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CHAPTER I

INTRODUCTION

Teacher plays a very important role in teaching - learning process. He/She performs

various activities for bringing changes in the behavior of students. Every student

receives information provided by teacher as per their potentialities and motivational

level. In class-room, students may have different level of academic achievement but

teacher should observe all student’s achievement and try to invest equal effort to

channelize their potentially in right direction. But it is a challenging task for a teacher

to maintain motivational level of students in teaching-learning process. If a student is

not motivated to learn, it’s very difficult to force him to learn anything. Thus

motivation is the central factor in the effective management of the process of learning

because in the process of motivation, the learner’s internal energies are directed

towards the goal & objects of his environment. Hence the significance of motivation

in learning can not be ignored. The teacher is daily faces a variety of problems in his

teaching-learning situations. For solving these problems; the teacher turns to

psychology of motivation for guidance because a motive is construct or mediating

variable referring to the drive for particular goal. Objects, goals and targets can be

specified in a motive. The child can be hostile towards his elder brother but not

towards other people. Some children’s are highly motivated to achieve their goals in

school and in academic subjects but not in sports. Motives are inferred from behavior.

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Individual differences in strength of motive are inferred from the directionality of the

individual’s behavior and in preservance in trying to obtain the desired goal.

NATURE OF MOTIVATION

Motivated state is often described as guided, directed and goal oriented. The

motivated behavior moves in a specific direction. The behavior of the organism is

purposeful and persistent. The direction of motivational behavior is, no doubt, very

complex, because of the structure of the situation and the action sequence which

determine the behavior.

Under motivational condition, the behavior of the organism does not move in

haphazard way. It is directed towards a selective goal which the individual set for

himself. For example, the student who is motivated to secure high grades in the

examination concentrates on his studies by selecting appropriate means to reach his

goal. The motive is terminated by the achievement of the goal.

It directs the behavior toward a particular goal. It is the root of all behavior & works

at all levels, behind each and every activity of the individual. As such all those factor

that directs a person to a particular kind of action and activates behavior come within

the scope of motivation.

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Many people know motivation as the driving force behind an action. This is probably

the simplest explanation about motivation. Motivation can be considered the state of

having encouragement to do something.

Why do people do what they do? Why do we go on everyday, living our lives

and trying to find justification for our existence? Some people think that they can find

purpose in the things that motivate them, other just see the motivation and react

automatically.

There is one thing that motivated people to perform certain actions. People are

different, so it follows that their motivations have to be different.

Woldkowki (1986) suggested that motivation describes process that (a) arouse a

desire to investigate behavior, (b) give direction and purpose to behavior (c) continue

to allow behavior to persist or (d) lead to choosing or preferring a particular behavior

in relation to learning.

Crump (1995) stated the act of motivating could be defined as exciting the mind of the

student to receive instruction. She also found that excitement, interest and enthusiasm

towards learning were the primary components of motivation.

Lumsden (1994) claimed that student motivation dealt with the students desires

participate in the learning process and the reasons or goals underlying involvement or

non-involvement in academic activities. She discussed three types of motivation,

intrinsic motivation; extrinsic motivation, and motivation to learn. Intrinsically

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motivated students participate in an activity for enjoyment, Extrinsically motivated

students on the other hand, Participate in an activity only to receive a reward or to

avoid punishment external to the activity itself. Grades are the prominent example of

an extrinsic reward.

Spaulding (1992) suggested that in extrinsic motivation it was “the goal” (i.e. high

grades) not the “doing” that explained performance, whereas it was the actual “doing”

that explained the primary reason for intrinsic motivation.

MEANING AND DEFINITION OF MOTIVATION

Motivation is the central point in the process of learning. Scholars has given it

various names such as “Heart of Learning” “Golden road of Learning”. “Main factor

of Learning” etc.

Historically, the word “Motivation” comes from the Latin root “Movers” which

means to move. Thus we can say that in its literal meanings motivation is produced

and regulated through the release of energy within the tissues.

Good, C.V. (1959) defines motivation as “The process of arousing sustaining

and regulating activity”.

