FACULTY OF EDUCATION & HUMANITIES

DEPARTMENT OF FOUNDATION & EDUCATION

MANAGEMENT

DEPARTMENT OF CURRICULUM & INSTRUCTION

EFN3201 - Psychology of Teaching and Learning (3 Credits)
Assignment by:
Group Two Members
Lecturers: Kara Lord
Tamika Jeffrey
Faith Ross
Members of Group Two(2)

Natasha Duncan 1048811

Nickesha Edoo 1047482

Carlita Williams 1048813

Ingrid Harris 1049525

Natalie Matthews 1047875

Annetta Assanah 1046660

Theories of Motivation
 Definitions of Motivation
Introduction

Table of
Contents
Theory of Motivation1: Social Cognitive
Social Cognitive Motivation and the
Motivation Application to Teaching

Theory of Motivation 2: Interest Theory of

The Interest Theory of Motivation’s Application to
Motivation Teaching

Concluaion References
 Introduction
TASK:
Select two theories of motivation and demonstrate how you would use each to plan your
lesson.
The premise of this PPT is to introduce you to the study of Motivational
Theories which has been generally recognized as the study of
understanding what drives a person to work towards a particular goal or
outcome.

The definitions, from a variety of people in the field, that have

studied motivational theories will be examined, lending voice to
their understanding of the subject.

The development of motivational theories throughout the years

and its contribution to understanding how people are motivated,
and how that translates to the classroom and teaching
adaptabilities will be examined from the perspective of the
classroom teacher.
 Definitions of Motivation and
Motivational Theories
MOTIVATION
Motivation is one of the most studied
psychological constructs in educational
psychology (Koenka, 2020). The term
is derived from the Latin word “mo-
vere,” which means “to move,” as mo-
“ necessary energy
tivation provides the
to people’s actions (Eccles et al., 1998;
T. Jansen et al., 2022).
MOTIVATION
Another definition of
motivation refers to the processes
that instigate and sustain goal-di-
rected activities (Schunk, Meece,
& Pintrich, 2014). In this concep-
tualization, motivation comprises
internal (personal) processes that
manifest themselves overtly in
goal-directed actions.
MOTIVATION
MOTIVATION
In scientific literature,
Research on academic moti-
motivation is often de-
vation focuses on explaining
fined as “a process in
why students behave the way
which goal-directed activ-
they do and how this affects
ity is instigated and sus-
learning and performance
tained” (Schunk et al.,
2014, p. 5). (Schunk et al., 2014).
MOTIVATION THEORY
Psychologists and management experts
develop motivation theories to identify
factors that motivate an individual.
These theories also cover how an
organisation can apply them to
optimise performance
Theories of Motivation
Incorporating the Interest Theory and the Social cognitive
Motivation theory in lesson planning can provide a wide range of
ways to foster effective learning in the classroom. Both Social
learning theory and interest theory are two influential frameworks
in the field of psychology that seek to understand how individuals
acquire knowledge, behavior, and attitudes through observation,
imitation, and interaction with others. Both theories emphasize the
importance of social factors in shaping human behavior and
cognition.

This integration allows for a dynamic approach that acknowledges

the role of both social influences and cognitive processes in shaping
learning outcomes. By understanding how both theories work,
educators can compile a lesson plan that can convey information and
facilitate meaningful, engaging activities and skill acquisition. Further
the correct applications of these theories can create an
impactful lesson.
Theories of Motivation
Social Cognitive Motivational Theory

This theory allows you to identify people's motivating drivers. This can then help
you to give praise and feedback effectively, assign them suitable tasks, and keep
them motivated.

David McClelland identified three core motives that drive human behavior:
achievement, affiliation, and power.
Theories of Motivation
Social Cognitive Motivational Theory
• ACHIEVEMENTS
•Has a strong need to set and accomplish challenging goals.
•Takes calculated risks to accomplish their goals.
•Likes to receive regular feedback on their progress and achievements.
•Often likes to work alone.
• AFFILIATION
•Wants to belong to the group.
•Wants to be liked, and will often go along with whatever the rest of the group wants to do.
•Favors collaboration over competition.
•Doesn't like high risk or uncertainty.

• POWER
•Wants to control and influence others.
•Likes to win arguments.
•Enjoys competition and winning.
•Enjoys status and recognition.
 Implication For the Planning
Process
When we apply the theory of Social Cognitive Motivation to our planning process, these are some things we
must consider:

1. Modeling and Observation

2. Positive reinforcements
3. Collaborative Learning
4. Attention and Engagement
5. Build students’ self-efficacy
 Interest Theory of Motivation
• Interest is a content-specific, intrinsic motivational construct.
• It informs us about why individuals are motivated to engage with and learn specific subject matter.
• Interest theory views motivation as a dynamic relationship between a person and an object.
• It emphasizes how individuals’ interests evolve over time.

• Theorist: The concept of interest theory has been developed and studied by various researchers in the
fields of education and psychology. One notable contributor to interest theory is John Dewey, an
American philosopher and psychologist who emphasized the importance of experiential learning and
active engagement in education.

• Interest can be both state-like (temporary) and trait-like (enduring).

Implications For the Planning
Process
• Model interest in subject matter.
• Provide choices to foster autonomy.
• Recognize and celebrate students’ interests.
• Design engaging activities aligned with individual interests.
• Short-term: Promoting interest in specific topics.
• Long-term: Strengthening the person-object relationship sustainably.
 Conclusion

To conclude this presentation, you must reflect on the premise that Social cognitive theory of motivation emphasizes learning within a social context. Pupils actively influence and

are influenced by their environment. Observational learning, self-efficacy, and the fact that our behavior is not solely controlled by external forces but is also shaped by our

perceptions and choices and that our thought processes (cognition) impact behavior. Learning occurs through imitation and interpretation of outcomes. It explains a wide range of

behaviors, from positive to negative social actions. On the other hand, Interest theory of motivation posits the mental factors that influence someone’s motivation. It is specific to a

particular subject matter or topic and implies that an individual’s interest is tied to specific knowledge or activity. In this way teachers should draw on and encourage students’

interest to keep effort within reasonable bounds.

 References

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education.
Policy Insights from the Behavioral and Brain Sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542

Herpratiwi, H., & Tohir, A. (2022). Learning Interest and Discipline on Learning Motivation. International Journal of Education in

Mathematics, Science and Technology, 10(2), 424–435. https://doi.org/10.46328/ijemst.2290

Mind Tools . (2022). McClelland’s human motivation theory. Www.mindtools.com. https://www.mindtools.com/aznjntj/mcclellands-

human-motivation-theory

Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60(1),

1–10. Sciencedirect. https://doi.org/10.1016/j.cedpsych.2019.101832

Urhahne, D., & Wijnia, L. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review,

35(2). https://doi.org/10.1007/s10648-023-09767-9
THANK YOU