Module in Facilitating

Learner-Centered Teaching
 This lesson focuses on distinct motivation concepts and perspectives as defined and viewed by
different motivation theorists. The concept of the link between need and motivation, i.e., the presence
of a need motivates one to act or behave in ways that will satisfy and fulfill that need, is of practical
importance. As a result, the intensity and strength of that action or behavior is increased.

Motivation is a complex phenomenon. The basic needs model, referred to as Content Theory
of Motivation focuses on the specific factors that motivate an individual to act in a certain way. As
future teachers, it is important for you to be theoretically grounded on the subject matter of motivation.

Intended Learning Outcome (ILO)

Develop motivational techniques for effective learner-centered learning.

At the end of the lesson the students are expected to:

• Relate need and motivation;
• Analyze problem in motivation. .

ENGAGE

WHAT IS MOTIVATION?

Motivation is a psychological condition that arouses, guides, and sustains conduct (Woolfolk,
2013, Ormrod, 2015). Motivation is defined as a force that energizes, directs, and maintains behavior.
It gets students moving, points them in a specific direction, and keeps them going. Personal investment
and cognitive engagement in an activity are frequently indicators of a student's motivation (Maehr &
Meyer, Paris & Paris, Steinberg in Woolfolk, 2013). Motivation, as determined from these definitions,
is an internal state that manifests itself in observable and measurable action in pursuit of one's

MOTIVATIONAL TECHNIQUES 1
objectives. According to these definitions, motivation is a "force" or "energy" that causes one to move
or behave in a certain way.

Perspectives of Motivation

Researchers and theorists have studied motivation from four perspectives (Ormrod. 2015).
1. Trait Perspective
According to the theorists who hold onto the trait
perspective, motivation is an enduring personality characteristic
which people have at differing amounts, some people have it to a
greater extent, and some, to a lesser extent. One example of a much
-studied trait is the need for achievement also known as
achievement motivation. It is the need to pursue excellence for its
own sake, without regard for external rewards. This was initially
thought of as a general trait and is consistent across variety of tasks.
However, more recently achievement motivation is now seen as specific to certain tasks and occasions,
and that it has a cognitive component. Thus, descriptions of achievement motivation are veering away
from the trait approach toward the cognitive approach.

2. Behaviorist Perspective
Those who take on the behaviorist perspective maintain that people behave to obtain
reinforcing outcomes or to avoid punishment. Thus, students might study hard if the teacher praises
them for their efforts. Or they might misbehave in class, if only to get the attention of the teacher. It
used to be that behaviorists think specific consequences. are reinforcing only if they address a particular
drive necessary for optimal functioning (eg, food, water, etc.). This is the drive-reduction theory.
However, it was found that learning can occur even if a certain
drive is not addressed or reduced. As a result, these theorists now
focus more on the purposes particular behaviors may serve for
people, rather than on physiological drives. However, whatever
perspective one takes theorists now recognize that the
consequences of behavior can certainly affect students’
motivation to exhibit those behaviors.

3. The Social Cognitive Perspective

This perspective places heavy emphasis on the goals people strive for, as seen in the choices
they make and the behaviors they show. Reinforcement and punishment that follow certain behaviors
affect people's expectations of the consequences of their future behaviors. People's beliefs about their
capability to perform in an activity is a factor in their decision to engage and persist in that activity.
Thus, goals, expectations and efficacy are important cognitive factors in motivation.

4. The Cognitive Perspective

This focuses on how mental processes affect motivation.
They maintain that human beings are naturally inclined to make
sense of their world that their curiosity is often aroused by new and
puzzling events and are more motivated by perceived discrepancies
between new information and their existing beliefs. Hence, to
motivate students, teachers should capitalize on the curiosity of the
students, by presenting challenging or even inconsistent and puzzling
situations.

