aa ‘Student Diversity in oe Motivation ‘Motivation Extrinsic Attribution Theory Intrinsic | ae |_| sett-Determination Theory LI choice Theory [Maslow’s Hierarchy of Needs LY Goal Theory ee id Types of Motivation TEEMISED) Meaning and Types of Motivation _— the Challenge! yourself to attain the following Pot In this Module, chailenge learning outcomes: «make an outline of this module and give a lecturette on /is a pri motivation by following Your outline, is B dist inguish neared extrinsic and intrinsic motivation of ability + justify the role of extrinsic motivation in view of the | development of intrinsic motivation. a ‘motivation. Studying is a hard task. Howevege™ ceases f0,Pe a task if you have the | Rind nd the right amount of ‘motivation.1. T study even when there 10 quizes 2. I enjoy working on homework 3.1 100k forward 16 school days. 4. Tread for Tearing, not only for grades Sn every school task I do, I always do my best. [6 I give/do more than what is required. 7. 1 listen intently to my teacher's lecture and instructions. he 8. I participate actively in class. EE [_ 9. Tike homework 10. When something is not clear, I ask questions to clarify. 11.1 do not allow myself to be discoura a by my classmates’ unfavorable remarks tum me off, rather they challenge me to do my best \ 13.1 believe that success can be reached by l 12. My teacher's unfavorable remarks do not | anyone who works hard. 14.1 always feel excited about le: ning 15.1 submit course requirements not only for the sake of compliance | 16.1 study not only for grades but more for yi learning. / 17.1 believe that nothing is difficult if we | 3 spend hours learning it. eae | 4 18.1 believe that how much I learn from clas | i depends ultimately on me. 19.1 believe T can cope with my teacher's Yi expectations,pons ae learn now Jp. 1 am always eager to Tread outside my asa) fessons because it helps wa and > 'PS me ti | GI love 10 be in the compan who inspire me to keep on FAT avoid people who + improve themselves, Tsee the relevance of mp realization of my dream iy Fei am willing 10 give apie of an immediate goal for the more important remote goal sey up_watching tv in onder to study Total per column Satisfaction Grand TOTAL C2 ROB Interpret your scores: + One hundred thirty (130) is the perfect score. If you got 65, that means you are midway but not highly or very motivated. The closer you Ate to 130, the better motivated you are + Share with your small gro s uur small group your discovery about your self. Do you aatee_ with your score? In what items did you seore comparatively message do you get from those items. where you scored + When can you say that a student is highly motivated to Team? What are in rs 0 student’s level of motivation? Hi) person is intrinsically motivated, his motivation comes from v invher or from the activity or task itself. When a person is extrinsically motivated s/he is motivated by something or someone outside herself/himself | Identify examples of extrinsic motivation and intrinsic motivation | pased on the items of the questionnaire checklist | + Which type of motivation is more beneficial? Why? : + Should we do away with extrinsic motivation? Or is it mecessany? Justify5 and g: It energizes you to do something. It is the drive toward an action. While ability refers to whar | do, motivation refers to what these children wil] do. refers to the initiation, direction, intensity and persistenog When we get motivated to do something, it is nor ‘that we start working at that thing but that we get ‘Our attraction towards it becomes so intense that we persist ‘working on it through thick and thin until its completion. Learner's | motivation is the primary factor influencing both performance ang ‘Success in school (Ryan, et al, 2007). attracted Indicators of a High Level of Motivation ee Your student's level of motivation is shown in his/her i ers choice of action, intensity and persistence of effort. If you | who seems| have 2 highly motivated student, you have a student who ig thot to have] excited about learning and accomplishing things. S/he takes n 49] the initiative to undertake learning tasks, assignments and Projects without being pushed by his/her teachers and parents, ‘S/he has goals to accomplish and dreams to realize. S/he 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 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. An example is her willingness to give up joining hishher barkada to Watch a movie in order to prepare thoroughly for final examinations, A student who is highly motivated to learn enjoys learning and learns much more than the one who is not as motivated. s/ hhe persists and perseveres in her/his studies even when things tum 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. She lacks perseverance. In summary, motivated students have the following characteristic traits: * have positive attitudes toward school and describe school as satisfying. —_—e‘Motivation is class, as uirinsie when the source op “fimseltTerself oF the aetviyy™ _ Bimactivity for its own aten a student reads Pe wants to read them or 1d enjoyable. Motivation ig ott person is Someone or something suis BECAUSE she was told py on afraid to fail and hisMher perene o because it Will lead to gee extrinsically motivated. Extinge mceaee © in an activity as a means tg Modies to please her/his teacher, pare OH &xamnples, the student does not study for the joy Of studying, °° 86 # good grade, He Obviously, intrinsic mots, or someone outside, the m gone, the person’s motivati The Role of Extrinsic Motivation Initially, extrinsic motivation is necessary to develop the love for learning among poorly motivated students. If good grades, rewards, praises or words of encouragement or fear of failing grade can motivate unmotivated students to study, why not? For as long ‘yet intriy as students are hardly motivated, external motivation in the form | motivate of rewards, incentives or punishment play a significant role in fore aa the development of motivated students. It is expected, however, faring. that these extrinsic motivational factors be gradually replaced by | this ; intemal motivation. In the conerete, 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 becomes intrinsically motivated in the process. In Short, we may begin employing extrinsic motivation at the start but this should fadé away as the students get intrinsically motivated themselves, 3