CHAPTER 8

THE PLACE OF MOTIVATION

IN LEARNING
 ✘ Learning is an active expression of life’s purpose. It requires the rigorous
ongoing application of both internal and external resources on the part of
the student.
✘ Behavioral and cognitive theorists agree that motivation is essential for
learning. However, motivating learners in the classroom becomes one of
the most common in classroom instruction.
✘ Students deserve appreciation and recognition when they give correct
responses follow direction, pay attention, complete assignments and comply
with all tasks and requirements. When students perform to their best level,
they deserve commendations . When they do so, teachers are tasked to
direct, sustain, and maintain their motivation.

2
 Learning Outcomes
- These are statements that describe significant and
essential learning that learners have achieved, and
can reliably demonstrate at the end of a course or
program. In other words, learning outcomes identify
what the learner will know and be able to do by the
end of a course or program.

3
 Learning Outcomes
Upon completion of all lessons in Chapter 8,students shall have the
opportunity to:
1.evaluate the internal and external influences affecting motivation;
2.differentiate motives from drives;
3.evaluate the elements of a motivational systems in relation to
learning;
4.judge the value of self-regulation in learning;
5.explore the theories of motivation; and
6.explain the progress of shaping student motivation.

4
 Advance Organizer
• Sources
• Aspects
• Motivational and Behavior
• Sequence
Motivation • How Motivational Works
• Motives and drives
• Elements of Motivational System
• Inner Speech
• Self Efficacy
• Beliefs and Self-Perceptions

5
 Motivation
- is an internal condition of stimulation that
often comes before the performance of a
desired behavior. It is linked with behavior
If we are motivated to do something , such
motivation is manifested in our behavior.

6
 Motivation is triggered by variety of sources:
Exercise - physical activities can increase our energy level.
Good Nutrition - there are foods that make us energetic
Sleep - a good night's sleeps helps our body maintain vigor.
if we are tired and sleepy, we may not be fully energized
and concentrated.
Rewards - when we receive rewards, we get motivated.
Challenges - problems and heartaches challenge us to do
better next time.

7
 Motivation is triggered by variety of sources:

Friendship - sometimes, real friends can motivate or provide us with the

needed encouragement to push through with our project. Supportive friends
are wonderful people who can serve as motivators.
Kindness - we easily obey the elders because of their words of
encouragement and gestures of love and care.
Security - everyone wants to feel safe and secure. if we are secured, we are
motivated to do more and be more.
Authority - we are motivated by power, we aim to get a position because we
want to be powerful. We want to be promoted not just for prestige,
recognition or upward movement, but also for authority.

8
 Motivation is triggered by variety of sources:
Independence - some of us want to be free.
Pleasant Environment - it is so nice to work in a
conducive and noise free environment.
Creative Expression - we are motivated by our
freedom for creative expression.
Meaning.Everyday occurrences trigger us to search
for meaning. if we believe it is a worthwhile task, then
we are motivated to continue and succeed in doing it.

9
 Motivation is of particular interest in the field of education because of its
strong influence on student learning. According to Ormrod (2003) how
students learn and how they behave toward subject matter is influenced by
motivation.
Aquino (2013) found t5hat there is that there is a difference between
identified and introjected motivation particularly with developmental and
educational practices. Interaction is a process by which extrinsically
motivated students become more self regulated.
Interaction specifies the social condition that support intrinsically motivated
tasks. Learning is the acquisition of behavior representation that serves as
guide for future behavior. Self regulated behavior is triggered by motivation
in the natural human propensity to learn and assimilate information.

10
 Aspects of Motivation
Motivation has created a great impact to learning. It is all
about available opportunities that we engage in and the
interpersonal relationship that may support and challenge; a
force which makes us take an action. A condition which
maybe stimulated by a physical need, an emotion or an idea,
but whatever the cause is, motivation always drives us to
perform something performan something.

11
 Some Aspects of Motivation:
•Motivation takes place within the individual
•It is possible to treat the students in way that will
encourage them to develop the desire for learning
•It is impossible to present materials to be learned in ways
that will make learning easier
•The potential learners motivation will automatically be
directed toward his or her most pressing need at the
moment.