In maslow’s words (1943) “Motivation is constant, never ending fluctuation

and complex and is an almost universal characteristic of particularly every organic

state of affairs. According to Gates and others “Motives are conditions –

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Physiological and psychological within the organism that dispose it to act in certain

ways”.

In Atkinson’s words (1966) “The term motivation refers to the arousal of

tendency to act, to produce on or more effects”.

Guilford (1957) defines motivation as “any particular internal factor or

condition that tends to initiate and sustain activity.

Drever (1952) defines motivation as “an effective cognitive factor which

operated in determining the direction of an individual’s behavior towards and end or

goal consciously apprehended or unconscious”

Thus various psychologists have attempted to explain the term motivation in

different manner.

THEORIES OF MOTIVATION : SOME MAJOR PRESPECTIVES

Motivation is important and affects a person’s approach and behavior. If

someone does something else, one can say he or she was motivated for this act. A

theory of motivation is essentially a systematic interpretation of the concept that

implies to all organisms and to all situations. Various theories explain it in different

way. One view is that motivation is built into everyone through heredity as the result

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of evolution (Lorenz, 1965). Over the years, many different theories of motivation

have been proposed- more theories than we could possibly examine here.

(a) MURRAY’S THEORY: -

The most distinctive feature of Murray’s theory (1938) is its carefully

specified treatment of human motivation. This theory is based on certain concept like

need & fears. Need is an abstract or hypothetical construct and linked to underlying

physiological process in the brain. There are primary and secondary needs. Primary

needs are related to physical satisfaction and secondary need are psychological.

Murray accept the hierarchy of needs with tendencies taking procedure over others

multiplicity of needs is also emphasized in Murray’s theory. The concept of “Press”

repress`ent the effective or significant determinant of behaviour in the environment.

The significant of environmental objects as they are perceived by the individual (beta

press) and the properties of those environmental objects as they exist in the reality

(alpha Press) are important. The individuals’ behaviour is most closely correlated with

beta press. Murray accepts the proportion that man acts in such a way as to tend the

increase of satisfaction and decrease of tension. Satisfaction is largely and outcome of

need status and their behavioral consequences.

(b) DRIVE THEORY: MOTIVATION AND HOMEOSTASIS-

What do being hungry, thirsty, too cold, and too hot have in common? One

answer is that they are all un-pleasant states and cause us to do something to reduce or

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eliminate them. This basic fact provides the basis for a major approach to motivation

known as drive theory. According to drive theory, biological needs arising within our

bodies create unpleasant states of arousal- the feelings we describe as hunger, thirst,

fatigue, and so on. In order to eliminate such feelings and restore a balanced

physiological state or homeostasis, we engage in certain activities (Winn, 1995).

Thus, according to drive theory, motivation is basically a process in which various

biological needs push (drive) us to actions designed to satisfy these needs. Behaviours

that work-ones that help reduce the appropriate drive-are strengthened and tend to be

repeated. Those that fail to produce the desired effects are weakened and will not be

repeated when the drive is present once again.

In its original form, drive theory focused primarily on biological needs and the drives

the produce. Soon, through, psychologists extended this model to other forms of

behaviour not so clearly linked to basic needs, such as drives for stimulation, status,

achievement, power, and forming stable social relationship (e.g., Baumeister & Leary,

1995).

Drive theory persisted in psychology for several decades; indeed, it has not

been totally discarded even today. However, most psychologists believe that this

approach suffers from several major drawbacks. Contrary to what drive theory

suggests, human beings often engage in actions that increase rather than reduce

various drives. For example, people sometimes skip snacks when hungry in order to

lose weight or to maximize their enjoyment of a special dinner. Similarly, many

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people when they don’t anticipate immediate sexual gratification. In view of such

evidence, most psychologists now believe that drive theory, by itself, does not provide

a full explanation of human motivation.