MOTIVATIONAL TECHNIQUES 2
 There is no single perspective that will fully explain human motivation and its underpinnings.
However, teachers should be able to selectively glean useful ideas from each perspective as to how
students could be best motivated in classroom settings.

Factors that Drive One to Achieve a Goal

Being motivated means moving energetically toward a goal, or to work hard in achieving a
goal, even if the tasks to achieve the goal are difficult. Following are some of the underlying reasons
and factors that drive one to work hard to achieve a goal (Woolfolk, 2013).

a. Drives. To satisfy a physiological state like hunger

b. Basic Desires. Desire to be accepted and recognized
c. Incentives. Expected rewards after achieving the goal
d. Fears. Fear of censure or criticism
e. Goal. Is an important goal for the individual to achieve
f. Social Pressure. Pressure from family or social circle
g. Self-confidence. Desired bigger amount of self-confidence
h. Interests. High interest in meeting a goal
i. Curiosity. Curiosity about expected outcomes
j. Beliefs. One's beliefs about the goal
k. Values. If goal is related to one's values
l. Expectations. The expect outcomes of a goal
m. Cognitive Ability. A good grasp of one's goal will lead one to work hard for it.

Benefits of Motivation
Ormrod (2015) lists several effects or benefits of motivation on students' learning and
behavior.

1. It directs behavior toward particular goals. Social cognitive

theorists propose that individuals set goals for themselves and direct
their behavior toward these goals. Motivation determines the specific
goals which people strive to reach or achieve (Maehr & Meyer, 1997 in
Ormrod 2015). Thus, motivation bears on specific choices that students
make, as for example, whether to attend a photography class, or finish
an assignment in math or watch a basketball game on TV.

MOTIVATIONAL TECHNIQUES 3
2. It leads to increased effort and energy. Motivation increases the amount of effort and energy that
students spend on activities especially if these are related to their needs and goals. Thus, motivation
determines whether the student will pursue an activity of a task, with much enthusiasm and energy, or
with less enthusiasm.

3. It increases initiation of and persistence in doing activities. Students are more likely to begin a
task that they want and are interested to do, and are more likely to persist and finish the task, even if
there are barriers, hindrances, or interruptions while doing the task.

4. It enhances cognitive processing. Motivation affects what and how information is processed.
Students who are highly motivated at doing a task will pay more attention to the task, understand it
more, and think more about the details. They exert extra effort to deduce meaning out of the material,
rather than go through the motions of finishing the task in a superficial or haphazard manner.

5. It determines what consequences are reinforcing. The more students are motivated to achieve,
the more proud they feel of getting a high grade, or feel upset when they get only a passing mark. The
more students feel accepted and respected by peers, the more meaning they get out of their membership
in that group. Thus, to a student whose life and efforts
revolve around science, winning or not winning in a
prestigious science competition may be a consequence of
significant importance.

6. It leads to improved performance. Because of the

above-mentioned effects of motivation on goal-directed
behavior, effort, initiation and persistence, cognitive
processing and reinforcement, motivation necessarily leads
to improved performance. Students who are highly
motivated, have better chances of better performance.

Knowing the effects of motivation on the learning of students has implications for teaching. It
is a challenge to determine what teaching techniques to use and what kind of teaching environment to
create to engage students to set goals for themselves, persist in achieving their goals, sharpen their
cognitive skills in the process, and eventually improve their performance.

A basic principle would be for the teacher to present and clarify to the students the goals or
objectives of the lesson or a classroom activity. Thus, the students are guided to set and direct their
goals. This should be followed by the teacher getting an idea of the level at which the students are
motivated. Simply observing them for their attention or non-attention can be a clue to the teacher on
the extent to which students are motivated to do the task or the activity. It would also be good to find
out if the motivation comes from within as being "genuinely interested in doing the activity; or if the
motivation comes from the outside, as wanting to get a high grade as reason for joining the activity. In
the process, giving feedback to the students and guiding them as to what they should do, or correcting
them for errors is a plus. It is also important for the teacher to give rewards and incentives for students'
performance and make sure that they exert extra effort and persist in achieving the goal/s of the activity.

