MOTIVATION

NİMET ÜSTÜNDAĞ
contents
•Motivation
•Historical Perspective
Drive Theory
Balance
Cognitive Dissonance
Conditioning Theory
Cognitive Consistency Theory
Humanistic Theory
Hierarcy of Needs and Maslow
Actualizing Tendency
Rogers and Education

•Model of Motivated Learning

Preask
During Task
Posttask
•Achievement Motivation
Expectancy-Value Theory
Familial Influence
Contemporary Model of Achievement Motivation
Self-Worth Theory
Task and Ego Involvement Theory
•Attribution Theory
Locus of Control
Naive Analysis of Action
Attribution Theory of Achievement
 MOTİVATİON
 Motivation is the process of instigating and sustaining goal
directed behaivor.

 Motivation is an explanatory concept that helps us understand

why people behave as they do.

 As with learning, motivation is not observed directly, but rather

inferred from behaivoral indexes such as verbalization, task choices
and goal directed activities.
MODEL OF MOTIVATED LEARNING
 The Major Features of Students

 Attend the instruction

 Engage in such activities as rehearshing information,relating

it previously acquired knowledge

 Ask question

 When they encounter diffucult material, expend great effort

 They choose to work on tasks when they’re not required to do so

 In their speare time they read book on topic of interest, solve problems
and puzzles, work on computer projects.
 Historical Perspective

 Drive Theory: Originated as a physiological theory. Drive was the

motivated force that energized and prompted people and animals
into action.Although drive theory may explain some behaivors
directed toward immediate goals, many human behaivors reflect
long-term goals.

 Conditioning Theory: Explains motivation in terms of responses

elicited by stimuli or emitted in the presence of stimuli. By omitting
cognitive elements, conditioning theories offer an incomplete
account of human motivation.
 Cognitive Consistency Theory

Assumes that motivation results from interaction of cognitions

and behaviors. This theory is homeostatic. Two prominent
perspectives are balance theory and dissonance theory.

Balance theory person

+ -

event situation
Cognitive Dissonance:
Festinger (1957) formulated a theory of cognitive dissonance,
which postulates that individuals attempt to maintain consistent
relations among their beliefs, attitudes, opinions, and behaviors .

CHANGE
ACTION ACTION

DISSONANCE CHANGE DISSONANCE

BELIEF

BELIEF CHANGE
PERCEPTION
 Try a new This problem is too
I’m not good at
strategy… enlist This problem is too complicated for
mathmatic. me…Impossible for
help of a nearby diffucult.
I don’t really like me to solve this
friend who can
number anyway.
solve.
 Hümanistic Theory

It addresses people’s capabilities and potentialities as

they make choices and seek control over their lives.

Humanistic theorists make certain assumptions:

 One is that the study of persons is holistic: To understand people,

we must study their behaviors, thoughts and feelings,

 A second assumption is that human choices, creativity, and self-

actualization are important areas to study .
Maslow Hierarchy of Needs (ABRAHAM HAROLD MASLOW1968, 1970)
 Most human action represents a striving to satisfy needs.

 Needs are hierarchical Lower-order needs have to be satisfied

adequately before higher-order needs can influence behavior.

 Maslow’s hierarchy can help teachers understand students and

create an environment to enhance learning..
 Actualizing Tendency

According to Rogers ,life represents an ongoing of

personal growth or achieving wholeness.
 This process, or actualizing tendency, is motivational and
presumably innate (Rogers, 1963). Rogers considered this motive
the only fundamental one from which all others (e.g., hunger,
thirst) derive.

 The environment can affect the actualizing tendency. Our

experiences and interpretations of them foster or hinder attempts
at growth.

 People also have a need for positive self-regard, or positive regard

that derives from self-experiences (Rogers, 1959). Positive self-
regard develops when people experience positive regard from
others, which creates a positive attitude toward oneself.
 Carl Rogers and Education (1963) Rogers (discussed
education in his book Freedom to Learn.

