EASTERN SAMAR STATE UNIVERSITY

GRADUATE STUDIES
BORONGAN CITY
RASSEL C. SANTOS
Bio-Psychological
Foundations
MAED Educational Management
DR. VIOLETA AFABLE
I. INTRODUCTION
Teachers always include some activities to entice their students
curiosity to topics that will be discussed for the day. In this way, we are
also able to assess how and where the students schema is. We normally
coin this as our motivational activity. On this paper, motivation will be
defined and how we can manage all factors that may affect students
learning.
II. OBJECTIVES
On this paper, we will be able to:
1. Define motivation;
2. Determine ways on how to improve and increase students motivation
towards learning; and
3. Appreciate proper management of learning environment.
III.DISCUSSION
MOTIVATION . . .
Is the force or condition within the organism that impels it to act
or respond.
Refers to the biological, social and learned factors that initiate,
sustain and stop goal-directed behavior. (Fumar and Aina, 2004)
Means complexes of internal conditions which serve to direct the
organism toward specific goals. (Ruch, 1963)
Is defined as a behavior instigated by needs within the individual
and directed toward goals that can satisfy the needs.
In general, motivation: comes from within the individual; directs toward
a goal; and arouses interest in the activity.
Why is motivation important?
Motivation is often relevant and in relation with human behavior and
emotion. Motivation controls and determines the direction where human
behavior will gear towards. Motivation regulates the mechanisms of
human behavior.
In the same manner, human emotions are also dependent to
motivation. Self-satisfaction which may lead to varied emotional
responses can be traced back on what kind of motive we have.
Lastly, our motives result to identifying or pursuing some of our
personal goals. The necessity of our motivation affects how we deal with
all the aspects of life. How we view our life for the present and the future
depends on our motivations.
CLASSIFICATION OF MOTIVES:
Motives are classified into:
1. Biological drives physiological, primary, unlearned, basic. (e.g.
desire for water or food)
2. Psychological drives secondary, acquired, learned, derived (e.g.
desire to be successful or desire to be a professional)

3. Unconscious motives or general drives (e.g. search for knowledge or

maternity/paternity tendency)
HEIRARCHY OF MOTIVES
1. Creativity or Self-actualization highest form of needs, constant search
for new things, knowledge and most often, wisdom
2. Psychological needs mid-high form of needs, answers to all our
cravings for success, security, safety, belongingness, etc.
3. Basic needs most prioritized form of needs, caters to our
fundamental or physiological needs
MOTIVATIONAL CYCLE
1. First stage NEED/MOTIVE may be physiological or psychological
2. Second stage BEHAVIOR/ACTIVITY can be determined through
positive and negative incentives
3. Third stage GOAL/SATISFACTION happens when all needs are
satisfied or reached and the cycle restarts
1.
2.
3.
4.
5.

THEORIES OF MOTIVATION
Need-Drive-Incentive Theory need gives rise to drive which leads to
activity until goal is reached
Cue-Stimulus (non-drive) Theory incentives or other stimulating
conditions motivate behavior
Affective Arousal Theory emotion may be a determinant of behavior
Cognitive Theory mind or reason motivates behavior
Psychoanalytic Theory libido serves as motivation for behavior

INCREASING STUDENT/LEARNER MOTIVATION

It is a common dilemma for all teachers finding the right motivation for
students aptitude for learning. To increase their drive for learning, here are
some ways:
1. SERVE AS THE STIMULUS students sense how teachers feel
about something. What teachers feel, students feel too.
2. SET THE MOOD upon entering the classroom, show your
eagerness to teach and students will be eager to learn
3. AROUSE INTEREST demonstrations, games, even giving
incentives can make a difference in your students behavior toward
learning
4. TONE DOWN A LITTLE BIT no matter how enthusiastic you may
be on teaching a lesson/topic if your students are not open to it,
they will not be motivated at all
5. DONT TAKE IT ALL BY YOURSELF we as teachers should
always be reminded that we cannot do all things, we should seek
parents help in motivating our students
6. DIFFERENT LEARNER, DIFFERENT STYLES we should learn to
adjust our strategy every time
MANAGING LEARNING ENVIRONMENT
Managing the learning environment plays a huge role in increasing your
learners motivation towards learning. A well-managed environment is like a
well-nourished soil; you can plant your seed in it and expect a better and
well-developed plant. Here are some ways to properly manage a students
learning environment.
1. People learn in a calm, well-ventilated and clean room
2. Remove distractions
3. Learn to adjust to the moods of your students

4. Keep a clear and sharp mind

IV. REFERENCES
Tria, G. et al. 2015. Physiological Basis of Human Behavior. 4th edition.
Ken Incorporated.
Foundations of Education. 2001. Phoenix Publishing
Fernandez, G. et al. 2011. On Eagles Wings. PNU-DOST Publication