This document discusses two types of motivation - intrinsic and extrinsic - and how students differ in their motivations based on factors like age, gender, culture, and socioeconomic background. It notes that the class contains students with varying backgrounds and motivations influenced by their families and cultures. To motivate all students for learning, differentiated approaches are needed. Two principles are outlined: students model behaviors relevant to their situation, and students have greater efficacy when they see similar others succeed. The conclusion is that students need models similar to themselves in terms of background to increase motivation.

2. Two Types of
Motivation
Intrinsic Motivation
Extrinsic Motivation

3. ......
Students who, by
themselves are already as
diverse, also differ in age,
developmental stage, gender,
socio-economic and cultural
background.

4. Our class is a conglomerate of
students with varying ages and gender
and most especially cultural background
and socioeconomic status. Our students’
motivational drives reflect the elements
of the culture in which they grow up –
their family, their friends, school, church
and books. To motivate all of them for
learning, it is best to employ
differentiated approaches. “Different
folks, different strokes”. What is
medicine for one may be poison for
another.

5. Two principles to consider
regarding social and
cultural influences on
motivation are:

6. 1. Students are most likely to
model the behaviors they believe
are relevant to their situation.
2. Students develop greater
efficacy for a task when they see
others like themselves performing
the task successfully.

7. What conclusion can be derived
from the two principles?
“Students need models who are similar
to themselves in terms of race, cultural
background, socioeconomic status, gender,
and disability.
Then it must be good to expose our
students to models of their age and to
models who come from similar cultural,
socioeconomic backgrounds.