advance educ psychology

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- Terreh H. BellThere are three things to remember about education.The first one is motivation. The second one is motivation. The third one is motivation.

Motivation, one of the foremost problems in education, is often inadequately addressed in typical foundational (educational psychology) courses. 1

MOTIVATION: Principles, Theories, Applied to Students and Classroom Principles2MOTIVATION

Principles, Theories Applied to Students and Classroom Principles

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3MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesMOTIVATION- from latin movere , to move

WHY we do what we do?

Motivation is the answer to the question Why we do what we do?. Motivationis the force that initiates, guides and maintains goal-oriented behaviors3

4MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesKEY ELEMENTS

PERSISTENCEDIRECTIONINTENSITY

The process that account for an individuals intensity, direction and persistence of effort towards attaining a goal.4

5MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesKEY ELEMENTS

INTENSITY - how hard a person tries

Sometimes effort, the magnitude of work, related behaviour5

6MOTIVATION: Principles, Theories, Applied to Students and Classroom Principles- toward beneficial goalKEY ELEMENTS

DIRECTION

Quality of students work that the teacher investment of sustained effort in a direction that benefits the teacher and the student6

7MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesKEY ELEMENTS - how long a person tries

PERSISTENCE

Sustained effort manifested in their work7

8MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesTHEORIES

1. CONTENT THEORIES2. PROCESS THEORIESWHAT motivates usWHY and HOW motivation occurs

Content theories are also called needs theories, because they are generally associated with a view that concentrates on the importance of determining 'what' motivates us. In other words they try to identify what our 'needs' are and relate motivation to the fulfilling of these needs.

Process theories focuses on human decision process as an explanation for behaviour8

9MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesContent Theories

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10MOTIVATION: Principles, Theories, Applied to Students and Classroom Principles

MASLOWS HIERARCHY OF NEEDS

(Abraham Maslow)Growth needsDeficiencyneeds

The basic premise of the theory is that we all have thesefive levels of needsand that starting at the lowest level we are motivated to satisfy each level in ascending order. As each level is sufficiently satisfied we are then motivated to satisfy the next level in the hierarchy. The five different levels were further sub-categorised into two main groups, these being:Deficiency needs- Maslow considered these the very basic needs required for survival and security. These needs include:physiological needssafety needssocial needsGrowth needs- These are needs associated with personal growth and fullfilment of personal potential.esteem needsself-actualization needsAPPLICATION physiological needs make sure that the students have enough sleep, and eat lunch before they will go to school.safety needs the students will feel secure inside the school, social needs he/she is not bullied in school. Assure the child that you love him or her and accept him/her for what he/she is. Love is very powerful.

In Maslow's theory we can never run out of motivation because the very top level, self-actualization, which relates to the achievement of our full potential, can never be fully met.10

11MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesERG THEORY

(Clayton P. Alderfer)

In 1969, Clayton P. Alderfer, simplified Maslows theory by categorizing hierarchy of needs into three categories:Physiological and Safety needs are merged inExistence Needs,Belonging needs is named as Relatedness Needs,Self-esteem and Self-actualization needs are merged inGrowth Needs

His most significant contribution, however, was to alter Maslow's concept of a one-way progression up the hierarchy, to one that allowed for regression to lower levels if these needs are no longer being met. This is a more realistic approach as it recognizes that, because a need is met, doesn't mean it will always remain met. For example, if I were to remove all the air from the room you are in, would you be motivated to keep learning?

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12MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesERG THEORY

(Clayton P. Alderfer)

- simplified Maslows theory by categorizing hierarchy of needs into three categories(Physiological and safety needs)

Love and Belonging needsSelf-esteem, self-actualization

In 1969, Clayton P. Alderfer, simplified Maslows theory by categorizing hierarchy of needs into three categories:Physiological and Safety needs are merged inExistence Needs,Belonging needs is named as Relatedness Needs,Self-esteem and Self-actualization needs are merged inGrowth Needs

His most significant contribution, however, was to alter Maslow's concept of a one-way progression up the hierarchy, to one that allowed for regression to lower levels if these needs are no longer being met. This is a more realistic approach as it recognizes that, because a need is met, doesn't mean it will always remain met. For example, if I were to remove all the air from the room you are in, would you be motivated to keep learning?

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13MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesMcGregors THEORY X AND Y

(Douglas McGregor) - are two sets of assumptions about the nature of people

Theory of motivation proposes that organizations follow two approaches in their management of people. His ideas evolve and lead him to recognize the influence of assumption we make about people and our managerial style.

