Theories of

Motivation
What is
motivation?
 3 Perspectives to
Understand motivation
 Biological perspective
Accounts for the inborn processes that control &
direct behavior.
a. instinct theory – this theory proposes that people are
motivated to act on certain ways because the process of
motivation is built into their body chemistry.

b. drive reduction theory – anchored on belief that all living

organisms have biological needs such as food, air, water,
shelter & clothing.

c. arousal theory – focused on the idea that all of us have the

need to achieve and maintain an ideal level of arousal that
3 maximizes our performance.
  Psychological perspective
Accounts for an attempt to explain the “why” of
our own actions that describe incentives &
cognition.
a. incentive theory – explains that result in external stimuli
that “pull” people in certain direction. (pull factor) opposed to
drive-reduction theory.

b. cognitive theory – is concerned with attributions that affect

motivation. What is attribution? Refers to perception that helps
us think about our own actions and those of others.

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  Humanistic Perspective
Clearly delineates our needs that span
from psychological drives to social motives our
creativity. In his famous hierarchy of needs
Abraham Maslow proposed that each level of
importance develops in gradation. This hierarchy
is composed of five levels:

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 This pyramidal presentation describes that the lower needs
are more pervasive while the higher needs are more tenuous, they are
easily overpowered by the influence of the former
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 Maslow’s Hierarchy of needs

a. physiological needs these lie at the base

pyramid and must satisfied first before the needs
in the higher levels can be fully achieved.
b. safety needs are concerned with our needs
to feel safe and avoid danger. If we are starving,
we can risk our physical safety just for foods.
c. belonging and love needs move us to
affiliates ourselves with, be connected to or be
respected and loved by others. if we that we are
already free from danger, we may seek for love,
affection, and belongingness.

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 Maslow’s Hierarchy of needs

d. esteem needs involved our needs to express

and do what necessary in order to gain respect.
e. self-actualization needs deals with our
needs to develop ourselves to the fullest and to
the most productive person we can be.
It also teach us that some of our needs are more
important than others.

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  Humanistic Perspective

a. Dispositional – emphasizes the role stable behavioral tendencies

in understanding the differences why individuals behave the way they
do.
b. Two factor theory – Herzberg ( Mayer 2012 ) proposed 2 kinds of
factors that affect motivation.
1. hygiene factors needed to ensure a person does not become
dissatisfied. Ex. Decent working conditions, security of tenure, attractive
remuneration, fringe benefits, harmonious boss-employee relationship.

2. motivators involves factors whose presence motivates. Their

absence does not cause any particular dissatisfaction. It just fail to motivate.

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  Humanistic Perspective
c. Alderfer’s ERG theory – does not require the lower needs
to be fulfilled first in order to satisfy the higher level needs. This
theory exhibits a frustration-regression principle where an
already satisfied lower level need can be re-activated when
people fail to satisfy a higher level needs.
d. Goal theories – represents basic categories for different
achievement situations
mastery goals – learning goals develops our intrinsic motivation.
performance goals – ego goals related to achieving success with less
effort.

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 SHAPING MOTIVATION

Refers to the hidden force that directs

and energizes our behavior in order to
achieve goals.
it is necessary to direct our actions
towards such goals.

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 Factors that shape
motivation:
 Effective teacher - important in
shaping student motivation
 Pedagogical knowledge –
knowledge of subject matter & the
ways to deliver it have something to
do with students motivation.
• Communication skills
• Leadership
• Human relations
• Technological literacy

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 Factors that shape
motivation:
 Classroom management
• Conduct management – focus on rules &
consequences.
• Covenant management – deals with our
ability to focus on relationship between
the school & home, teacher & student.
• Content management – symbolizes by
the way in which the space & all the
variables in the classroom are controlled.

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 Factors that shape
motivation:
 Effective instruction – no lesson
should begin unless we provide
clear instructions and gain student’s
interest.
 Use if imaginative activities – this
gives the students the extra power
to show their ownership of learning.
They are in better position to
develop their own learning.

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 Factors that shape
motivation:
 Establishing effective learning
environment – the environment
should have:
• Withitness refers to our what is
happening in the classroom.
• group alerting – pertains to the classroom
environment that signals the entire class
to a certain transition that is about to
occur.
• Student accountability – about task or
assignment

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 Factors that shape
motivation:
 Keller’s ARCS model in motivation
• Attention – basic aspect of motivation,
metal focus. Without attention we wander
aimlessly. If we don’t have focus we don’t
know we where we’re headed.
• Relevance – refers to the connection
between material to be learned and our
real life situations. If we can’t find any
connection, then we may not find the
material relevant.
• Confidence – concerned with our self
assurance or personal belief that we can
really work on the material. When we feel
good about ourselves, we exude positive
feeling about academic success.
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  Keller’s ARCS model in motivation
• Satisfaction – supports motivation. Sense
of accomplishment. We develop
satisfaction if we mastered the needed
skills in performing a certain task.

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 Factors that shape
motivation:
 Questioning strategies – helps our
student develop focus. When we
use question to support their
attention, we use adjunct questions.
They are called because they are
added on the information to be
learned.
• Before the information - it is not
customary for a lesson to operate in
isolation from other lessons. Each lesson
should fall into an overall plan.
• Within the information – sequence of a
single lesson deals with the order of the
presentation.
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  Questioning strategies
• After the information – asking good
questions is an important way by which
we can refresh students, can motivate
them to think and can generate creative
imagination.
• Clarity – use specific words, phrases,
and sentences.
• Simplicity – question should be simple in
such away that they are easily
understood.
• Fairness – must be always equity in the
classroom.
• Stimulation of critical thinking skills –
questions should not always dwell at
superficial level.
• All-ability levels – question shold cater to
student’s intellectual levels

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  Questioning strategies
• Prompting & probing – when we say
prompting , we supply cues and hints. It
leads to discovery of new insights
• Support mechanism – we ask questions
for purpose of supporting what students
have already understood.
• Know exactly what we want to know –
this has something to do with the focus of
our objectives. To attain the objectives
we should ask questions that will
measure what we want to draw from
students.
• Make our questions very specific and
clear-cut – formulate specific questions
because may we lack time for feedback.

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 Factors that shape
motivation:
 Storytelling strategies – can connect
more than the minds of our students.
 Appropriate feedback – very crucial
in teaching and learning because it
is essential in self-regulation.
 Assessment techniques – account
for the what, why, when and how of
assessment.
 Modeling techniques – these actions
are usually expressed in forms
verbal and non-verbal languages.
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 Factors that shape
motivation:
 Games and activities - are expected
to increase students motivation
• Meaningful
• Time effective
• Cost effective
• Adaptable
• Non-threatening
• participative

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 Factors that shape
motivation:
 Teacher expectation – have
powerful influence on student
performance. If we expect them to
score higher in their exams and
motivate them to study harder, they
will be like what we express.
 Reward mechanism – formal system
of reinforcement
 contingency contracts – formal
written agreements between
students and teachers.

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 Thank you!!!

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