(c) AROUSAL THEORY: SEEKING OPTIMUM ACTIVATION:-

When it became clear that people sometimes seek to increase rather than

reduce existing drives, an alternative theory of motivation known as arousal theory

was formulated (Geen, Beatty, & Arkin, 1984). This theory focuses on arousal , our

general level of activation. Arousal varies throughout the day, from low levels during

sleep to much higher ones when we are performing strenuous tasks or activities we

find existing. Arousal theory suggests that what we seek is not minimal levels of

arousal, but rather optimal arousal- the level that is best suited to our personal

characteristics and to whatever activity we are currently performing. So for example,

if you are knitting, whittling, or performing similar activities, a low level of arousal

will be optimal and will be preferred. If you are comparing in a sports event, a much

higher one will be best.

Many studies offer at least indirect support for arousal theory. For example,

there is often a close link between arousal and performance (Weiner, 1989). In fact,

for many tasks, performance increases as arousal rise, up to some point; beyond that

level, further increases in arousal actually reduce performances. However, it is often

difficult to determine in advance just what level of arousal will be optimal for a given

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task or situation. In general, the more difficult the task, the lower the level of arousal

at which reductions in performance begin to occur. This suggestion is known as the

Yerkes-Dodson law, and it does seem to apply in many situations. However, factors

other than task difficulty also seem to play a role. For instance, large individual

differences exist with respect to preferred arousal level. At one extreme there are

persons who prefer and seeks high levels of activation-people who like to sky dive to

parachute from buildings (Zuckerman, 1990). At the other end there are persons who

prefer much lower levels of arousal. So although arousal theory provides useful

insights into the nature of motivation, the fact that we can’t readily predict what will

constitute an optimal level of arousal and does limit its usefulness to a degree.

(d) EXPECTANCY THEORY: A COGNITIVE APPROACH:-

This theory suggests that motivation is not primarily a matter of being pushed

from within by various urge or drives; rather, it is more a question of the being pulled

from without by expectations of attaining desired outcomes. Such outcomes, known

as incentives, can be almost anything we have learned to value-money, status, the

approval of others, to name just a few. In other words, while drive theory focuses

mainly on the factors that push (drive) us toward certain actions, expectancy theory

focuses more on the outcomes we wish to obtain. Why do people engage in complex,

effortful, or even painful behaviours such as working many hours on their jobs,

studying long into the night, or performing exercises that are, at least initially,

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painful? Expectancy theory answers: because they believe that doing so will yield the

outcomes they wish to attain.

Expectancy theory has been applied to many aspects of human motivation, but

perhaps it has found its most important applications as an explanation of work

motivation-the tendency to expend energy and effort on one’s job (locke & Latham,

1990). Research findings in the field of industrial /organizational psychology indicate

that people will work hard at their jobs only when they believe that doing so will

improve their performance (Known as expectancy in the theory), that good

performance will be recognized and rewarded (known as instrumentality in the

theory), and that the rewards provided will be ones they want (Known as valence)

(e) GOAL SETTING THEORY:-

Another theory of motivation that emphasizes the importance of cognitive

factors rather than drives or arousal is known as goal-setting theory and it can be

illustrated by the following example. Suppose that you are studying for a big exam.

Do you ever tell yourself, in advance, that you are until you have read a certain

number of problems? The chances are good that you do, because most people realize

that they often accomplish more when they have a concrete goal than when they do

not. This basic fact is central to goal setting theory (e.g., Locke & Latham, 1990),

which suggests that motivation can be strongly influenced by goals.

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Actually, goal setting theory did not begin as a theory. Rather, this was one of those

cases in which an interesting finding occurred first, and then a theory was constructed

to help explain it. The finding was simple but impressive: On a wide variety of tasks,

people performed better when they were given specific goals than whey they were

simply told to “do your best” (e.g. Wood & Locke, 1990). The term “impressive” is

appropriate, because people often did much better when working toward specific

goals than when such goals were absent.

Additional findings, however, indicated that goal setting works best under

certain conditions. It is most effective in boosting performance when the goals set are

highly specific (people know just what they are trying to accomplish); the goals are

challenging (meeting them requires considerable effort); but the goals are perceived as

attainable (people believe they can actually reach them.) Finally, goal setting is most

successful when people receive feedback on their progress toward meeting the goals

and when they are truly and deeply committed to reaching them. This last point is

quite important: if goals are set by someone else and the people who are expected to

meet these goals are’nt committed to doing so, then goal setting can be totally

ineffective; when the required conditions are met, through, goal setting is a highly

effective; way of increasing motivation and performance (e.g., Mento, Locke, &

Kelin, 1992; Wright et. al, 1994).