Theory x and y are two sets of assumptions about the nature of people

X average human beings have an inherent dislike of work and will avoid it if they canY the expenditure of physical effort and mental effort in work is as natural as play or rest.13

14MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesMcGregors THEORY X AND Y

(Douglas McGregor)

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15MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesTWO FACTOR THEORY

(Fredrick Herzberg)- Dual Factor Theory- Maintenance Theory of Motivation

He suggested that there are two kinds of factors affect motivation, and they do it in different ways:Hygiene factorsMotivators The theory argues that: The hygiene factors are necessary conditions to achieve a state of neutrality and address the question why work here.The motivation factors or motivators are the primary causes of motivation and address the question why work harder15

16MOTIVATION: Principles, Theories, Applied to Students and Classroom Principles- are necessary conditions to achieve a state of neutrality and address the question why work here.Hygiene factors- are the primary causes of motivation and address the question why work harderMotivator factorsgeneral satisfactionPrevention of dissatisfactionhigh motivationhigh satisfactionstrong commitment

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17MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesMcClellands Learned Needs Theory

(David McClelland) - identified three types of motivational needs

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- is characterized by the wish to take responsibility for finding solutions to problems, master complex tasks, set goals, get feedback on level of success

McClelland's Needs:Achievement Motivation(nACH) - Those with a high need for achievement are attracted to situations offering personal accountability; set challenging, yet attainable, goals for themselves; and desire performance feedback. (Stuart-Kotze, 2009)18


- is characterized by a desire to belong, an enjoyment of teamwork, a concern about interpersonal relationships, and a need reduce uncertainty

Affiliation Motivation(nAFF) - Those with a need for affiliation value building strong relationships, admire belonging to groups or organizations, and are sensitive to the needs of others. (Stuart-Kotze, 2009) This type of person is a team player and wants to be respected and liked.19


- is characterized by a drive to control and influence others, a need to win arguments, a need to persuade and prevail

Authority/Power Motivation(nPOW) - Individuals with a need for authority and power desire to influence others, but do not demonstrate a need to simply have control. These individuals possess motivation and the need to increase personal status and prestige.

According to McClelland, most people possess and portray a mixture of these characteristics. Some people display a strong bias toward a particular motivational need which, in return, influences their behavior and influences their working/management style. McClelland believed that those who resembled the "affiliation motivation model" had diminished objectivity as a manager. He attributed this weakness to their need to be accepted and liked, which can impair decision making. A person who fits the "authority motivation model" is more devoted to an organization, and also possesses a better work ethic. Those who seek power within a leadership role may not even know how to get along with others and how to compromise. Lastly, individuals who fit the "achievement model" are more likely to be overachieving and overbearing (Accel-team.com, 2010). These types of people prefer tasks that are challenging and also prefer to work alone. McClelland also believed that an individual's need grouping changes as they grow, and those who do not naturally possess specific needs can acquire them through training and experience (Mendenhall, Punnett & Ricks, 1995)

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21MOTIVATION: Principles, Theories, Applied to Students and Classroom Principles- most people possess and portray a mixture of these characteristics. Some people display a strong bias toward a particular motivational need- an individual's need grouping changes as they grow, and those who do not naturally possess specific needs can acquire them through training and experience

Authority/Power Motivation(nPOW) - Individuals with a need for authority and power desire to influence others, but do not demonstrate a need to simply have control. These individuals possess motivation and the need to increase personal status and prestige.

According to McClelland, most people possess and portray a mixture of these characteristics. Some people display a strong bias toward a particular motivational need which, in return, influences their behavior and influences their working/management style. McClelland believed that those who resembled the "affiliation motivation model" had diminished objectivity as a manager. He attributed this weakness to their need to be accepted and liked, which can impair decision making. A person who fits the "authority motivation model" is more devoted to an organization, and also possesses a better work ethic. Those who seek power within a leadership role may not even know how to get along with others and how to compromise. Lastly, individuals who fit the "achievement model" are more likely to be overachieving and overbearing (Accel-team.com, 2010). These types of people prefer tasks that are challenging and also prefer to work alone. McClelland also believed that an individual's need grouping changes as they grow, and those who do not naturally possess specific needs can acquire them through training and experience (Mendenhall, Punnett & Ricks, 1995)

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Process Theories

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23MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesEQUITY THEORY

(John Stacey Adam) -recognizes that individuals are concerned not only with the absolute amount of rewards for their efforts, but also with the relationship of this amount to what others receive

Developed by John Stacey Adams in 1963, Equity Theory suggests that if the individual perceives that the rewards received are equitable, that is, fair or just in comparison with those received by others in similar positions in or outside the organization, then the individual feels satisfied.Adams asserted that employees seek to maintain equity between the inputs that they bring to a job and the outcomes that they receive from it against the perceived inputs and outcomes of others. Individuals compare their job inputs and outcomes with those of others and then respond so as to eliminate any inequities.