MOTIVATIONAL TECHNIQUES 4
LEARNING POINT: KINDS OF MOTIVATION

There are two primary kinds of motivation, intrinsic and extrinsic.

Intrinsic
The natural tendency of an individual to seek out and
conquer challenges as he pursues his personal interest and
exercise his capabilities. When intrinsically motivated, there is
no need for incentives or rewards, because the activity itself is
satisfying and rewarding (Anderman & Anderman, Deci &
Ryan, Reiss, in Woolfolk, 2013).

This is an internal stimulus to learning Intrinsic

motivation is based on motives that the individual is trying to
satisfy. Motive is a thought, feeling, or condition that causes one to act. Most common forms of
intrinsic motivation are the desire for knowledge, to explore and to construct. Intrinsic motivation is
driven by three psychological needs: the need for autonomy, the need to feel competent, the need for
relatedness. All in all, the individual is intrinsically motivated to pursue a goal because it makes him
feel he has a handle or control of his life and that he can harmonize himself with the world.

Extrinsic

Extrinsic is conquering a challenge for reasons like

earning a high grade, avoiding punishment, please a teacher, or
some other reason that has very little to do with the cock self.
There is really no interest in the task or activity itself, but only
the gains one expos to get out of the task (Woolfolk, 2013.

It is rather difficult to determine whether a behavior is

intrinsically or extrinsically motivated by just simply looking at
the behavior of the person. The difference lies in the student's
reason for acting, whether the focus of causality for the action is
internal (inside) or external (outside) to the person. To cite an
example, a student who may be practicing to sing chooses to do so freely because it is a personal
interest and enjoys doing it. This is a case of internal locus of causality or intrinsic motivation.
However, if the student is practicing to sing, because he is looking forward to get an award in a musical
competition. Then he is extrinsically motivated.

The dichotomy between intrinsic and extrinsic motivation is not thing. There are two explanations for
this view all or nothing.
a. Our activities fall along a continuum from fully self-determined (intrinsic motivation) to fully
determined by others (extrinsic motivation). For example, students may choose to work hard
on an activity that is not particularly enjoyable, but they know that working hard on an activity
will make it easier for them to reach their goals. As an example, those students taking up
education may not find studying philosophy of education very enjoyable. But they have to
study this subject very well because they want to pass the licensure exam after graduation. Here
is a case of a motivation level which is in between intrinsic and extrinsic. Here, the student
chooses freely outside causes as in passing licensure exam and trying to get the best rewards
or benefits from the requirement (Woolfolk, 2013).

MOTIVATIONAL TECHNIQUES 5
 b. Intrinsic and extrinsic motivations are not two ends of a continuum. Rather, they are two
independent possibilities, and at any given time, we can be motivated by some aspects of each
(Covington & Mueller in Woolfolk, 2013). For example. teachers may realize that intrinsic
motivation may not work all the time for students. There will be situations where incentives
and external supports are necessary.

APPROACHES TO MOTIVATION

Generally, there are five approaches to motivation which teachers can select from when they want the
students to get interested or focused on the lessons (Woolfolk,

1. Behavioral Approach
Student motivation starts with the teacher doing a careful analysis of
the incentives and rewards present and available in the classroom. A reward is
an attractive object or event given as a result of a particular behavior. An
Incentive is an object or event that encourages or discourages behavior. The
promise of a high grade is an incentive. Receiving the grade is the reward.
Giving grades, stars, stickers and other reinforcers for learning, or demerits for
misbehavior are ways to motivate students by extrinsic means of incentives,
rewards and punishment

2. Humanistic Approach
Proponents of humanistic psychology like Carl Rogers
argued that other schools of psychology are not adequate to explain
why people act and behave the way they do. This approach
emphasizes intrinsic sources of motivation like need for self-
actualization, or the need for self-determination. From the
humanistic view to motivate is to encourage people's inner resources,
their sense of competence, self-esteem, autonomy and self-
actualization. It is thus important for teachers to provide activities or
opportunities that will develop students' self-confidence and a sense
of competence inside the classroom.

