MOTIVATION IN
KAREN FAITH W. ABEJO
LEARNING
Health Education (NCM 121)
MOTIVATION
 A process by which an individual creates
an inner drive to accomplish goals or
objectives.
 Influences an individual to act
 Is the practical art of applying incentives
and arousing interest for the purpose of
causing a student to perform in a desired
way.
 Involves the use of various devices such
as the offering rewards or an appeal or
desire to excel.
PURPOSES OF MOTIVATION
 Arouse the desire to achieve a goal
 Stimulate action to accomplish a
particular objective
 Cause a student to perform in a desired
way
 Arouse interest thereby making a student
simply work; willingly and to complete a
task
 Use various incentives such as the
offering of rewards or an appeal in order
to excel
 Stimulate an individual to follow a certain
direction desired for learning
TYPES OF MOTIVATION
 Intrinsic Motivation
o Occurs when the learner wants
to learn for the sake of learning
o Creates a sense of responsibility
or feeling that learning is
important
o Having control over one’s own
resources, autonomy or freedom
to act,
o Methods to use and develop
skills and abilities, interest and
challenge in work and
opportunities for advancement.
 Extrinsic Motivation
o Occurs when the learner wants
to learn for reasons other than
his or her own personal interest
o Based on social motives which
may include:
o Rewards
o Punishments
o To please significant directly
involved with the learner
2ND SEMESTER, SEMIFINALS, LESSON 2
BSN, N12
oDesire to compete with peer
groups
o Recognition and celebration
MASLOW’S THEORY OF MOTIVATION AND
NEEDS
 Physiologic Needs
o These are biological basic needs
such as food, clothing, and
shelter
o The teachers physiologic needs
must be met in order to
efficiently and effectively transfer
learning to a student
o The students physiologic needs
must be met in order to
understand knowledge very well
for learning to take place
o A student with an empty
stomach may find it difficult to
concentrate, hence learning is
hampered
 Safety Needs
o Teachers have inherent need to
survive to protect themselves
from any health hazards or injury
o This include having a protection
plan for sickness through
environmental cleanliness,
sanitation, waste management,
clean air, and protection from fire
hazards.
 Social Needs
o Teachers and learners need a
sense of belongingness, love
and acceptance from significant
people such as family members,
friends and neighbors in the
community
o When social needs are met,
feelings of loneliness and
alienation from others are easily
overcome
 Esteem Needs
o Can be raised by rewarding
students for the good they have
done
o Giving verbal “pat-on-the-back”
and a small present for a task
that has been done correctly
serve to boost a student’s
morale self-concept
MOTIVATION IN
LEARNING
Health Education (NCM 121)
 Self-Actualization Needs
o Realization of success
o Individual’s need to be and do
that which the individual was
“born to do”
MOTIVATIONAL FACTORS OF LEARNERS
PSYCHOSOCIAL NEEDS
 Arise from the learner because she is part
of a social setting
 Learning takes place within oneself but
enhanced when a learner is within a
group of learners
 To motivate learners to undergo the
process of change and to meet their
psychosocial needs the teacher should be
concerned with the following to initiate
learning: (Heidgerken, 1971)
 Security
o Feeling of being safe and
protected
o A student learns best if she
knows that the learning
environment is safe from risk
factors such as fire, floods,
collapsible buildings, and
burglars (illegal entry to the
building), among others.
 Anxiety
o Feeling of concern or worry
about some anticipated event
which seem to involve some
danger to the individual learning
process such as assignments
and course requirements among
others
 Frustration
o Feeling of being blocked or
hindered to achieve a goal
because of some barriers or
constraints in the learning
process
 Independence
o They need to achieve a status of
self-sufficiency, which arises
from the individuality of each
person
 Actualization
o Fulfillment of one’s personality
potential
o An important motivational force
for man to aspire the best things
2ND SEMESTER, SEMIFINALS, LESSON 2
KAREN FAITH W. ABEJO
BSN, N12
in life for her and others to
recognize their capabilities and
self-worth
 Assertion
o The overt manifestation of one’s
personality to speak for oneself,
her ideas, opinions and feelings
in a respectful manner without
creating enemies
 Achievements
o The need to attain some
worthwhile goals, the degree of
which varies from one person to
another
 Recognition
o Refers to acknowledgement of
one’s achievement in some
activity by others
 Participation
o Sharing of experiences and
activities with others
 Interest
o A conscious awareness of an
inner desire for some object
which has concern or importance
to a person
 Religious need
o The individual’s inner
requirement for God
o Some scholars have long
recognized this need as one of
the man’s most important needs
INCENTIVES
 Refers to the use of praise, reproof,
competition, knowledge of results,
quizzes, grades among others to initiate
and sustain motivation
 Too many incentives may create
complacent behavior and overshadow the
real meaning of responsibility which may
also obscure development and maturity
 Praise and Reproof
o Everyone craves for recognition
or approval from others which
may encourage or discourage
the individual to pursue higher
tasks
o Very careful in the use because
unwise use can create
undesirable traits in students
MOTIVATION IN
LEARNING
Health Education (NCM 121)
 Competition
o Urging oneself to take action to
achieve a certain objective in
order to prove one’s capability or
excellence
o Entails motivating oneself to
perform a task better than others
o Three kinds of competition:
 Competition wherein an
individual is one of the
group that competes
with another group
 Competition wherein an
individual competes
with other individuals in
the same group
 Self-competition
wherein an individual
compete against her
own record
 Knowledge of Progress
o Students must be kept informed
of their progress through self-
evaluation, assignments, tests
and examinations and through
conferences with teachers
 School Marks
o Stimulate school work to a
greater degree than other forms
of motivation
o Used as basis for grading and
offer a powerful stimulus to
induce learning activities
 Exhibiting Good Work
o Often yields positive results
o When a student knows that the
best work is to be exhibited, the
desire to do better work is
stimulated or created
 Game or Play
o An incentive for learning and a
great factor in physical and
mental development
o It develops personal discipline
essential in doing mature roles
and ensuring responsibility
 Examination
o Creates a drive among students
to prepare and review in order to
attain a passing mark which will
2ND SEMESTER, SEMIFINALS, LESSON 2
KAREN FAITH W. ABEJO
BSN, N12
spare her of embarrassment due
to failure
 Dean’s List
o It gives a students sense of
recognition and pride
o This type of motivation appeals
only to bright students
 Emulation
o Exemplified in cases where
students are required by the
teacher to do their test in oral or
written exercises
 Material Rewards
o Helps motivate students to learn
o Drawbacks in the use of material
rewards:
 Increase rewards
periodically to sustain
and maintain motivation
to learn
 Material rewards
become the primary
goals while school
learning becomes only
an incidental means to
an end which is quickly
cast aside or ignored
 Punishment
o Punishment has been assumed
to accomplish the following:
 Teach the learner to
respect for authority
 Block undesirable
responses
 Force the learner to do
something he was not
ready to do or did not
want to do
 Set an example for
potential offender
 Make the student pay
attention to class work
 Motivate students to
learn assigned material
 These, however, may
block students desire
to pursue life’s goals
since it imposes self-
threatening behavior
derived from external
forces, hence, may
impair learning