Equity theory recognizes that individuals are concerned not only with the absolute amount of rewards for their efforts, but also with the relationship of this amount to what others receive

When people believe that they have been treated unfairly in comparison to others, they try to eliminate the discomfort and restore a perceived sense of equity to the situationPerceived inequityPerceived equity

People respond to perceived negative inequity by changing.Work inputsRewards receivedComparison pointsSituation

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24MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesEQUITY THEORY

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quit

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26MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesEXPECTANCY THEORY

(Victor H. Vroom)- argues that humans act according to their conscious expectations that a particular behavior will lead to specific desirable goals.

The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.

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EXPECTANCY THEORY

EffortPerformance RelationshipThe belief of the person that her/his E will result in attainment of desired P goals.PerformanceReward RelationshipThe belief of the person that she/he will receive a R if the P expectation is met.RewardsPersonal Goals RelationshipThe value of the R according to the person. Valence: (e.g. Is the reward attractive to the person?)The equation suggests that human behaviour is directed by subjective probability.

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Expectancy- Select students with daily activities, (cleaning, fixing the chairs, checking the attendance)Train them to use their ability (talent in leading, arts, etc.)Support work effortsClarify performance goalsInstrumentalityCommunicate performance-outcome possibilitiesDemonstrate what rewards are contingent on performanceValenceIdentify individual needsAdjust rewards to match these needs

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29MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesGoal-setting Theory

(Edwin Locje)- proposes that motivation and performance will be high if individuals are set specific goals which arechallenging,but accepted, and wherefeedback is given on performance.

Properly set and well-managed task goals can be highly motivating.Motivational effects of task goals:A Provide direction to people in their work.b. Clarify perfomance expectations.c. Establish a frame of reference for feedback.d. Provide a foundation for behavioral self-management

Key issues and principles in the goal-setting process:Set specific goalsSet challenging goalsBuild goal acceptance and commitmentClarify goal prioritiesProvide feedback on goal accomplishmentReward goal accomplishment

Setting specific goals(e.g. I want to earn a million before I am 30) generates higher levels of performance than setting general goals (e.g. I want to earn a lot of money).The goals that are hard to achieveare linearly and positively connected to performance. The harder the goal, the more a person will work to reach it.

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Set specific goalsSet challenging goalsBuild goals acceptance and commitmentClarify goal prioritiesProvide feedback on goal achievementReward goal accomplishmentKey issues and principles in the goal-setting process:

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(Edwin Locje)Provide direction to the students in their learningEstablish a frame of reference for feedback.Provide a foundation for behavioral self-managementMotivational effects of task goals:

Properly set and well-managed task goals can be highly motivating.Motivational effects of task goals:A Provide direction to people in their work.b. Clarify perfomance expectations.c. Establish a frame of reference for feedback.d. Provide a foundation for behavioral self-management

Key issues and principles in the goal-setting process:Set specific goalsSet challenging goalsBuild goal acceptance and commitmentClarify goal prioritiesProvide feedback on goal accomplishmentReward goal accomplishment

Setting specific goals(e.g. I want to earn a million before I am 30) generates higher levels of performance than setting general goals (e.g. I want to earn a lot of money).The goals that are hard to achieveare linearly and positively connected to performance. The harder the goal, the more a person will work to reach it.

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Born to learn

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https://wikispaces.psu.edu/display/PSYCH484/2.+Need+Theorieshttps://sielearning.tafensw.edu.au/MBA/9791F/BusinessServices/LO/1207_020138_605F_02_wi/1207_020138_605F_0204_wi.htmhttp://ozgurzan.com/management/management-theories/theories-about-motivation/http://web.uncg.edu/soe/bf_course669/docs_session_6/motivtion-whatteachersneedtoknow.pdf

33MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesSOURCES:

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34MOTIVATION: Principles, Theories, Applied to Students and Classroom PrinciplesThank you!

Jhenny Marie C. JuayongMAME

Dr. Marivic T. SanchezProfessorial teacher

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