3. Cognitive Approach
People are viewed as active and curious, searching for information,
and solving problems. This approach emphasizes intrinsic motivation, and
believes that behavior is determined by our thinking, not because we were
rewarded or not punished for past behavior. Behavior is initiated and
regulated by plans, expectations and attributions. It is thus important for
teachers to provide activities to students that will challenge their thinking
processes, and encourage problem-solving and independent thinking,

4. Social Cognitive Approach

MOTIVATIONAL TECHNIQUES 6
 Motivation is seen as the result of two forces the individual's expectation of reaching a goal,
and the value of that goal to the person. If these two forces are present, then motivation will be strong.
However, if either one force is zero, then there is no motivation to work toward a goal. For teachers,
this means that to lead students to reach a goal, (like completing a laboratory experiment), the
expectations should be clear to the students, and the value of attaining that goal be emphasized, too

5. Socio-cultural Approach
Emphasis is on participation in communities of practice. People engage in activities to maintain
their identities and their interpersonal relations in the community. Thus, students are motivated to learn
if they belong to a classroom or a group that values learning, and where they believe learning is
important to their lives. Thus, we learn to dress, or speak in a particular manner as we learn from the
other or more capable members of the community. The values held by the whole group or class should
be clear to the students, from which they could identify with those values.

THEORIES ON RELATIONSHIP BETWEEN NEED AND MOTIVATION

Maslow's Hierarchy of Needs

Maslow (in Woolfolk, 2013) asserts that humans have a hierarchy of needs ranging from lower
level needs for survival and safety to higher levels needs for intellectual achievement and finally self-
actualization, or self-fulfilment.

1. Physiological needs: hunger, thirst, sleep

2. Safety needs: security, protection from danger and freedom from pain
3. Social needs: love needs like friendship giving/receiving love, engaging in social activities,
group membership
4. Esteem: need for self-respect and for others. The desire for self-confidence, achievement,
recognition and appreciation; feeling good about oneself
5. Self-actualization: to become everything one can be ("Maslow's Motivation Theory," n. d.).

MOTIVATIONAL TECHNIQUES 7
 The theory further asserts that lower needs have to be met or satisfied first before the next higher
needs could be addressed. The four level lower-level needs-for survival, safety, belonging and self-
esteem are deficiency needs. When these needs are satisfied or met, the motivation for fulfilling them
decreases. The three higher-level needs- intellectual achievement, aesthetic appreciation and finally
self-actualization needs. When such needs are met, a person's motivation does not cease, but instead
increases to seek further fulfilment. These needs can never be completely filled.

A criticism of Maslow's theory, however, is that people do not always behave in accordance with
the hierarchy. A person may pursue knowledge, understanding or self- esteem while denying himself
friendship or social interaction. Despite this criticism, Maslow's theory provides us a way of looking
at the student whose physical, emotional and intellectual needs are interrelated. It also means that the
teacher will be able to help his students on their journey to self-actualization, by seeing to it that the
lower level needs of the survival needs are first met and satisfied. The classroom environment should
also be such that the students feel accepted by their peers and teacher.

Self-determination: Need for Competence, Autonomy and Relatedness

Self-determination theory espouses that we all need to feel competent and capable in our interactions
with others, have choices, and a sense of control over our lives and to belong to a social group.

Need for autonomy is central to self-determination because it is the desire to have our own
wishes, rather than external rewards or pressures to determine our actions. People strive to have
authority in their lives and be in control and in charge of their own behavior. Thus when students in
the classroom have the authority to make choices, they come to believe that their work is important,
even if it is not fun. Thus they tend to internalize educational goals as their own. In contrast, controlling
environments tend to improve performance only on rote recall tasks. When there is pressure to
conform, students tend to look for the fastest, quickest and easiest solutions, without much thought of
deducing meaning and significance of the material.

