1

Lesson 19

MODULE IV

Lesson 19. Motivation

Objectives At the end of this lesson, the students are expected to:

 Make an Outline of this Module and Give the Lecturette Motivation by

Following your Outline.
 Distinguish between Extrinsic and Intrinsic Motivation.
 Explain the difference between extrinsic and intrinsic motivation in
student’s life.

Ice Breaker: 1. Create a list of your motivation in life.

Discussion

Definition of Terms

Motivation is defined as an inner drive that causes you to do something. Motivations

refers to the initiation, direction, intensity and persistence of behavior. Learners'
motivation is the primary factor influencing both performance and success in school
(Ryan, et al, 2007).

Types of Motivation
(Source: Lucas & Corpuz, 2014)

1. Intrinsic – It is when the source of motivation is from within the person

himself/herself or the activity itself. It is motivation to engage in an activity for
its own sake (Shunck, et al, 2008).

Example: when a student reads pocketbooks because he/ she wants to read them
or reading them is in itself worthwhile and enjoyable.

2.Extrinsic – It is when that which motivates a person is someone or something

outside him/her. A motivation to engage in an activity as a means to an end.

Example: when a student studies because he/she was told by his/her or because
he/she is afraid to fail and his/her parents will make him/her stop schooling or because
it will lead to a good grade.

Theories of Motivation
(Source: Lucas & Corpuz, 2014)

Attribution Theory- explains that we attribute our successes or failures or other

events to several factors. For instance, you attribute your popularity to your popular
parents or to your own sterling academic performance. These attributions differ from
one another in three ways- locus, stability and controllability. (Ormand, 2004)

a) Locus (place): Internal versus External. If your student traces his good gra to
his ability and to his hard work, he attributes his good grades to internal factors.
If your student, however, he claims that his good grades is due to the effective
teaching of his teacher or to the adequate library facilities, he attributes his good
grades to factors external to himself.

Name of Professor: Ava Clare Marie Robles, Ph.D. Subject: Facilitating Learner-Centered Teaching (CPE 104)
 2
Lesson 19

b) Stability: Stable versus Unstable. If you attribute your poor performance to

what you have inherited from your parents, then you are attributing the cause of
your performance to something stable, something that cannot be change becat it
is in your genes If you attribute it to excessive watching of tv, then you are
claiming that your poor eyesight is caused by unstable factor, something that can
change.
c) Controllability: Control versus Uncontrable. If your student claims his poor
academic performance is due to his teacher's ineffective teaching strategy, he
attributes his poor performance to a factor beyond his control. If, however, your
student admits that his
poor class performance is due to his poor study habits and low motivation, he
attributes the event to factors which are very much within his control.

 Self - Efficacy Theory- a sense of high efficacy means a high sense of competence.
Self - efficacy is the belief that one has the necessary capabilities to perform a task,
fulfill role expectations or meet a challenging situation successfully.

Self - Efficacy Enhancing Strategies:

 Make sure students master the basic skills. Mastery of the basic skills like
reading, writing and arithmetic will enable the child to tackle higher level
activities.
 Help them make noticeable progress on difficult tasks. You like to give up
climbing a mountain when you feel that you are not making progress at all. The
knowledge that you are progressing inspires you to keep on going.

 Self - Determination and Self - Regulation Theories- students are intrinsically

motivated when they have a sense of self - determination- when they believe that
they have some choice and control regarding the things they do and the directions
their lives take. A student's sense of self - determination is demonstrated in his
capacity for self - regulation. Self - regulation refers to a person's ability to master
himself. He is the "I am the captain of my soul" type of a person. He is not a victimof
circumstances. He is capable of directing himself.

Indicators of Self - Regulations:

 set standards for oneself

 monitor and evaluate one's own behavior against such standards, and
 impose consequences on oneself for one's success or failures. (Omrod, 2004)

Processes involved in Self - Regulated Learning:

 Goal - Setting- know what to accomplish when they read or study.

 Planning- determine ahead of time how best to use time they have available for
learning.
 Attention Control- try to focus their attention on the subject matter at hand
abd and clear their minds of distracting thoughts and emotions.
 Application of Learning Strategies- choose different learning strategies
depending on the specific goal they want to accomplish.
 Self - Monitoring- continually monitor their progress toward their goals and
they change their learning strategies or modify their goals, if necessary.
 Self - Evaluation- determined whether what they have learned is sufficient for
the goals they have set.

