What is MOTIVATION?

(eto yung meron satin such as needs, Most extrinsic and intrinsic depends on the learner’s capability.
ideas, emotions to accomplish goals) All of us can access intrinsic and extrinsic motivation.
 The process by which an individual creates an inner Intrinsic = long term; extrinsic = short term
drive to accomplish goals or objectives.(stimulus the
Maslow’s Theory of Motivation and Need
process of human to act to a particular obj)
 It influence an individual to act. (ex: the way of
motivating students)
 The practical art of applying incentives and arousing
interest of purposes causing a student to perform in a
desired way
Purpose of Motivation
 To arouse the desire to achieve a goal (main purpose
of motivation; to have eagerness to achieve the goal)
 To stimulate action to accomplish a particular People are motivational depends on the variability of their
objective needs.
 To cause a student to perform in a desired way Physiological – biological needs; need to fulfil before moving
into the 2nd type of motivation.
 To arouse interest thereby making a student simply
work willingly and to complete tasks (have happiness Safety – to survive and protect themselves to others
doing a task)
Love/Belonging-social needs; belongingness to the group
 To use various incentives such as the offering of
rewards or an appeal to the desire to excel Esteem – achieved by an individual

 To stimulate an individual to follow certain direction Self-actualization – highest form; realization; growth; be
desired for learning authentic; to discover the meaning of life

Types of Motivation Points that educators should address to help students respond
to their self-actualization needs:
 Intrinsic Motivation –it is based on personal motives
and consists of self-generated factors that influence  Teach people to be authentic, aware of their inner
individuals to behave in a particular way, or to move selves and to listen to their inner-feelings voices.
to a particular direction (occurs when the learners  Teach people to transcend their cultural values and
want to learn for the sake of learning; personal ways become world-class citizens.
of motivation; having your own responsibility ;
freedom to act; understanding your strengths and  Help their vocation in life, their calling, fate or destiny,
weaknesses) : particularly in finding the right career or mate.

Hereditary Personal philosophy  Teach people that life is precious, that there is JOY to
Intellectual abilities Desire for recognition be experienced.
Instinctual drive Desire to serve others
 Accept the individual as she is and help her learn her
inner nature.
 Extrinsic Motivation -based on social motives which
may include (occurs when the learners need to learn  Make sure that the individual’s basic needs are
from other reasons): satisfied.
 Rewards such as high grades, increase pay,
praise or promotion  Refresh consciousness by teaching to appreciate
 Punishments such as disciplinary action, low beauty and other good things in nature and life.
grades, withholding pay and criticism.  Teach that self-regulation is good and complete
abandonment is bad.
  Teach students to transcend and analyze problems 2. Incentives (refers to the usage of praise, competition and
and attend to serious problems in life. etc; more incentives creates an over shadow of responsibility)
 Teach students to make good decision by giving them a. Praise and Reproof –everyone craves for recognition
opportunities to practice and experience problem or approval from others which may encourage or
solving using hypothetical situations in the clinical discourage the individual to pursue higher tasks.
laboratory or in any related learning experience. b. Competition –urging oneself to take action to achieve
a certain objective in order to prove one’s capability or
Motivational Factors of Learners
excellence.
1. Psychosocial Needs – according to Heidgerken the
 Competition within groups
teacher should be concerned of the following:
 Competition with individuals in the
a. Security –feeling of being safe and
same group
protected. (also term of preservation)
 Competition with your own record
b. Anxiety –a feeling of concern or worry about
some anticipated event that would cause c. Knowledge of progress –students must be informed of
some danger into individuals learning their progress through their self evaluation,
process (assignments, course req.) assignments, test and examination.
d. School marks –used as basis for grading and offer a
c. Frustration –has the feeling of blocking or
powerful stimulus to induce learning activities.
frustration to achieve a goal because of
e. Exhibiting good works –when a student knows that
some barriers or constraints in the learning
the best work is to be exhibited, the desire to do
process.
better work is stimulated or created.
d. Independence –the need to achieve a status f. Game or play –it develops personal discipline which
of self-sufficiency. Achieving selfhood is a is essential in assuring responsibility and doing
string and positive motivational force. mature roles.
g. Examination –creates drive among students to
e. Actualization –the fulfillment of one’s prepare and review in order to attain a passing rate.
personality potential. h. Dean’s list –gives student a sense of recognition and
f. Assertion –the overt manifestation of one’s pride.
personality to speak for oneself, their ideas, i. Emulation –a school incentive, students are required
opinions, and feelings in a respectful manner to do their test in oral or written exercises.
without creating enemies. j. Material rewards – helps students to learn.
k. Punishment –used as a form of extrinsic motivation. It
g. Achievement –the need to attain some is assumed to accomplish:
worthwhile goals, the degree of which varies o Respect for authority
from one another. o Block undesirable response
h. Recognition –the acknowledgement by o Force learner to do something he is not
others of one’s achievement. ready to do
o Set an example for potential offender
i. Participation –the sharing of experiences o Make student pay attention
and activities with others. o Motivate students to learn assigned material
j. Interest –a conscious awareness of an inner Importance of motivation in learning:
desire for some object which has concern or
importance to an individual. (allied to  To facilitate learning activity
attitudes; ex: involvement of objects)
 Learning is an active process and students need to be
k. Religious need –individual’s requirement for motivated and guided toward desirable ends.
God.
 Learning is self-initiated, but it must be aided by
motives or incentives so that the learners will persist
in the learning activity.
  A definite motive is valuable in all prospective
activities, as it will prepare the students to learn.
 The greater readiness to learn, the greater attention
will be given to work on hand and the sooner the
desired result will be achieved.
 It is important to get the learner into a state of
readiness to learn for it increases alertness, vigor and
wholeheartedness of learning
 Assist the learner in achieving ends and purposes
which she desires to attain.
Assessing Motivation among Learners (can be positive or
negative factors of outcome; aspects in assessing motivation)
1. Previous learning experience
2. Personal attitudes and beliefs about learning
3. Readiness to learn
4. Availability of resources to support learning.
5. Level of anxiety.