NATURE OF PROBLEMS IN MOTIVATION

Motivation is an internal state which drives one to act, move

or engage in a task, and persist in achieving a certain goal.
Motivation includes the amount and kind of effort or energy one puts
in engaging in a task as well as the kind of satisfaction and meaning
one derives out of the engagement.

Since motivation is an internal state, it is difficult to determine, what is going on in one's mind
or in one's feelings. Hence, one, has to rely on observations of outward behavioral manifestations. For
example, a teacher can observe the facial expression of students, when doing an experiment. Or how
fast or slow the students respond to an assigned task. These behaviors indicate the level of motivation
of the students in pursuing a task.

The teacher should consider it important for his students to be highly motivated to learn.
Motivation facilitates meaningful student learning. It is expected that in a class the students have
differing levels of motivation. Some are highly motivated to learn while others are not. The latter case
presents more of a concern to the teacher. If students are poorly motivated to learn, there might exist
some problems that explain why this is so.

MOTIVATIONAL TECHNIQUES 8
 Woolfolk (2013, p. 431) suggests "problems in the five
areas of motivation, namely: a) choices, b) getting started, c)
intensity, d) persistence, and e) thoughts and feelings. The
situations also show different motivational challenges, and
teachers should be able to know what these challenges are, so
they can determine how to motivate these students to learn.
Following are examples that explain and illustrate different
levels of motivation among students to engage in an activity.
Let us assume that the English teacher has just finished giving
instructions to his Grade 10 students to write a 300-word news
item. Take note of the behavioral reactions of the students to
the task.
a. Robert just stares into space and hardly starts writing. He keeps saying "It is difficult! This is
always his reaction every time there is a class activity He tries to catch up with his classmates,
but still lags behind (getting started)
b. Anna checks with the teacher every paragraph that she writes. She wants to make sure, there
are no errors in her output. She has earlier been praised by the teacher for good outputs. She
does not want to get a grade lower than 90. However, if it is not required, or if there is no test,
she is not interested to engage in any class activity (intensity)
c. Bobby is interested in writing fiction or non-fiction articles. He also spends much time reading
essays and news articles coming from good source materials. But his overall grade is 83
because he never turns in his assignments and his outputs. He is satisfied with the grade of 8o.
He does not study hard for tests. (persistence)
d. Amy came to class but without the news
clippings the teacher earlier asked them to bring to
class. So she asks her classmates to share with her
their materials. Then she pretends to be writing the
news article, but does other things the moment the
teacher turns her back. She asks her classmates to
help her with writing. She is afraid to try on her
own, because if she fails, she knows her classmates
will think she is "dumb. (Thoughts and feelings)
e. Mariel performs very well in most subjects.
However, she does not feel confident comfortable
in the area of communication and languages. Her
grades in these subjects are comparatively much lower than the other subjects. For this task,
she thinks she will not be able to come up with a well-written news article. Her parents are
well-known journalists and her parents expect her to follow in their footsteps, but prospects for
this future are not bright. (choices)

As shown by the different examples, Robert has difficulty starting to do the task. His difficulty
may be due to reasons like, lack of ability for the written language, or he may not be confident in doing
this task. Thus, Robert may not be able to complete the task of writing the news article.

In the case of Anna, she had always been praised by the teacher for good work. Her behavior of
always going to consult the teacher during the writing activity to know if she is on the right track or
not, may indicate to the teacher, that she has a high level of motivation to finish the task. It seems
though that Anna's behavior, which indicates high motivation level, is explained more by the praises
she has earlier received. But when it comes to other class activities, she is not interested to do them,

MOTIVATIONAL TECHNIQUES 9
unless there is a test that follows. Anna's high motivation level indicated by her behavior is explained
by other reasons, rather than the objective of improving her ability to write.

