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Motivation.pptx
- 1. MOTIVATION IN EDUCATION Submitted By: WaheedaBushra M. Ed. 2nd Semester Dept. of Educational Studies Jamia Millia Islamia
- 2. WHAT IS MOTIVATION •Derived from Latin word movere, which means to move or to energize or to activate. • Stephen P . Robbins--- the willingness to exert high levels of effort towards organizational goals, conditioned by the effort’s ability to satisfy some individual needs. • J P Guilford--- Motivation refers to all the internal conditions that stir up activity and sustain activity of an individual.
- 3. DIFFERENCE BETWEEN NEED,DRIVE AND MOTIVE • NEED: Need is the necessity or deficiency of the body due to which tension or imbalance arise in the body. • DRIVE: A “Drive” is an internal state of arousal or tension or energy produced by a need. A drive is an unpleasant state of arousal within the body. • MOTIVE: A “Motive” is an inclination or impulsion to action plus some degree of orientation or direction.
- 4. MOTIVATION AS APROCESS ENERGY DIRECTION PERSISTENCE It is a process by which a person’s efforts are energized, directed and sustained towards attaining the goal. Energy- A measure of intensity or drive. Direction- Towards organizational goal. Persistence- Exerting effort to achieve goal.
- 5. MOTIVATION PROCESS • Physiologic al/psycholog ical deficiency NEED •Individual behaves in certain manner DRIVE OR MOTIVE • Achieves a particular goal INCENTIVE
- 6. • In termsof Education motivation can be seen as “a process that can lead students into experiences in which learning can occur; energize and activate students and keep them reasonably alert; keep their attention focused in one direction at a time.” (Hamachek, 1968) MOTIVATION IN EDUCATION
- 7. Motivation has severaleffects on student’s learning and behavior: Motivation stimulates learning activities. In Education motivation affects both the learning and the behavior of the students which leads to increase efforts and energy. It increases initiation of persistence in activities. It affects cognitive processes. It determines which consequences are reinforcing and punishing. It can be said that motivation enhances performance. It is also useful to average students, so that students solve most of their problems. WHY MOTIVATION IS IMPORTANT IN EDUCATION
- 8. THEORIES OF MOTIVATION 1.CONTENT THEORIES: Content theories regard motivation as a product of internal drives that compel an individual to act or move (hence, “motivate”) towards the satisfaction of individual needs. The content theories are bases in large part on early theories of motivation that traced the paths of actions backward to their perceived origin in internal drives. 2. PROCESS THEORIES: The process theories are concerned with determining how individual behavior is energized, directed and maintained in the specifically willed and self-directed human cognitive processes. Process theories are based on early theories of cognition which posit that behavior is the result of conscious decision-making processes. Motivational theories have been identified so far. Over time, these major theoretical streams of research in motivation are classified into two major schools:
- 9. Motivation Theories Content Theories Maslow’s Need Hierarchy McClelland’s NeedsTheory Herzberg’s Motivation HygieneAlderfer’s ERG Theory Process Theories Vroom’s Expectancy Theory Adam’s Equity Theory Goal Setting Theory Reinforcement Theory
- 10. INTRINSIC MOTIVATION A typeof motivation that depends on inner pressure, intrinsic motivation emerges from an individual’s enjoyment or interest in the task at hand. It involves: Comes from within a person. Feel a need to achieve something for its own sake. Connect the activity with their self- esteem. Tries to achieve growth as an individual. EXTRINSIC MOTIVATION Extrinsic motivation is a type of motivation that involves executing an action to achieve an external rewards or reinforcements. It involves: Comes from outside force. Feels it will ensure their position or status. Done for recognition from supervisions or supervisors. Outside forces controls life. INCENTIVE THEORY
- 11. Intrinsic Extrinsic Self-fulfillment Love for theCulture Pleasure Love for the Language Grades Job Requireme nt Teache r Parent s Salar y
- 12. WHITE’S EFFECTANCE MOTIVATION In1959, Robert W. White wrote a classic article for psychological review titled, “motivation reconsidered: The concept of competence”. In this publication, White coined the term ‘effectance’ an defined it as “a tendency to explore and influence one’s environment”. Competence motivation theory is a conceptual framework design to explain individual’s motivation to participate, persist and work hard in any particular achievement context. The central thesis of the theory is that individual’s are attracted to participation in activities at which they feel competent and capable. The theory can be used by researchers and practitioners in sports and exercise psychology field to identify why and how children, adolescents and adults can be encouraged to participate and to exert effort in these achievement contexts.
- 13. EFFECTANCE MOTIVATION (WHITE,1959) Behavior Feedback Expected outcomes Goals Control/A gency
- 14. BERLYN’S EPISTEMIC CURIOSITY DanielBerlyn developed a theory based on motivating effects of curiosity and play. He called it ludic behavior (from the Latin ludere, “to play”). Berlyn said ludic behavior included exploration, investigation, curiosity, art and intellectual play such as puzzles, science and humor. In his article (1954), “A theory of Human Curiosity”, Berlyn defined the motive as “a drive which is aroused to these stimuli.” Curiosity in Berlyn’s conception was the need for ‘information’.
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- 16. EDUCATIONAL IMPLICATIONS Effectance Motivation: Usein education to determine where a student’s perceived strengths lie and use this to encourage increased productivity. It can also be used to determine where a person’s perceived weakness lies and help boaster or strengthen this area through mentoring, remedial instruction or support and encouragement Epistemic Curiosity: Epistemic curiosity contradicts expectations and leaves the students perplexed. Berlyn indicated that learning motivated by curiosity can give rise not only to particularly rapid and lasting acquisition of knowledge but also to knowledge in which ideas are fruitfully pieced together into coherent structures. By this the students would be able to solve a problem depends on their previous success with easy training items.
- 17. EQUILIBRIUM AND MOTIVATION(PIAGET) Piaget means by equilibrium is a process of self-regulation which maintains a balance between ‘assimilation’ and ‘accommodation’, compensation for internal and external disturbances and in doing so leads to the development more and more complex, integrated and balanced structures. Piaget connects the motivation of intellectual activities with needs, holding that “need as such is the motive power for activity”. Implications: In a sense of Piaget’s only motivational concept, that of equilibration. The teacher must attempt to match up the new stimulus inputs with the student’s level of competence. The most effective technique is to keep the new material a shade or to above the level at which the student is currently operating, always a little out of reach, some degree of challenge helps initiate ant maintain a student’s competence motive.
- 19. CONCLUSION Motivation is theprocess by which the behaviour gets activated and directed towards the goal. In education, it affects both the learning and the behaviour of the students which leads them to increase efforts and energy towards learning. Many psychologists generated their theories which can help to understand human motivation. Here, we have shown White's Effectance Motivation & Berlyn's Epistemic Curiosity of Motivation. And also try to look how these theories help to enhance motivation in learning.
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