Name of Professor: Ava Clare Marie Robles, Ph.D. Subject: Facilitating Learner-Centered Teaching (CPE 104)
 3
Lesson 19

How to Enhance Students' Sense of Self - Determination

 Present rules and instructions in an informal manner rather than

controlling manner.
 Provide opportunities for students to make choices - students will be more
likely to be more instrinsically motivated to attain the objectives when they are given
freedom to choose how to attain it.
 Evaluate Student's Performance in Non- Controlling Manner - communicate
evaluation results to inform yiur student of their progress without passing
judgment of sone sort but to make them see that they are strong in some
pointsbut not so in other items.

 Choice Theory- a biological theory that suggests that we are born with specific
needs that we are genetically instructed to satisfy. All of our behavior
represent our best attempt to ant moment to satisfy our basic needs or genetic
instructions. (Bob Sullo, 2007)

Four Basic Psychological Needs:

1. Belonging or Connecting- motivates us to develop relationships and cooperate

with others.
2. Power or Competence - power is gained through competence, achievement and
mastery.
3. Freedom- having choices is part of what it means to be human and is one
reason or species to evolve, adapt and thrive.
4. Fun- it is our playfulness and our senseof discovery that allow us to learn as
much as we do.

 Maslow's Hierarchy of Needs- a students lower ordered needs must first be

met before she/he works for the satisfaction of his/her higher order needs.
Based on Maslow's theory, a satisfied need is not a strong motivation but an
unsatisfied need. (Newstorm, 1997)

 Goal Theory
 Learning Goals versus Performance Goals.
- learning goal is a "desire to acquire additional knowledge or matters new
skills" while a performance goal is a "desire to look good and receiving
favorable judgment from other or else look bad and receive unfavorable
judgment" (Ormod, 2004).
The student with a learning goal is mastery focus while the student with a
performance goal is performance focused.

Student Diversity in Motivation

(Source: Stipek (1996, 2002) cited by Wooltok (2013).

Student’s level of motivation is shown in his/her choice of action, intensity and

persistence of effort. A student who s highly motivated to learn enjoys learning and
learns much more than the one who is not as motivated. S/he persists and perseveres
in his/her studies even when things turn out to be difficult. S/he does not give up easily.
As a result, his/her performance is satisfactory. In contrast, a student who is not
motivated to learn does not enjoy learning, does not study unless “pushed”. When s/he
feels the difficulty of study, s/he readily gives up. S/he lacks perseverance.
kk
A student who is highly motivated is convinced that accomplishing the things
s/he is asked to accomplish in class helps her/him realize the goals s/he has set for

Name of Professor: Ava Clare Marie Robles, Ph.D. Subject: Facilitating Learner-Centered Teaching (CPE 104)
 4
Lesson 19

herself/himself and his/her dream in life. S/he is willing to give up the satisfaction of
immediate goals for the sake of more important remote goals.

In summary, motivated students have the following characteristics traits:

 Have positive attitudes toward school and describe school as satisfying

 Persist on difficult tasks and cause few management problems.
 Process information in depth and excel in classroom learning expertise.

The Role of Extrinsic/Intrinsic Motivation based from Lucas, et al. (2014).

Extrinsic motivation is necessary to develop the love for learning among poorly
motivated students. If good grades, reward, praises or words of encouragement or fear
of failing grade can motivate unmotivated students to study, why not? For as long as
students are hardly motivated, external motivations in the form of rewards, incentives
or others play a significant role in the development of motivated students.

Extrinsic motivation plays an indispensable function when a learner is not yet

intrinsically motivated to learn. This means that after motivating the students to study
by way of reward, praise, encouragement, punishment, hopefully the students develop
the genuine love for learning and become s intrinsically motivated in the process.

In short, we may begin employing extrinsic motivation at the start, but this should
fadeaway as the students get intrinsically motivated themselves.

Assessment Task

1. Based on the Theories of Motivation make your own hierarchy of needs and
explain it to the class.

2. Make your “I am” motivational tips for positive academic life.

Reference:
Lucas, Maria Rita and Corpuz, Brenda (2014). Facilitating Learning: A Metacognitive Process.

Prepared by:
Pacarat, Riza
Tapao, Mary Danielle
2nd year BSED Filipino

Name of Professor: Ava Clare Marie Robles, Ph.D. Subject: Facilitating Learner-Centered Teaching (CPE 104)