Bobby operates within a context conducive to develop further and maximize his writing skills.
First, he has the interest and the ability to write, and second, good resource materials are available to
him. But despite these, he is satisfied with the grade of 80, and he does not study his lessons. This
observation may give the teacher the idea that Bobby has low motivation level to perform better. Lack
of persistence may explain why Bobby does not show more effort to perform better, even if he has the
resources to do so. Perhaps, he has never been rewarded or praised for good work at home or in school.
Or he hasn't had the opportunity to think of his immediate goals.

In the case of Amy, she pretends to be actively engaged in writing the news article. By this alone,
the teacher may think that she has a high level of motivation to finish the task However, she did not
prepare the materials assigned as needed to write the article. Nor was she serious in writing even when
the teacher is not looking at her shoulder. She asked help from classmates, and actually, was afraid to
do things on her own, because she is afraid her classmates would call her "dumb." There are other
circumstances that indicate Amy in fact does not have the motivation to finish writing the news article.
Her pretensions in writing the article appear to be a defense mechanism or a front, for her not to be
labeled as "dumb.

Mariel performs very well in all her subjects except in language and communication. She appears
not to be highly motivated in doing tasks in language and communication, like writing a news item,
because at the outset she already thinks she cannot come up with a well-written news item. The reason
for the thinking that she cannot do as well in news writing, may be due to pressure, since her parents
are well-known journalists. Perhaps, too, she may have an accurate concept of her abilities, where she
is aware that she performs comparatively more poorly in language and communication area.

Thus far, specific situations bear on the level of motivation individuals (or students)

IDENTIFYING AND UNDERSTANDING MOTIVATION PROBLEMS

As seen in the previous examples, identifying motivation problems requires the teacher to be
keen in observing students' behavior. At the same time, he should also be able to anticipate or make
good guesses on what could be happening in the minds or feelings of the students that may explain
their actions or behavior. That way, the teacher is able to help remedy motivational problems coming
from unobservable thoughts and feelings, such as levels of self-confidence, expectations of success,
interest in academic work, feelings of autonomy, alienation, achievement, anxiety, and fear of failure.
Even if motivational problems are evident from overt behavior, remedies require accurate diagnosis to
identify the exact problem. In such a case, the teacher may need the help of people or other school staff
like guidance counselor, or psychologist who have the necessary expertise to deal with this problem.

Since motivation is an internal state, and is manifested only in outward behavior, following are
some steps the teachers can take to identify and understand better the students' problems in motivation.

MOTIVATIONAL TECHNIQUES 10
 a. Do careful and systematic observations of
student behavior. Teachers should observe all
students in different subject areas, in a variety of
contests, and in a variety of tasks For example, a
student works hand in pursuing a task when
working in group but not as much as when he
works by himself alone. Or a student works hard
on an assigned project when specific instructions
on how to do it are given, but not as much as when
no specific instructions are given. These
differences will not be identified if observation is
done only in one context
b. Observe students' emotional expressions and behaviors. Take a look at the amount of
enthusiasm students approach a task. Do they smile or get excited when doing the task? Do
they look depressed or bored or anxious while being engaged in the task? Do they show pride
in what they have accomplished? Do they show embarrassment or humiliation if something
goes wrong with the task? Emotions are important indicators and can reveal many things about
a student's level of motivation.
c. Supplement observations with other
strategies. Sometimes, observations of
behavior may not accurately determine what
could be the problem with the amount of
motivation the students have. For example, a
student may seem to be listening intently to
what the teacher is presenting, but in fact is
planning what movie to watch after class. Or
a student who pretends to be taking down
notes, but instead is writing a letter to a
friend. Discussions with older students
individually or in groups can reveal amount
of motivation, especially if they are
encouraged to be open and honest. As a result of these discussions, the teacher might find out
that his high-performing students in fact do not like school work, but strive to get high grades
because of pressure from parents Or the low-performing students whom the teacher may think
as not being interested at all to learn, may reveal experiencing feelings of failure or
disappointment if they are unable to finish the task.
d. Some students may not feel comfortable when they are interviewed face-to-face by
teachers, or if they are asked what their problems are. Hence, questionnaires may be
developed and administered to the students, on which they will write their responses, helpful
in identifying motivational problems.

