Development of

Motivation &
Self-Regulation
The Child and Adolescent Learners
and Learning Principles
Specific Objectives :

At the end of this lesson, the students will be able to:

• explain the different theories on motivation; and

• elaborate how these theories can be applied to the self and the
teaching-learning process.
Introduction
Motivation is one of the driving forces behind
human behavior. It is the crucial element in
setting and attaining our objectives. It fuels
competition and sparks social connections. It
encompasses the desire to continue striving
toward meaning, purpose, and a life worth
living.
There are generally two types of motivation:
intrinsic and extrinsic.

Intrinsic Motivation: This type of motivation comes from within

oneself. It involves engaging in an activity because it is personally
rewarding, enjoyable, or fulfilling.

Extrinsic Motivation: In contrast, extrinsic motivation comes from

external factors such as rewards, praise, or punishments. It
involves engaging in an activity to earn a tangible or social reward,
or to avoid a negative consequence
Who is Abraham
Maslow
An American psychologist who
developed a hierarchy of needs to
explain human motivation.

Philosopher best known for his

self-actualization theory of
psychology, which argued that the
primary goal of psychotherapy Abraham Harold Maslow
should be the integration of the 1908 - 1970
self.
Content Theories

Hierarchy of Needs (Maslow)

Maslow's hierarchy of needs is a

motivational theory in psychology
comprising a five-tier model of
human needs, often depicted as
hierarchical levels within a
pyramid.
The original hierarchy of needs
five-stage model.
Maslow (1943, 1954) stated that
people are motivated to achieve
certain needs and that some needs
take precedence over others. Our
most basic need is for physical
survival, and this will be the first
thing that motivates our behavior.
Once that level is fulfilled the next
level up is what motivates us, and
so on.
Alderfer's ERG Theory of Motivation
Clayton Alderfer developed Maslow’s
Hierarchy of Needs into a three-factor
model of motivation known as the ERG
model.
·EXISTENCE
·RELATEDNESS
·GROWTH
How the model works
Alderfer’s ERG Theory of Motivation states
that individuals can be motivated by
multiple levels of need at the same time, and
that the level which is most important to
them can change over time.
Process Theories
Reinforcement Theory (Skinner)
Expectancy Theory (Vroom)
Goal Setting Theory (Locke)
Self-Determination Theory (Deci and Ryan)
Reinforcement Theory (Skinner)

Reinforcement theory, often associated with B.F.

Skinner, is a psychological concept that focuses on
the idea that behavior is determined by its
consequences, specifically whether they are
reinforcing or punishing. Skinner, a prominent
behaviorist, conducted extensive research on
operant conditioning, which is the process of
learning through rewards and punishments.
Burrhus Frederic Skinner
(b.f skinner)
Operant conditioning
Operant conditioning, also known as instrumental conditioning,
is a method of learning normally attributed to B.F. Skinner,
where the consequences of a response determine the
probability of it being repeated. Through operant conditioning
behavior which is reinforced (rewarded) will likely be repeated,
and behavior which is punished will occur less frequently.
three types of responses, or operant,
that can follow behavior
Neutral operants: responses from the environment that neither increase nor
decrease the probability of a behavior being repeated.

Reinforcers: Responses from the environment that increase the probability

of a behavior being repeated. Reinforcers can be either positive or negative.

Punishers: Responses from the environment that decrease the likelihood of

a behavior being repeated. Punishment weakens behavior
Positive
Reinforcement
Positive reinforcement is a term described by
B. F. Skinner in his theory of operant
conditioning. In positive reinforcement, a
response or behavior is strengthened by
rewards, leading to the repetition of desired
behavior. The reward is a reinforcing stimulus.
Negative
Reinforcement
Negative reinforcement is the termination of an unpleasant
state following a response. This is known as negative
reinforcement because it is the removal of an adverse
stimulus which is ‘rewarding’ to the animal or person.
Negative reinforcement strengthens behavior because it
stops or removes an unpleasant experience.
Punishment
(weakens behavior)
Punishment is defined as the opposite of
reinforcement since it is designed to weaken or
eliminate a response rather than increase it. It is an
aversive event that decreases the behavior that it
follows.
There are many problems with
using punishment, such as:
Punished behavior is not forgotten, it's suppressed
behavior returns when punishment is no longer present.
Causes increased aggression - shows that aggression is a
way to cope with problems.
Creates fear that can generalize to undesirable behaviors,
e.g., fear of school.
Does not necessarily guide toward desired behavior
reinforcement tells you what to do, punishment only tells
you what not to do.
Schedules of
Reinforcement
Behaviorists discovered that different patterns (or
schedules) of reinforcement had different effects on
the speed of learning and extinction. Ferster and
Skinner (1957) devised different ways of delivering
reinforcement and found that this had effects on
The Response Rate - The rate at which the rat
pressed the lever.

The Extinction Rate - The rate at which lever

pressing dies out.
Expectancy Theory (Vroom)
In 1964, Canadian professor of psychology
Victor Vroom from the Yale School of
Management developed this theory. In it,
he studied people’s motivation and
concluded it depends on three factors:
expectancy, instrumentality, and valence
victor h. vroom
Victor Vroom uses a formula to
calculate the motivational force:
Motivational force = Expectancy x Instrumentality x Valence

M (motivation) = is the amount a person will be motivated by the

situation they find themselves in. It is a function of the following.
E (expectancy) = The person's perception that effort will result in
performance. In other words, the person's assessment of the degree to
which effort correlates with performance.
I (instrumentality) = The person's perception that performance will be
rewarded/punished. i.e., the person's assessment of how well the amount
of reward correlates with the quality of performance
V (valence) = The perceived strength of the reward or punishment that
will result from the performance. If the reward is small, the motivation
will be small, even if expectancy and instrumentality are both perfect
(high).
Expectancy model of motivation
According to Vroom’s theory, you can expect
employees will increase their efforts at work when
the reward has more personal value to them. They’ll
be more aware of the fact that there is a link between
their effort and the results. It means that both the
organization and the employee have to be aware of
the following three processes:

1. Increased efforts will improve work performance

2. Increased performance will lead to bigger rewards
3. The offered reward will be appreciated by the
employee
Goal Setting Theory (Locke)
Locke (1996) first described that the approach of goal
setting theory is based on what Aristotle called final
causality; that is, action caused by a purpose. It accepts the
axiomatic status of consciousness and volition. It also
assumes that introspective reports provide useful and valid
data for formulating psychological concepts and measuring
psychological phenomena. He then discussed the attributes
of goals and his 14 research findings. Dr. Edwin A. Locke
Goal Attributes
Goals have both an internal and an external aspect. Internally, they
are ideas (desired ends); externally, they refer to the object or
condition sought (e.g., a job, a sale, a certain performance level). The
idea guides action to attain the object. Two broad attributes of goals
are content (the actual object sought) and intensity (the scope, focus,
and complexity, among others of the choice process). Qualitatively,
the content of a goal is whatever the person is seeking.
Quantitatively, two attributes of content, difficulty and specificity,
have been studied (Locke, 2017).