Motivation is theinternal or external driving
force that initiates, guides, and maintains
goal-oriented behaviors. It is the process that
explains why people take action, providing
the intensity, direction, and persistence
needed to achieve goals. It stems from
biological, emotional, social, or cognitive
needs.
WHAT IS MOTIVATION?
4.
Key Components andTypes of
Motivation
•Definition: Often described as the
"reason" or "need" for doing something.
•Intrinsic Motivation: Internal desires,
such as personal satisfaction, interest, or
enjoyment of an activity.
•Extrinsic Motivation: External factors,
such as rewards, money, grades, or
5.
Self-regulation is theability to monitor and manage
energy states, emotions, thoughts, and behaviors in
ways that are acceptable and promote well-being,
such as personal goal achievement, stress
management, and positive social interaction. It
involves controlling impulses, delaying
gratification, and adapting to situations, acting as a
crucial component of emotional intelligence and
long-term success.
WHAT IS SELF- REGULATION
6.
The development of
motivationand self-
regulation is a lifelong process where
individuals learn to manage their thoughts,
behaviors, and emotions to achieve specific goals.
This evolution typically moves from external
regulation (guided by parents and teachers) to
internalized self-regulation as children gain
7.
Key Theories of
Motivationand
Regulation
Theoretical frameworks categorize how people
are driven to act and how they maintain that
drive:
1. Zimmerman’s Cyclical Phase Model: Views
self-regulated learning as a three-phase loop:
8.
Barry Zimmerman’s CyclicalPhase Model is
a foundational framework in educational
psychology that describes how learners
take control of their own learning through
Self-Regulated Learning (SRL). It views
learning not as a one-time event, but as an
ongoing cycle where students proactively
transform their mental abilities into
academic skills.
9.
The model isstructured into three recurring
phases that influence one another:
1. Forethought Phase (Before Learning)
This phase sets the stage for the task. It involves two main
processes:
•Task Analysis: Breaking down the task to set specific goals
and plan strategic approaches.
•Self-Motivation Beliefs: The learner’s underlying drive,
such as self-efficacy (belief in one's capability) and intrinsic
interest in the task.
10.
The model isstructured into three
recurring phases that influence one
another:
2. Performance Phase (During Learning)
This is the execution stage where the learner carries out the
task while actively managing their progress.
•Self-Control: Using techniques like self-instruction,
imagery, and attention focusing to stay on task.
•Self-Observation: Keeping track of performance through
11.
The model isstructured into three
recurring phases that influence one
another:
3. Self-Reflection Phase (After Learning)
After completing a task or a portion of it, the learner
evaluates their performance, which then feeds back into the
next "Forethought" phase.
•Self-Judgment: Comparing personal performance against
a standard or goal (self-evaluation) and determining the
causes of success or failure (causal attribution).
12.
Key Theories of
Motivationand
Regulation
Theoretical frameworks categorize how people
are driven to act and how they maintain that
drive:
2. Self-Determination Theory (SDT): Proposes
that motivation flourishes when three innate
13.
Self-Determination Theory (SDT)is a framework for
understanding human motivation, personality, and
optimal functioning, emphasizing intrinsic growth
tendencies and the satisfaction of three basic
psychological needs—autonomy, competence, and
relatedness. It argues that social environments
supporting these needs foster high-quality
motivation, well-being, and performance, whereas
environments thwarting them lead to
disengagement.
14.
Core Components ofSDT
•Three Basic Psychological Needs:
•Autonomy: The desire to feel in control
of one’s own actions and behaviors.
•Competence: The need to master tasks,
learn skills, and feel effective.
•Relatedness: The need to feel
connected, attached to, and supported
by others.
15.
•Types of Motivation
IntrinsicMotivation: Engaging in an activity
for its own sake, curiosity, or enjoyment.
•Extrinsic Motivation: Doing an activity to
attain a separable outcome, such as rewards,
praise, or avoiding punishment. SDT classifies
this along a continuum from controlled to
autonomous (integrated) regulation
16.
Key Theories of
Motivationand
Regulation
Theoretical frameworks categorize how people
are driven to act and how they maintain that
drive:
3. Content Theories: Focus on specific human needs,
such as Maslow’s Hierarchy (physiological to self-
17.
Content theories ofmotivation
focus on identifying specific
internal factors—primarily human
needs—that drive behavior and
energize individuals.
18.
Maslow's hierarchy ofneeds is a
motivational theory in psychology proposed
by Abraham Maslow, often depicted as a
five-tier pyramid. It argues that individuals
are motivated to fulfill basic needs—
physiological, safety, love/belonging, and
esteem—before moving up to satisfy self-
actualization, which represents achieving
one's full potential
19.
The Five Levels(Base to Top)
1.Physiological Needs: Survival essentials such as
food, water, sleep, and shelter.
2.Safety Needs: Security of body, employment,
resources, health, and property.
3.Love and Belongingness: Friendship, intimacy,
family, and a sense of connection.
4.Esteem Needs: Respect, self-esteem, status,
recognition, and strength.
5.Self-Actualization: Personal growth, fulfillment, and
realizing one's full potential.
21.
Developmental Milestones
The capacityto self-regulate evolves through distinct stages as brain
functions like working memory and inhibition mature: [1
• Infancy (0–2 years): Primarily physiologically regulated;
begins to learn basic calming techniques through routines
and caregiver support.
•Preschool (3–5 years): Starts setting simple goals and can wait short
periods for rewards. Impulse control begins to emerge.
•School-Age (6–12 years): Develops "metamotivational" awareness,
such as realizing that boredom indicates low interest. Children start
using strategies like self-talk ("You can do it!") and environmental
control (removing distractions).
•Adolescence (13+ years): Better at long-term planning and
managing complex social pressures. Independence from family
22.
Effective Self-Regulation Strategies
Learnersuse various tactics to stay motivated, often
categorized by researchers like Wolters:
1.Environmental Structuring: Arranging a workspace to
eliminate distractions.
2.Self-Consequating: Setting up a reward/punishment
system for oneself (e.g., "I can play games after I finish
this chapter").
3.Proximal Goal Setting: Breaking large, overwhelming
tasks into smaller, manageable milestones.
4.Efficacy Self-Talk: Actively reminding oneself of
previous successes to boost confidence.
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