Theories of

Motivation
Navsheer Gill Toor
and
Melanie Henry
Goals of workshop

To provide the participants with a basic
understanding of the theories of motivation
and how these may be applied when
teaching adult learners


Overview of lesson Plan
Ice-breaker
Objectives
Theories and Interactive exercises
BREAK
Recap
Theories and interactive exercises
Summary
Evaluations and Feedback

Icebreaker
Flags
Personal national flag
4 things that represent you
Learning Objectives
At the end of the workshop the
participants will be able to:
(k) Accurately describe various theories of motivation and
identify different motivation needs of individual learners
(S) Adequately apply and present at least one theory of
motivation
(A) Accept and appreciate the different motivating factors
which influence individual learners
Interactive Activity

Why did you take this course/
degree?
Definition
What is motivation?
Consisting of the drives that move us to do what we
do (Bruce, 2011)
Desire or want that energizes and directs goal-
orientated behaviour (Kleinginna and Kleinginna
1981a
Directs behavior to particular goals Leads to
increased effort and energy
Often enhances performance (Ormrod, J.E. 2014)

Interactive Exercise

Break into groups of 3 and discuss
examples of motivating factors
For example to get a job

Motivation theories

Humanistic theories
Cognitive theories
Achievement orientation goal

Humanistic Theories
Maslow 1954
Alderfers Theory
Hierarchy of human needs deficiency
needs and growth needs
Indivuduals can only act on growth
needs once deficiency needs are met
Acquired needs theory

Maslows Theory
Maslows Theory
NEED HOME JOB
SELF- ACTUALIZATION Education, religion,
hobbies, personal growth
Training, advancement,
growth, creativity
ESTEEM Approval of family, friends,
community
Recognition, high status,
responsibilities
BELONGING Family, friends, clubs Teams, depts, co-workers,
clients, supervisors ,
subordinates
SAFETY Freedom from war,
poison, violence
Work safety, job security,
health insurance
PHYSIOLOGICAL Food, water, sex Heat, water, base salary
Alderfers Theory
Alderfer classifies needs into three categories,
also ordered hierarchically:
growth needs (development of competence
and realization of potential)
relatedness needs (satisfactory relations with
others)
existence needs (physical well-being)
Maybe more rational?

Acquired Needs Theory
(McClellan)
Needs acquired through life experience:
Need for achievement
Need for affiliation
Need for power/control

2. Cognitive Theories of
Motivation
Cognitive evaluation theory:
Intrinsic vs. Extrinsic motivation
Herzbergs Theory
Hygiene Factors vs. Motivators
Expectancy Theory
motivation = expectancy x instrumentality
x valence

Cognitive Evaluation Theory
Intrinsic Factors
Want to learn; interest, enjoyment
Reflects a personal goal
Derives from interest in the subject area
Depends on personal engagement with the task
Leads to a deep approach and understanding
Extrinsic Factors
Need to learn
Strongly influenced by external rewards and
pressures
Focuses on satisfactory completion of the course
Leads to a surface approach to learning and a fear
of failure


Herzberg Theory
Introduced the concept of Job enrichment
Hygiene factors: absence of these factors
motivates, but their presence has no effect
Motivators: presence of these factors motivate;
there absence has no effect

Expectancy Theory
Motivation = expectancy x instrumentality x valence
E (expectancy) = The perception that effort will result in
performance
I (instrumentality) = The perception that performance will
be rewarded/punished.
extrinsic motivation: Will I get rewarded if I do a good
job?
intrinsic situations Will I feel good if this works?
V(valence) = The perceived value of the reward or
punishment resulting from the performance.
If the reward is small, the motivation will be small, even if
expectancy and instrumentality are both perfect high.

Achievement Goal Orientation
Theory
Refer to the purposes or reasons an
individual is pursuing an achievement task
Can be applied to:
Academic
Business
Athletic

Achievement Goal Orientation
Theory

learners are pursuing an achievement task
as well as the standards or criteria they
construct to evaluate their competence or
success on the task.

