CHAPTER 2

THEORETICAL FRAMEWORK

This study is based primarily on Maslow’s

Motivation Theory, Wigfield and Eccles’ (2000)
Expectancy-Value Theory and Ryan and Deci's
(2000) Self-Determination Theory.

Motivation was a theory of hierarchy of needs

and was proposed by the American psychologist
Abraham Maslow in his 1943 paper “A Theory of
Human Motivation”. Abraham Maslow, the major
proponent of this theory, extended the theory to
include a need for self-transcendence. According to
him, people reach the pinnacle of growth and find
the highest meaning in life by attending to things
beyond the self. This is an important factor in the
process of learning of students since if one is willing
to learn, they will learn and if they don’t have the
motivation to learn, they’re likely to end up with
poor academic performance in school.
 On the other hand, Wigfield and Eccles’
Expectancy-Value Theory, suggests that the two
most immediate predictors of achievement
behaviors are expectancies for value beliefs.
Expectancies for success refer to students’ belief
whether they will do well in an upcoming task.
Wigfield stated, that the more the students expect
to succeed at a task, the more motivated they are
to engaged with. Such beliefs are closely related to
but conceptually distinguished from ability beliefs.
Eccles (1992), concluded that, intrinsic value is pure
enjoyment a student feels from performing a task.
When a student is confident in his or her ability to
accomplish a task that was given to him or her, the
more he or she is likely to perform well and excel at
school and the more they are motivated to learn.

According to the Self-Determination Theory, by

Richard Ryan and Edward Deci, a psychologists, who
developed the Self-Determination Theory (SDT),
intrinsic motivation or self-determination
motivation, emerges spontaneously from satisfying
the basic psychological needs of autonomy,
competence, and relatedness. Autonomy is the
psychological needs to experience one’s behaviors
as volitional and self-endorsed. Although it is clear
that intrinsic motivation promotes learning, most
learning activities are not intrinsically interesting to
students. Students are often motivated to engaged
in an activity because it is an instrumental to some
outcomes separated from the activity itself. People
certainly can be motivated externally by money, or
grades in school, or a desire for social approval. But
Deci and Ryan say that type of controlled
motivation can actually taint a person’s feelings
about the basic worth of the project and undermine
intrinsic motivation. If giving monetary can motivate
the grade 11 academically achievers, then the
process of learning can be effectively help them in
attaining a high academic performance in school.
References:

Abraham Maslow (https://www-psychologytoday-

com.cdn.ampproject.org/v/s/www.psychologytod
ay.com/us/basics/motivation?
amp=&amp_gsa=1&amp_js_v=a9&usqp=mq331A
QKKAFQArABIIACAw%3D%3D#amp_tf=From
%20%251%24s&aoh=16700603872607&referrer=h
ttps%3A%2F
%2Fwww.google.com&ampshare=https%3A%2F
%2Fwww.psychologytoday.com%2Fus%2Fbasics
%2Fmotivation)

(https://www.google.com.ph/amp/s/
www.thesuccessfactory.co.uk/blog/maslows-
theory-of-motivation-driving-your-teams-to-
success%3fhs_amp=true)
Wigfield and Eccles)
(https://edtechbooks.org/lidtfoundations/motivati
on_theories_and_instructional_design#:~:text=Acc
ording%20to%20the%20theory%2C
%20intrinsic,volitional%20and%20is%20self
%2Dendorsed.)

(Richard Ryan and Edward Deci)

(https://edtechbooks.org/lidtfoundations/motivati
on_theories_and_instructional_design#:~:text=Acc
ording%20to%20the%20theory%2C
%20intrinsic,volitional%20and%20is%20self
%2Dendorsed)

(https://www.apa.org/members/content/
intrinsic-motivation)