M O A T T I V O N I

THE HOW OF TEACHING

MOTIVATION

WHAT IS MOTIVATION?

WHY?

MOTIVE

MOTIVATION•Internal State•Desire•Influence•Arousal•A force

Internal state or condition that activates behavior and

gives it direction

Motivation

Desire or want that energizes and directs

goal-oriented behavior

Motivation

Influence of needs and desires on the

intensity and direction of behavior.

Motivation

The arousal, direction, and persistence of

behavior.

Motivation

It is the force that energizes and directs a

behavior towards a goal.

Motivation

THE MOTIVATION-LEARNING CONNECTION

A CRUC IAL ELEMENT TO THE LEARN ING PROCESS

AROUSAL: NECESSARY FOR

LEARNING?

AROUSALA physical and psychological state or readiness in which one feels alert and attentive

FURTHER…Alertness and Attentiveness

•We gather and process information much better when we are alert than when we are asleep

HOWEVER..This arousal-motivation-learning connection is not a simple linear one in which more is better. Arousal needs to be at an optimal level, since too little or too much can be detrimental to performance.

FEAR AND ANXIETY:AROUSAL AS

DETRIMENT TO LEARNING

ANXIETYA state of arousal marked by tension and uneasiness.

A feeling characterized by varying degrees of fear and worry

MORE…Most often presented as a self-protection mechanism that surfaces in response to threatening situations.

FURTHER…

The changed in physical and psychological arousal prepares us either to flee (flight response) from the source of threat or fight off the danger.Fight-flight response

FIGHT•Verbal form•Facial Gesture

FLIGHT•Daydreaming•Fantasizing

RESEARCHES ON ANXIETY

•Naveh- Benjamin, mcKechie, and Lin•Hill & Wigfield• Tobias•Gaudry & Speilberger•Hill & Wigfield; Paulman & Kennelly• Covington & Omelich

Anxiety can interfere with attention, learning, and testing.

Researchers

Anxiety can also interfere with learning in that anxious students are more easily distracted by irrelevant or incidental aspects of task at hand

Researchers

The behavior of anxious students who perceive the classroom experience to be threatening perhaps because the history of expectation of failure because they anticipate negative consequences if they attempt to achieve

Researchers

Highly anxious children engage in behaviors that are self-disparaging

Highly anxious children often indulge in daydreaming.

Researchers

Highly anxious student divide their attention between the new material and their preoccupation with their anxiety.

Researchers

Anxious children are not processing what they read or heard. Instead they are:

•More attentive to heart palpitation;•Tension in the chest;•Or the fear of how poorly they will perform.

Researchers

Although anxiety may improve performance on simple, well practiced task, it seems to interfere with performance on new or difficult assignments.

Researchers

IN GENERAL…Anxiety that is too high can block learning and performance and teachers with highly anxious students may need to concentrate on building relationships.

Motivation

PREPARED BY:SHERWIN D. DAQUIOAG

II- BEE