Achievement Goal Theory
Carol Dweck
Mastery response pattern
Performance response pattern
John Nicholls
Task involvement +
Ego involvement -
Purpose behind achievement Behaviour

Achievement Goal Orientation
Theory
Mastery
Goals
Task Involvement
Performance
Goals
Ego Involvement
Effort to master a
skill or goal
Achieving normative
base standards
Works very hard Doing better than
others
Persistent in the face
of difficulty or
frustration
Does not want to
persist anymore
Willing to take
difficult tasks beyond
capability
Sticks to tasks
familiar
Main interest is
appearing competent

Achievement Goal Theory
Additional dimension to theory
2X2 frame work
Andrew Elliot

Mastery Performance
Approach + +
Avoidance - -
Achievement Goal Orientation
MASTERY OR PERFORMANCE SUCCESSFUL
Interactive Activity


Share a personal example of a time in your
life when you felt motivated by a person or
event
BREAK



1430-1500
Recap
Definition of motivation
Theories of motivation
Humanistic Theory
Cognitive Theory
Achievement Motivation Theory
Questions?
E-learning: Motivational
Videos

Wolf of Wall street
From Struggle Comes Success
Eric Thomas: Best Motivational Speech
Ever!
Discuss videos



Stand-up and Be Counted



Why have you chosen your video?

Factors that Motivate
Learners in Learning
Frequent, early and positive feed back
Create an atmosphere that open and
positive
Help learners feel that they are valued
members of a learning community
Help students find personal meaning and
value
Specifically to material
Factors that Motivate
Learners in Learning

Give learners an opportunity to build social
relationships in the context of the classroom
Teachers to maintain a positive attitude
towards learners
Openminded
Friendly
Enthusiastic
Knowledgeable about the learners
names and interests shown


Andragogy
Knowles Principles
Establish an effective learning climate where
learners feel safe and comfortable
expressing themselves
Involve learners in mutual planning of
relevant methods and curricula content
Encourage learners to formulate their own
learning
Support learners in carrying out their own
learning plans
Involves learners in diagnosing their own
needs
Will help trigger internal motivation

Andragogy
Knowles Principles
Encourage learners to identify resources
and devise strategies for using the
resources to achieve their goal
Involve learners in evaluating their own
learning this can develop their skills of
critical reflection.


Theory to Action: Practical
Application
Theory to action.
Practical application

Interactive Exercise:
Group Presentations
Scenarios:
Apply theories of motivation to problem-solve the
following scenarios.
Be prepared to present back to the audience 5
mins per group
#1 Employee Im not here to make coffee
Journalism intern; unhappy at having to do grunt
wants to quit!
#2 Student
A motivated mature straight-A student is facing
difficulty in completing e-Portfolio due to poor IT
skills
#3 Sports player
Talented basketball player stopped showing up for
training because needs to work part time job to
support poor family
Summary
What is motivation
Main theories of motivation (K)


Deterrents of motivation
Practical application of the theories of motivation




Commit!
Evaluations and Feedback
1630-1700
References
1) Anderman, E. M, & Anderman, L. H. (2010). Classroom
motivation. Columbus, OH: Pearson.
2)Brophy, J. (1998). Failure syndrome students. (ERIC Document
Reproduction Service No. ED419624).
3) Brown, S., Armstrong, S., Thompson, G. (1998) Motivating
students. London, UK: Kogan Page
4) Dent, J., Harden, R. (2009) A practical guide for medical teachers
(3rd ed.). UK: Churchill Livingstone Elsevier
5) Gordon, J (2003). ABC of learning and teaching in medicine: One
to one teaching and feedback. BMJ, 326: 543-545
6) Kaufman, D (2003). ABC of learning and teaching in medicine:
Applying educational theory in practice. BMJ, 326: 213-216
7) http://www.edpsycinteractive.org/top.../motivate.html

References Contd
8) Halawah, I. (2011). Factors influencing college
students' motivation to learn from students' perspective
9) Kaufman, D. M. (2003). Applying educational theory in
practice. Bmj, 326(7382), 213-216. Retrieved from
http://bf4dv7zn3u.search.serialssolutions.com.myaccess.l
ibrary.utoronto.ca/?url_ver=Z39.88-
2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rfr_id=info:
sid/Ovid:med4&rft.genre=article&rft_id=info:doi/&rft_id=inf
o:pmid/12543841&rft.issn=0959-
535X&rft.volume=326&rft.issue=7382&rft.spage=213&rft.
pages=213-
6&rft.date=2003&rft.jtitle=BMJ&rft.atitle=Applying+educati
onal+theory+in+practice.&rft.aulast=Kaufman
10) Knowles, M. S. (1989). The making of an adult
educator . San Francisco: Jossey-Bass.