Eric Jabines Ejoc

OBJECTIVES:
In this module, we are challenge to attain the
following learning outcomes.

• Distinguish between extrinsic and

intrinsic motivation

• Justify the role of extrinsic motivation in

view of the development of intrinsic
motivation.
Motivation is derived from the Latin word
‘MOVERE’ which means ‘to move’, to
energize’ or ‘to activate’.

Motivation refers to the states within a

person or animal that drives behavior
towards some goal.
Motivation is the operation used to
produce and measure changes in
performance and changes in energy output.
Motivation refers to all internal conditions
that stir up activity and sustain activity
within individuals.
Motivation is the process of arousing the
action, sustaining the activity in process and
regulating the pattern of the activity.

Motivation is an inner drive that cause you

to do something and persevere at
something.
TWO MOTIVATIONAL CONCEPTS

Intrinsic Motivation
The source of the motivation is from the
person himself/herself or the activity
itself.

Extrinsic Motivation
The person is motivated by someone or
something outside him/her.
THEORIES ON
FACTORS AFFECTING
MOTIVATION
OBJECTIVES:

• Explain the following theories on sources of

intrinsic theories
• Attribution theory
• Self-efficacy theory
• Self-determination and self-regulation
theory
• Goal theory
• Choice Theory
• Maslow’s hierarchy of needs
WHY IS THIS MAN
ANGRY?
SITUATIONAL ATTRIBUTIONS PERSONNAL ATTRIBUTIONS

He is in a hurry.
NOT
He saw his girlfriend with
another man. APPROACHABLE
No salary.

Hungry.

Someone is pissing him.

ATTRIBUTION THEORY

We attribute our
successes or
failures or other
events to
several factors.
WEINER’S ATTRIBUTION THEORY

1. LOCUS (place) – Internal versus External

2. STABILITY – Stable versus Unstable

3. CONTROLLABILITY – Controllable
versus Uncontrollable
The rationale behind the theory is to
recognize why a situation happened so
that future events can be anticipated
and controlled

The theory proposes that peoples

actions are attributable to internal and
external forces.
SELF-EFFICACY THEORY

Is the belief in ones capabilities to organize and

execute the sources of action required to
manage prospective situation.

The belief that one has the necessary

capabilities to perform a task, fulfill a role, or
meet a challenging situation successfully.
SELF-EFFICACY ENHANCING STRATEGIES
 • Make sure students master
the basic skills. (Reading,
Writing, Arithmetic)

• Help them make noticeable

progress on difficult tasks.

• Communicate confidence in
students’ abilities through
words and actions.

• Expose them to successful

peers.
 • Provide competence-
promoting feedback.

• Promote self-comparison
rather than comparisons
with others.

• Be sure errors occur

within an overall context
of success.
THE INFLUENCE OF SELF-EFFICACY ON MOTIVATION
HIGH SELF-EFFICACY
LEARNERS
Accept challenging tasks
Expend high effort when faces
with challenging tasks
Persist when goals aren’t initially
reached
Believe they will succeed, control
stress and anxiety when goals
aren’t met and believe they’re in
control of their environment
Discard unproductive strategies
Perform higher than low-efficacy
students of equal ability.
LOW SELF-EFFICACY
LEARNERS
Avoid challenging tasks
Expend low effort when faces
with challenging tasks
Give up when goals aren’t
initially reached
Focus on feelings of
incompetence, experience
anxiety and depression when
goals aren’t met and believe that
they’re not in control of their
environment
Persist with unproductive
strategies
Perform lower than the high-
efficacy students of equal ability.
 SELF-DETERMINATION
AND SELF-REGULATION
THEORIES

Self-determinationwhen a student believes that they have some

choice and control regarding things they do
and the directions their lives take.
demonstrated in students capacity for self-
regulation.

Self-regulation the persons ability to master himself.

