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Lesson 2.4 Theories and Concepts in Motivation

The document discusses various student profiles, highlighting their motivation levels and challenges, including Hopeless Hannah, Satisfied Sophia, and Defensive Darius. It outlines key theories of motivation, such as intrinsic vs. extrinsic motivation, self-efficacy, and goal theory, emphasizing the importance of fostering a supportive learning environment. Strategies for enhancing student motivation include building on strengths, providing choices, and ensuring a secure environment for learning.

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leamaemoreno95
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20 views20 pages

Lesson 2.4 Theories and Concepts in Motivation

The document discusses various student profiles, highlighting their motivation levels and challenges, including Hopeless Hannah, Satisfied Sophia, and Defensive Darius. It outlines key theories of motivation, such as intrinsic vs. extrinsic motivation, self-efficacy, and goal theory, emphasizing the importance of fostering a supportive learning environment. Strategies for enhancing student motivation include building on strengths, providing choices, and ensuring a secure environment for learning.

Uploaded by

leamaemoreno95
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Meet Some Students . . .

Hopeless Hannah won’t even start doing


her assignment—as usual. She just
keeps saying, “I don’t understand,” or
“This is too hard.” When she answers
your questions correctly, she “guessed”
only and she “doesn’t really know.”
Hannah spends most of her time staring
into space; she is falling farther and
farther behind.
Meet Some Students . . .
Satisfied Sophia is interested in doing
projects. In fact, she knows more than
you do about it. Evidently she spends
hours reading about chemistry and
performing experiments. But her overall
grade in your class is between 80 to 85
because she never turns in homework.
Sophia is satisfied with the 80 she can
get on tests without even trying.
Meet Some Students . . .
Defensive Darius doesn’t have his lab
manual—again, so he has to share with
another student. Then he pretends to be
working, but spends most of his time making
fun of the assignment or trying to get
answers from other students when your
back is turned. He is afraid to try because if
he makes an effort and fails, he fears that
everyone will know he is “dumb”.
PrEd 128n – Facilitating
Learner Centered Teaching

THEORIES AND
CONCEPTS IN
MOTIVATION
Instructor: Jose Celso S. Perez, Jr.
Learning Outcomes
• Distinguish between extrinsic and
intrinsic motivation
• Explain theories about motivation
• Cite teaching strategies to develop
students’ motivation
Motivation

Motivation – an inner drive that causes you to do


something and persevere at something
• It is the initiation, direction, intensity, and
persistence of behavior.
• Learner’s motivation is the primary factor
influencing both performance and success in
school (Ryan et al., 2007)
Indicators of High
Level of Motivation
Key Point: Your student’s level of motivation is shown in
his/her choice of action, intensity, and persistence of effort.
• He/She is willing to give up the satisfaction of immediate
goals for the sake of more important goals.
• He/She enjoys learning and learns much more than the
one who is not motivated.
Intrinsic vs.
Extrinsic Motivation
Intrinsic Motivation Extrinsic Motivation
• The source of motivation • The source of motivation
is within the learner is something or someone
him/herself or the activity outside him/her.
itself. • Motivation to engage in an
• Preferable for its focus on activity as a means to an
learning and end.
understanding
Read and explain the following

• “Quality does not come by accident. It is a


product of intention.”
• “Success comes only to people who work for it.”
• “Happy are those who dream dreams and are
willing to pay the price for their dreams to come
true.”
Attribution
Theory
Attribution theory - we attribute our successes or failures
or other events to several factors
1. Locus (place): internal vs. external
2. Stability: stable vs. unstable
3. Controllability: controllable vs. uncontrollable
• Motivation tends to increase when students attributed
failure to lack of effort because efforts can be controlled.
Self-Efficacy
Theory
Self-efficacy theory – proposed by Albert Bandura, it
focuses on the belief that individuals have capabilities to
perform a series of actions needed to manage situations
Self-efficacy – the belief that one has the capability to
perform a task, fulfill role expectations, or meet a
challenging situation successfully
Key Point: The secret to enhancing intrinsic motivation is
enhancing students’ sense of self-efficacy
Developing
Motivation
1. Make sure students master the basic skills.
2. Help them make noticeable progress on difficult tasks.
3. Communicate confidence in students’ abilities through
words and actions.
4. Expose them to successful peers.
5. Promote self-comparison rather than comparison with
others.
6. Be sure errors occur within an overall context of
success.
Choice/Control
Theory
• proposed by William Glasser, this theory explains that we
are born with specific needs that we are genetically
instructed to satisfy (manifested through our behaviors)
Power or
Survival Belonging
competence

Freedom Fun
Implications of
Choice Theory
Major implication: Teachers must come up with a need-
satisfying environment to facilitate learning.
1. Create a sense of community in the classroom.
2. Help students achieve mastery of their lessons.
3. Give them ample freedom to choose within the
parameters of responsibility, safety, and appropriateness.
4. Integrate fun into the teaching-learning process.
Goal Theory
Goal theory – the goals we set for ourselves affect our level
of motivation
1. Learning goal – “desire to acquire additional knowledge
or master new skills” (Ormrod, 2004)
2. Performance goal – “desire to look good and receive
favorable judgments” (Ormrod, 2004)
• Personally relevant and self-determined goals enhance a
student’s motivation.
Developing
Motivation
• Students must be able to accept and own our lesson
objectives because they find it relevant to their own life.
• We must also ensure that our objectives are SMART
(specific, measurable, attainable, result-oriented, and
time-bound) and challenging.
• It is equally important to monitor students’ performance
and provide them with feedback.
Maslow’s Hierarchy of Needs

Dr. Phelan, I Presume?: Applying Maslow’s Hierarchy of Needs Theory to Botswana (drphelanipresume.blogspot.com)
Developing
Motivation
1. Build on strengths first.
2. Offer choices.
3. Provide a secure environment.
4. Give bite-size tasks.
5. Teach learners self-evaluation.
6. Provide frequent feedback.
Synthesis
(Wrap-Up)
Based on the various concepts and
theories of motivation, how are you
going to help Hannah, Sophia, and
Darius?
References
1. Lucas, M.R.D. & Corpuz, B.B. (2014). Facilitating learning:
a metacognitive process. Lorimar Publishing, Inc.
2. Woolfolk, A. (2019). Educational psychology. Pearson
Education, Inc.
3. Tabadda-Rungduin, T., Penetrante-Rico, M.C. & Aggarao,
M.L.B. (2021). Facilitating learner-centered teaching. Rex
Book Store, Inc.

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