This presentation will help you understand the different theories of motivation.

1. {
Kinds of Motivation
(Need, Incentive and Expectancy Theories)
Ramon Magsaysay Technological University

3. Ikaw, para kanino ka bumabangon?

4. MOTIVATION:
Jomari and Vricks are in the same grade 8 class. Jomari
loves any activity that involves coloring, drawing or
illustrating. He spends all of his free time engaged in
these sorts of activities, sometimes oblivious to other
things going on in the classroom. Vricks, on the other
hand, dislikes drawing and art and will avoid it at all
costs. Both students are high achievers and listeners, but
they are not motivated by completely different interests
and activities. In the classroom, motivation drives many
behaviors and it is important to understand the
importance of motivation in an educational
environment.

5. Motivation is described as a state that energizes,
directs, sets atmosphere and sustains behavior. It
involves goals and requires activity.
1. In our earlier example, Jomari chose to engage in art
activities during his free time. This is indicative of
being motivated by art and art-type activities.
2. If a student diligently works on a difficult algebra
problem again and again, this would indicate a
higher level of motivation towards math activities.
3. Motivation is considered to be the most crucial part
of one’s discussion because it sets the mood of the
students and atmosphere in the classroom.

6. How Motivation Affects Learning and Behavior:
(Ecological Forces)
1. Directs behavior toward particular goals.
2. Leads to increase effort and energy.
3. Increases the initiation and persistence of activities.
4. Enhances cognitive processing.
5. Determines what consequences are reinforcing and
punishing.
6. Leads to improve performance.
(Physical, Social, Psychological and Political)

7. The NEED Theory
- Proposed by Psychologist David McClelland (a
motivational model that attempts to explain how the
needs for achievement, power and affiliation affect the
actions of people from a managerial context (example
will be in the context of education).
1. Need for Achievement – motivated by
accomplishment in the workplace and an
employment hierarchy with promotional positions.
( Ex. Students perform well in the class because they
want to achieve something or the general goal why
students go to school is to graduate and to have a
diploma.)

8. 2. Need for Affiliation – create and maintain social
relationships, enjoy being a part of groups and have a
desire to feel loved and accepted. ( Ex. Students need to be
affiliated with others for they want to be accepted.
Students nowadays are the best epitome of “No man is an
island”.)
3. Need for Power - a person motivated by this need
enjoys status recognition, winning arguments,
competition and influencing of others. (Ex. Classroom
politics could be a good example of this, one person will
win and the other will lose. On a positive note,
competition will provide an opportunity for competency
and accomplishments of goals.)
(Political, Social, Physical, Emotional)

9. The INCENTIVE Theory
- Is a motivational model that involves the concept of
conditioning (Pavlov), homeostasis (Balance) and
positive reinforcement (B.F Skinner). – Stimulus
Response
* Positive Incentive: gives positive guarantee for
satisfying an individual’s needs and wants. These
incentives involve the principle of optimism and are
provided to fulfill the employee’s psychological
requirements.
* Negative Incentives: are provided in order to rectify an
individual’s mistakes and errors for the sake of
satisfying results. These include job demotion, penalties
and fines.

10. Ex. An individual will more likely to behave in order to
get himself closer to the incentive thus avoid wrong
doings as perceived by the environment. ‘A student who
studied hard during high school years is happy to
receive a medal and diploma on his graduation day’.
The incentive could be classified as; Monetary (money)
and Non-Monetary (appraisal, promotion)
(Social, Political, Psychological)
Student-representatives in different competitions are
performing well if they are given promises (stimulus) on
the other hand, students who are having disruptive
behaviors are likely to behave if they’ll be given
deductions as consequence of their wrong actions.

11. The EXPECTANCY Theory
- Proposes that individuals will decide to behave or
act in a certain way because they are motivated to
select specific behavior over the other behaviors due
to what they expect the result of that selected
behavior will be.
- Is about the mental processes regarding CHOICE,
or CHOOSING. It explains the processes that an
individual undergoes to make choices.
- 3 Components of Expectancy Theory:
- Effort ------- Performance
- Performance -------- Outcome
- Outcome -------- Reward

12. Ex. Students are being sent to school for their
parents expect them to graduate and have a good
future. These students need to make an effort and
perform the school outputs as part of their
requirements. Once all the requirements are
fulfilled then they are given the reward which is
their parent’s dream; a high school diploma or
better yet a medal during the school’s closing
ceremony.
(Political, Social, Physical, Psychological)

13. BUILDING BRIDGES
Once upon a time two brothers who lived on adjoining farms fell into conflict. It was the first serious rift
in 40 years of farming side by side, sharing machinery, and trading labor and goods as needed without a
hitch.
Then, the long collaboration fell apart. It began with a small misunderstanding and it grew into a major
difference, and finally it exploded into an exchange of bitter words followed by weeks of silence.
One morning there was a knock on John's door. He opened it to find a man with a carpenter's toolbox.
"I'm looking for a few days work," he said.
"Perhaps you would have a few small jobs here and there. Could I help you?"
"Yes," said the older brother. "I do have a job for you. Look across the creek at that farm. That's my
neighbor, in fact, it's my younger brother. Last week there was a meadow between us and he took his
bulldozer to the river levee and now there is a creek between us. Well, he may have done this to spite me,
but I'll go him one better. See that pile of lumber curing by the barn? I want you to build me a fence - an
8-foot fence - so I won't need to see his place anymore. Cool him down, anyhow."
The carpenter said, "I think I understand the situation. Show me the nails and the post-hole digger and I'll
be able to do a job that pleases you."
The older brother had to go to town for supplies, so he helped the carpenter get the materials ready and
then he was off for the day.
The carpenter worked hard all that day measuring, sawing, nailing.
About sunset when the farmer returned, the carpenter had just finished his job. The farmer's eyes opened
wide, his jaw dropped.
There was no fence there at all. It was a bridge... a bridge stretching from one side of the creek to the
other! A fine piece of work handrails and all - and the neighbor, his younger brother, was coming across,
his hand outstretched.
"You are quite a fellow to build this bridge after all I've said and done."
The two brothers stood at each end of the bridge, and then they met in the middle, taking each other's
hand. They turned to see the carpenter hoist his toolbox on his shoulder. "No, wait! Stay a few days. I've a
lot of other projects for you," said the older brother.
"I'd love to stay on," the carpenter said, "but, I have many more bridges to build."

14. RECOMMENDATION:
A well-defined behavior depends on proper
motivation. It is highly recommended that teachers
and other stakeholders must be aware and
knowledgeable in different types of motivational
concept for students will respond properly and
accordingly depending on the stimulus that they
received. The Need, Incentive and Expectancy are
quite similar to each other the only thing that make
them different is the situation. Also, individual
differences must be observed and addressed all
times.