitment, and promotes growth. Together, motivation and inspiration can maximize success by providing initial momentum and sustaining dedication throughout the journey.
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Motivation. milton. 2
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Motivation. milton. 2
- 1. MOTIVATION BY: MILTON MORALES JHON FREFERNEY DY ESPINOZA DIANA MARCEL;A MURCIA. Licenciatura en inglés (SEMINARY) Universidad de la Amazonia
- 2. WHAT IS MOTIVATION? Motivation is the main factor that leads a person to do something. Motivate means to provide a need or desire that causes a person to act. Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts.
- 3. WHY MOTIVATION IS IMPORTANT IN TEACHING Sts get to participate in classroom. Motivation in students makes all the difference in the world. Students who are motivated by their teachers reach the highester levels of excellence in school .
- 4. THE IMPORTANCE OF MOTIVATION IN TEACHING & LEARNING PROCESS Students demonstrate a better attitude towards schoolwork and learning when they are motivated. When the students are motivated, the teacher will view the students and her job with a more positive outlook. Students will not want to be away from school if they are highly motivated.
- 5. TYPES OF MOTIVATION Power motivation Attitude motivation Incentives motivation Fear motivation Competence motivation Affiliation motivation Achieve motivation
- 6. POSITIVE CLASSROOM BEHAVIOR SYSTEM One of the most important effects of motivating students is the use of a positive classroom behavior system. A motivate educator will spend most of his energy pointing out the positive behaviors, rather than negative behavior.
- 7. KINDS OF MOTIVATION Intrinsic Motivation It refers to motivation that comes from inside an individual. This motivation does not need to have compensation at the end of a performed activity. The person who is intrinsically motivated will carry out a task just because he likes and enjoys what he is doing.
- 8. EXTRINSIC MOTIVATION Extrinsic motivation refers to motivation that comes from outside an individual. Rewards such as money or grades provide satisfaction and pleasure that the task itself may not provide. Extrinsic motivation is when someone is motivated by external factors.
- 10. SOURCES OF MOTIVATIONAL NEEDS elicited by stimulus associated/ connected to innately connected stimulus obtain desired, pleasant consequences /external (rewards) or escape/avoid undesired, unpleasant consequences imitate positive models increase/decrease affective dissonance (inconsistency) increase feeling good Affective decrease feeling bad increase security of or decrease threats to self- esteem maintain levels of optimism and enthusiasm
- 11. SOURCES OF MOTIVATIONAL NEEDS maintain attention to something interesting or threatening develop meaning or understanding increase/decrease cognitive disequilibrium; cognitive uncertainty solve a problem or make a decision figure something out eliminate threat or risk meet individually developed/selected goal obtain personal dream conative take control of one's life eliminate threats to meeting goal, obtaining dream reduce others' control of one's life
- 12. CONCLUSION Motivation is extremely important for both the teacher and the students. As teacher we must to incorporate in all our class the motivation, because this is the most important factor to encourage students to work diligently and pleasurable.