Sets his/her goals and standards

Monitors progress

Evaluates his own performance

A student who is capable of self-regulation, is not only
capable of regulating his behavior but he is also capable
of regulating his own learning.

Goal setting
Planning
Attention control
Application of learning strategies

Self-monitoring

Self-evaluation
A student who has self-determination and self regulation is
more likely to be intrinsically motivated and so more
capable of self-regulated learning.

Present rules and instructions in an

informal manner rather than
controlling manner.

Provide opportunities for students to

make choices.

Evaluate students performance in a

non-controlling fashion.
THE CHOICE THEORY
“The choice theory is a biological
theory that suggests that we are born
with specific needs that we are
genetically instructed to satisfy. “

#BelongingConnecting
#PowerCompetence
#Freedom
#Fun
#BelongingOrConnecting
It motivates us to develop relationships and cooperate
with others.

#PowerOrCompetence
Lets us help students to acquire power by making them
achieve and master their lessons and end up very
competitive.

#Freedom
Let us give students ample freedom to choose within
parameters that are safe and responsible.

#Fun
The universal human motivator.
Maslow’s Hierarchy of Needs

This hierarchy is often displayed as a pyramid. The most

lowest level of the pyramid are made up of the most basic
needs, while the complex ones are located at the top of the
pyramid.
Hierarchy of needs suggests that people are motivated to
fulfill basic needs before moving on to other more advance
needs.
 Application of Maslow’s Theory on Education

• Physiological Needs

• Free breakfast or lunch programs

• Correct room temperature
• Bathroom breaks
• Drink breaks
• Safety Needs
• Controlled classroom behavior
• Fair Discipline
• Attitude of the teacher
• Love and Belonging

• Teachers personality
• Provide positive feedback rather than negative
• Get to know students
• Be available for students in need
• Listen to students
 • Show that you value students thoughts, opinions and
judgments
• Show trusts to students
• Be available and approachable
• Encourage social affiliation
• Self-esteem
• Develop a classroom environment where students are
positive and non-judgmental.
• Recognition for special efforts
• Involve students in activities
• Self-actualization
• Expect students to do their best
• Give students freedom to explore and discover their
own
• Connect to real life
• Involve metacognitive activities
• Get students involved in self-expressive and creative
projects.
 STUDENTS’
DIVERSITY IN
MOTIVATION
Two principles to consider regarding social and cultural
influences on motivation

“ Students are most likely to model the

behaviors they believe are relevant to
their situations.”

“ Students develop greater efficacy for

a task when they see others like
themselves performing the task
successfully.”
MOTIVATION IN THE CLASSROOM
THE MOTIVATING
AND INSPIRING
TEACHER
Affective Characteristics of Effective Teachers

Social Interaction with

Students
“The classroom climate is
a by-product of the social
interactions between and
among teachers and
students.”
 What is a classroom climate that facilitates learning?

It is BUSINESS-LIKE yet NON-THREATENING.

It is a classroom where:
• Specific classroom rules and procedures are clear

• These classroom rules and procedures are discussed on

the first day of class
• Students are involved in the design of rules and procedures.

• Techniques to acknowledge and reinforce acceptable

behavior and provide negative consequences are
employed.
• Clear limits for unacceptable behavior are established
• There is a healthy balance between dominance and
cooperation
• The teacher is aware of the needs of different types of
students
• The teacher is fully aware of the happenings in the class

• Students’ responsibility for their own behavior is enhanced

Which classroom do you prefer?
• Allows maximum interaction between teacher and student and
among students.
• Allows student movement without unnecessary distraction.
• Allows the teacher to survey the whole class.
• Is safe, clean and orderly
• Is well ventilated, spacious, and adequately lighted
• Makes possible re-arrangement of chairs as the need arises.
ASSESSMENT STRATEGIES THAT CAN INCREASE MOTIVATION

1. Make clear your learner’s objectives every time.

2. Make your students own the lesson objectives

3. Engage your students in self-assessment

END!
!!