Meaningful, experiential learning has relevance to the whole

person, has personal involvement (involves learners’ cognitions and
feelings)

 Self-initiated (impetus for learning comes from within)

 Pervasive (makes a difference to the behavior, attitudes, and

personality of the learner )

 Evaluated by the learner (whether they are learning what what

they need to learn ).
 According to Roger the primary job of teachers is
 to act as facilitators who establish a classroom climate oriented
toward significant learning
 To help students clarify their goals.

 Facilitators arrange resources so that learning can occur

 Instead of spending a lot of time writing lesson plans, facilitators

should provide resources

 Individual contracts are preferable to lockstep sequences in which

all students work on the same material at the same time.

 Freedom itself should not be imposed; students who want more

teacher direction should receive it.
 Humanistic Teaching

Humanistic principles are highly relevant to classrooms. Some

important principles that can be built into instructional goals and
practices are:

■ Show positive regard for students.

■ Separate students from their actions.

■ Encourage personal growth by providing students with choices

and opportunities.

■ Facilitate learning by providing resources and encouragement

ACHIEVEMENT MOTIVATION

Achievement motivation refers to striving to be competent in effortful

activities (Elliot & Church, 1997). The achievement motive varies with the
domain.

 Expectancy-Value Theory : ( John Atkinson 1957)

The Expectancy- Value Theory presents that indivudals choice, persistence

and performance can be explained by their beliefs on ability (beliefs
about how well they will do on the activity) expectancy (the probability
of success) task value ( the extent to which they value the activity)
 EXPECTANCY VALUE THEORY

EXPECTANCY
FOR
TASK
SUCCESS VALUE

Intrinsic
Perception of interest Importance
ability

Utility
Value
Perception of
task Cost
diffuculty
 Teachers to help students lowering fear of failure and raising hope
for success enhance motivation .

 Structuring tasks so students can successfully complete them with

reasonable effort

 Plan to meet the varying needs of students

 Nonthreatening classroom environment builds

 Contemporary Model of
Achievement Motivation.
(Eccles and Wigfield)

 Current models also place greater emphasis on

contextual influences on achievement motivation,
realizing that people alter their motivation depending on
perceptions of their current situations.
Contemporary model of achievement motivation.

Self - Worth Theory:
Self-worth theory stresses perceptions of ability as the primary
influences on motivation.

 The key is to be perceived as able by oneself and by others.

 this drive us to be successful

o may cause us to avoid certain activities where we might not be

successful. This is called self-handicapping
 AVOİDİNG FAİLURE

Pursuing easy goals that guarantee success

Cheating

Escaping from a negative sitiation

Pursuing a difficult goal, which increases the

likelihood of failure

Blaming failure on low effort:

 Task and Ego İnvolvement

Task İnvolvement

Perceive
Focus on The effort ability as
Learning is
task expands close in
as a goal
demands ability. meaning to
learning
 ATTRİBUTİON THEORY
 Attributions are perceived causes of outcomes.

 In forming attributions, people use situational cues,

the meanings of which they have learned via prior
experiences

 From a motivational perspective, attributions are

important because they influence beliefs, emotions and
behaviors.
LOCUS OF CONTROL ( ROTTER 1966)

 People believe that outcomes occur independently of

how they behave (external locus of control) or that
outcomes are highly contingent on their behavior
(internal locus of control).

 Locus of control is important in achievement contexts

because expectancy beliefs are hypothesized to affect
behavior.
 WEİNER S ATTRİBUTİON MODEL

Weiner et al. (1971) postulated that students attribute their academic

successes and failures largely to ability, effort, task difficulty and
luck.
 The locus dimension is hypothesized to influence affective
reactions. One experiences greater pride (shame) after succeeding
(failing) when outcomes are attributed to internal causes rather
than to external ones.

 Controllability dimension has diverse effects (Weiner, 1979).

Feelings of control seem to promote choosing to engage in
academic tasks, effort and persistence at difficult tasks, and
achievement