This document discusses different perspectives on motivation: behavioral, humanistic, and cognitive. It also covers topics such as extrinsic vs intrinsic motivation, self-determination and personal change, optimal experiences and flow, effects of rewards, developmental changes, attribution, achievement motivation, self-efficacy, self-regulation, and design principles for motivating students.

1. Motivation

3. Perspectives of Motivation
Behavioral
Perspective
Humanistic
Perspective
Cognitive
Perspective
•Rewards and
punishments are the keys
in determining an
individual’s motivation.
•Incentives – positive or
negative stimuli or events
that can motivate a
student’s behavior.
•Individual’s capacity for
personal growth, freedom to
choose their destiny, and
positive qualities.
•Abrahan Maslow’s
Hierarchy of Needs:
Individual’s needs must be
satisfied in the following
sequence
•Student’s thoughts guide their
motivation: beliefs that
individuals can control their
environment as well as the
importance of goal setting,
planning and monitoring.
•People are motivated to deal
effectively with their
environment, to master their
world, and to process
information efficiently.

4. A. Extrinsic and Intrinsic
Motivation
Extrinsic Intrinsic
•External incentives
such as rewards and
punishment
•Internal factors such as
self-determination, curiosity,
challenge, and effort.

5. B. Self-determination and
Personal Change
• Individuals want to
believe that that they
are doing something
because of their own
will, not because of
external success or
rewards.

6. C. Optimal Experiences and Flow
• Optimal experiences
involve feelings of deep
enjoyment and happiness
(Csikszentmihalyi, 2000).
• Flow – optimal
experiences in life. Flow
occurs most often when
people develop a sense
of mastery and are
absorbed in a state of
concentration while they
engage in an activity.

7. D. Effects of Rewards
• Incentive to engage in
task
• Convey information
about mastery

8. E. Developmental changes
• Intrinsic motivation
decreases from elementary
to high school
• The needs of young
adolescents produce
increasingly negative self-
evaluations and attitudes
towards school.

9. F. Attribution
• Individuals are motivated to determine the
underlying causes of their own
performance or behavior.

10. G. Achievement Motivation
•Mastery Orientation – focus
on the task rather than on their
ability, have positive affect,
and generate solution oriented
strategies that improve their
performance.
•Helpless orientation (task
avoidance orientation) – focus on
their personal inadequacies,
often attributes their difficulty to a
lack of ability, and display
negative affect. This behavior
undermines their performance.
•Performance orientation – being
concerned with outcome rather than
with process. Winning is what
matters and happiness is thought to
be a result of winning.

11. H. Self-efficacy
• The belief that one
can master a situation
and produce positive
outcomes.

12. I. Self-regulation
• Self-generation of
thoughts, feelings and
actions that are
planned and cyclically
adapted to attain
goals.

13. Motivational
Generalization
Design Principle
1. Adaptive self-
efficacy and
competence beliefs
motivate students
•Provide clear and accurate feedback
regarding competence and self-efficacy,
focusing on the development of competence,
expertise, and skill.
•Design tasks that offer opportunities to be
successful but also challenge students
2. Adaptive
attributions and control
beliefs motivate
students
•Provide feedback that stresses process
nature of learning, including importance of
effort, strategies and potential self-control of
learning.
•Provide opportunities to exercise some
choice and control
•Build supportive and caring personal
relationship in the community of learners in
the classroom.

14. Motivational
Generalization
Design Principle
3. Higher levels of
interest and intrinsic
motivation motivate
students
•Provide stimulating and interesting tasks,
activities, and materials, including some
novelty and variety in tasks and activities.
•Provide content material and tasks that are
personally meaningful and interesting to
students.
•Display and model interest and involvement
in the content and activities.
4. Higher levels of
value motivate
students
•Provide tasks, material, and activities that are
relevant and useful to students, allowing for
some personal identification with school.
•Classroom discourse should focus on
importance and utility of content and activities.

15. Motivational
Generalization
Design Principle
5. Goals motivate and
direct students
•Use organizational and management
structures that encourage personal and social
responsibility that provide a safe, comfortable,
and predictable environment.
•Use cooperative and collaborative groups to
allow for opportunities to attain both social
and academic goals.
•Classroom discourse should focus on
mastery, learning, and understanding course
and lesson content.
•Use task, reward, and evaluation structures
that promote mastery, learning, effort,
progress, and self-improvement standards
and less reliance on social comparison or
norm-reference standards.