MOTIVATIONAL TECHNIQUES 11
 It is easier for teachers to recognize the motivational problems of low achievers. In the same
manner, motivation problems of high-achieving students who are not realizing their full potential, often
go unrecognized too. This is because of a prevailing assumption of teachers that those who do well in
school do not have motivation problems. Thus, teachers always rate high achievers, as having high
motivation. It is easy to overlook high-achieving students who are not performing to their capacity. As
long as students consistently finish their work and are not disruptive, they are usually not considered
as having motivation problems. As the specific examples have shown, the teacher should bear in mind,
that both high and low-performing students can have problems in motivation.

MOTIVATIONAL TECHNIQUES 12
 EXPLORE

Activity: Fill out the information asked and relate it to

motivation.

Concept What I What I How will I

Read learned apply in the
classroom
1 Maslow's The needs of To achieve self - • Make sure that
Hierarchy of Needs people are in a actualization, the the students'
hierarchy basic physiological
physiological needs are being
needs should be addressed.
first addressed. •Classroom
However, some atmosphere should
people can be such that pupils
achieve the higher are made to feel
goals, even accepted.
without satisfying
the basic needs.
2 The Cognitive
Perspective of
Motivation

3. Self-
Determination

4. Definition
of Motivation
5. Rewards
and
Incentives

MOTIVATIONAL TECHNIQUES 13
 A. Imagine a situation where you are a Grade 6
teacher. And you are planning on an English
project that your school will submit for a
prestigious competition. What will you do to get
the students involved in the project and see it to
the finish?

B. Assume you are a teacher and you would like

your students to engage in project-based lessons
and activities, because you believe of cooperative
and experiential learning. Suggest some
techniques to sustain the students’ level of
motivation to finish the project.

MOTIVATIONAL TECHNIQUES 14
 A. Choose the correct answer from among the choices given
1. Self-actualization: the need to: feel safe, be loved, be accepted, be self-
fulfilled
2. Physiological need: hunger, acceptance, self-esteem, to belong
3. intrinsic motivation: rewards, punishment, genuine interest, incentives
4. self-determination: exerting control of one's life; feeling self-fulfilled;
pursuing one's goals
5. use of rewards and punishment: social cognitive approach; cognitive
approach, behaviorist approach
6. social need: self-esteem, friendship, thirst
7. Maslow: trait theory, cognitive theory, hierarchy of needs

B. Select the statements that correctly describes the relationship between needs and
1. One has to always satisfy his basic needs (like physiological) first before he can
work toward fulfilling his higher-order needs.
2. The more a person works hard to achieve a goal, if that goal is very important to
his existence.
3. Students learn better, if they are allowed to control over their choices in learning
4. The teacher should see to it that his students are motivated for their performance
to improve.
5. Punishment is a better way than rewards to motivate students to study their
lessons.
6. Alma is studying hard to become the valedictorian of her class, because of her
innate desire to excel.
7. Motivation is like a force that engages one to work hard in pursuing a goal.
8. Students need to be inspired to learn so that on their own they will strive to get
good grades.
9. Students will be able to pursue their goals even without being motivated to do so
.

MOTIVATIONAL TECHNIQUES 15
Reference: DALISAY G. BRAWNER. 2018. FACILITATING LEARNER-CENTERED
TEACHING. Adriana Publishing Co. INC.
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MOTIVATIONAL TECHNIQUES 16