12
 Motivation and Behavior
✘ The connection between motivation and behavior is
first noted by the famous philosopher Arthur
Schopenhauer. He believed that actions are propelled by
motivation.
✘ His belief about motivation is related to Freud’s idea
that "all actions are motivated and nothing happens by
chance.
✘ Motivation is individual and elusive.it is important
tolearning yet,it is influenced by a person’s b
13 eliefs,feelings and interests, and goals.
 Factors Affect of Motivation
 Knowledge in a particular content area
 Beliefs about what the teacher aspects
 Adolescents self concept or perceived and
personal ability
 Anxiety and concern over grades
 Difficulty and challenge of the task
 Social interactions
 Belief that learning is useful,meaningful and
consequence of the others.
14
 Various Abilities to Enhance our
Motivation Level
 Manage the Environment - we should create our
own and we should find a place to work
comfortably.
 Manage our own thoughts - we are the product
of our own thoughts.
 Set goals - we should set realistic and specific
goals.
 Maintain a healthy lifestyle - includes enough
sleep, proper diet and nutrition, regular exercise
15 and relaxation.
 Various Abilities to Enhance our
Motivation Level
 Make Commitments - we must make sure that
we fulfill them. we cannot accomplish them alone.
 Monitor our behavior - in our desire to form
commitments, we need to keep a record of how
we progress little by little.
 Manage stress - they have been part of everyday
life occurrences.
 Manage Rewards - rewards can boost our morale
and increase the level of our motivation.
16
 Sequence of Motivation
Motivation involves sequence or how it occurs as a natural
process. motivation start when we choose a reason to fulfill.
Choice we exercise our power to select and we select best
suits our taste and best judgement.
Instrumental behavior which deals with all the activities that
we engage in order to satisfy our motive.
Satisfaction or dissatisfaction the last is when the motive is
satisfied or not everything we leads to satisfaction of our
motives.

17
 Factors affecting the Satisfaction of a Motive
 Physical components of the goal - certain goals
may be characterized by quality, quantity or
value.
 Consummatory Behavior - the word
consummatory is an adjective which means that
of relating to something used to achieve,fullfill or
complete.
 Subjective feelings of Individuals - deals with
how we feel about satisfying a motive
18
 How Motivation Works
 Interest- Students are motivated to work harder
because the lesson or the material to be learned
has personal value or interest for them.
 Belief- Students will work harder to learn
because they know that their hard work and labor
will pay off.
 Attribution- Students work harder to learn when
they attribute their academic success or failure to
effort rather than to their ability or other factors.
19
 How Motivation Works
 Goals- Students will work harder to learn
when their goal is to perform well or to
master a certain skill.
 Social partnership- Students will work
harder when they see their teachers or coach
or social partners who try to bring out the
best in them.

20
 Motives and Drives
Our desire to get better chances of improving the quality thrive as
we traverse life’s intricate fashion. What causes us to improve
human conditions? What causes us to face life’s intricacies
squarely? What moves us to do something better in order to
accomplish our goals and dreams? The answer to all these
questions is clear clear – all because of motivation.
Motivation
✘ It is an innate and integral part of our biological predisposition.
✘ It is related to motives and drives

21
 The predominant theories of human motivations mostly
assured that people are compelled to act in order to:

• Increase pleasure and decrease painful experience;

• Get innate physiological needs; and
• Compensate for innate drive (Compton 2005)

22
 Motives and Drives
✘ Motives- for urges that are mainly learned such as the need
for achievement.
✘ Drives- is assumed to have a strong biological component and
plays an important role in survival and reproduction.
( Zimbardo, Johnson & Weber 2006)

23
 There are two types of motivation that emerge
from biological component and learning.

✘ Intrinsic motivation
- comes from within the individual and from the pleasure
provided by the work itself (Deeprose 2003).
✘ Extrinsic motivation
- comes from the pleasure of a reward, based on external
reward and comes from outside of us.

24
 Elements of Motivational System
A.Personality is the total of what we are and who we are in
relation to other people. The way we think, feel, act or behave. It
reflects our inner thoughts and feelings through actions.
B.Persona is the self or the perceived personality of a person. It
is the identity or role that we assume or the image of character
we project.
Three interrelated concept of Self:
1. Self-concept
2. Self-esteem
3. Self-regulation
25
 Elements of Motivational System
1. Self-concept
 is both evaluate and descriptive, referring to both
what we think about ourselves in certain dimension
and how we feel about that (Muijs & Reynolds
2005).
 is our knowledge of ourselves that is organized in a
schema or framework (Deckers 2001).

26
 There are various types of motivation
regarding self-knowledge:
✘ Self-enhancement -is our desire to learn positive
things about ourselves.
✘ Consistency -this type deals with our desire for
information that confirms our current knowledge.
✘ Appraisal motive – that is concerned with our desire
to learn about ourselves based on different feedbacks
given by other people in different situations.

27
  Our Self-concept is both multidimensional
and hierarchical.
 Another idea related to self-concept is self-
awareness.
 Self-awareness refers to a greater
understanding of ourselves, how we behave,
and how we perform in relation to school
activities.

28
 Elements of Motivational System
2. Self-esteem
 It is on valuing process where there is the
belief in our own worth as a person.
 It is the foundation of human personality.

29
 Elements of Motivational System
3. Self-regulation
 This is the behavioral component in the
study of the self.
 refers to a system by which we control
our actions and decisions.

30
 Franken (2007) offered various processes we use in
self-regulation. They are as follows:
 Setting difficult but attainable goals-
 likened to roadmaps that gives direction
 Identifying task strategies
 Break the task into smaller unit-develop sub-goals;devised
techniques to get closer to the goals
 Making use of imagery
 Think of how to follow diferent steps to be effective in
performance.
 Managing time carefully
 Do not waste time
 Structuring the environment
31
 Strive for competence
  Seeking help when needed
 Seek the help of others who can revitalize the lost momentum
 Learning to self-monitor
 Listens to others for feedback
 Learning to self-evaluate
 Compare the present performance against the result of the previous one.
 Learning to create positive outcomes
 Know the difference between the consequences of success and failure.
Proper planning.

32
 Basic Elements of Self-regulation
(Franken 2007, citing Bandura 1991b)
Self-observation (self-monitoring)
Self-evaluation (self-judgement)
Self-reaction (self-incentive)
It must be noted that:
Self- concept (cognitive)
Self- esteem (affective aspect)
Self -regulation(behavioral aspect)
33
 Inner Speech
One very specialized form of self-talk is called inner speech
( Brownell 2002).
✘ It is an internal conversation within us which helps us monitor our
behavior.
✘ There are four characteristics of inner speech. They are as follows
(Brownell 2002):
1. Egocentric -attention directed inward
2. Silent-thoughts aren’t verbalized.
3. Compressed syntax -compressed in structure
4. Semantic embeddedness – a word inside can mean much more
34
than that word in interpersonal communication.
 Table 8 provides examples of negative and positive
forms of self-talk (Perry 2005)
Table 8. Power Words That Enhance Self-Talk
Problem Negative Message Positive Message

Rejection What if they say “No”? What if they say “Yes”?

Comparison I am not as good as. What can I learn from it?

Obstacles It is a problem. There is a way around this.

Perfectionism I did okay but.. I am satisfied that I did my best.

Others What will others think of me if I do In my own person…

that?
Results What if I make a mistake? I wonder what the experience will
be like…
Age I am too old to do that I may be in later years, but I’d love
to try.
35
 Self-efficacy
Affects the process of choosing goals, expectations of outcomes
and achieving success and failure (Snowman & Biehler 2006).
✘ Outcome expectations – occur when we confidently believe
that something will happen to produce desirable results.
✘ Low self-efficacy- refers to our belief that we can be
successful in doing things.
✘ High self-efficacy- helps us make more realistic judgements
about what we can do.

36
 Epistemological Beliefs
These are the student’s beliefs about learning that influence their
motivation and the kind of strategies they will use in order to
learn.
These are the some questions that may be asked to determined
their epistemological beliefs:
1. Which of the following is the most important thing in
facilitating learning?
• Remember what the teacher has taught us
• Practice all concepts involved in the subject
• Understand important concepts and use them to learn new
37
things
 These are the some questions that may be asked
to determined their epistemological beliefs:
2. Which of the following is the most important thing to do in learning
Math?
• Do what teachers tell us
• Figure out how the explanation works
• Remember everything we are supposed to know

38
 Answering the above questions will identify the five
components of epistemological beliefs. They are as follows:
1.Structure of knowledge
1. Is knowledge a simple set of facts or a organization of concepts and
relationships?
2.Certainty of knowledge
2. Is knowledge fixed or does it evolved over time?
3.Ability of the learner
3. Is the ability to learn innate or not?
4.Speed of learning
4. Do we gain knowledge in a quick manner or do we take time to learn?
5.Nature of learning
5. Is learning a mere memorization of facts from isolated bits of information or
39
integration of patterns and relationships?
 Beliefs about the Self encompasses various
dimensions.

 Beliefs about ability

 Beliefs about self - efficacy
 Beliefs about self-worth
 Beliefs about self -regulation

40