Different psychologists have given different relationship between motivation and

goal.Atkinson’ model predicts that motivation will be maximum when goal is of

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moderate difficulty, while Vroom’s (1964) model states that motivation will be

maximum when the goal is easiest (assuming constant volence).Locke(1968)

mentions that motivation would be maximum when the gods are most difficult.

So,goals are the most critical factor in motivation.

(f) MASLOW’S NEEDS HIERACHY: RELATIONS AMONG

MOTIVES:

According to this theory, human motives may exist in a hierarchy, so that we

must satisfy that are more basic before moving on to ones that are less linked to

biological needs. This point is central to a theory of motivation proposed by Maslow

(1970). Maslow places physiological needs such as those for food, water, oxygen, and

sleep at the base of the hierarchy of needs. One step above these are safety need:

needs for feeling safe and secure in one’s life. Above the safety needs are social

needs, including needs to have friends, to be loved and appreciated, and to belong- to

fit into a network of social relationship (e.g., Baumiester & Leary, 1995)

Maslow refers to physiological, safety, and social needs as deficiency needs.

They are the basics and must be satisfied before higher levels of motivation, or growth

needs, can emerge. Above the social needs in the hierarchy he proposes are esteem

needs, the needs in the hierarchy he proposes approval of others, and achieve success.

Ambition and the need for achievement, to which we’ll return later, are closely linked

to esteem needs. Finally, at the top of the hierarchy are self-actualization needs. These

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involve the need for self fulfillment – the desire to become all that one is capable of

being.

Maslow’s theory intuitively appealing, but research design to test it has

yielded mixed results. Some results suggest that growth needs do come into play only

after people have satisfied lower level needs (e.g., Betz, 1982). But other findings

indicate that people sometime seek to satisfy higher order needs even when ones

lower in the hierarchy have not been met (e.g. Williams & Page, 1989). So the idea

that needs arise and are satisfied in a particular order has not been confirmed. For this

reason, Maslow’s theory should be viewed mainly as an interesting but unverified

framework for understanding motivation.

Need drive and incentive are essential elements of motivation.

(g)THEROIES OF INTRINSIC AND EXTRINSIC MOTIVATION

i. INTRINSIC MOTIVATION

Various psychologists have explained the intrinsically motivated behaviour- in

their theories like functional autonomy by Alloport (1937), Incongruity theory by

Hebb (1945), Cognitive dissonance theory by Festinger (1957) and achievement

motivation theory by McCelland (1961)

Individual performs many activities simply because they find them enjoyable,

hobbies dining, love making- these are a few of the actions that fit within this

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category. Such activities may be described as stemming from intrinsic motivation- we

perform them because of the pleasure they yield, not because they lead to external

rewards. Intrinsic motivation is often associated with curiosity, which culminates in

satisfaction through learning. This type of motivation prompted by want, desire, urge

or drive and this internal device is referred to as intrinsic motivation.

Intrinsic motivation occurs when people are internally motivated to do

something because it either brings them pleasure, they think it is important, or they

feel that what they are learning is significant. It has been shown that intrinsic

motivation for education drops from grades 3-9 through the exact cause cannot be as

curtained. Also, in younger students it has been shown that contextualizing material

that would otherwise be presented in an abstract manner increases the intrinsic

motivation of these students (Susan 1981, Diana & Mark, 1995)

ii. EXTRINSIC MOTIVATION

Extrinsic Motivation is initiated by outside stimulus group competition,

reward from teacher, and the opportunity for participation is planning and decision

making seems to have very beneficial effect upon learning. As matter of facts,

students readily become interested in things, which are new, or exciting in things for

which they can perceive practical value (Kumar, 2006)

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Extrinsic motivation comes into play when a student is compelled to do

something or act a certain way because of factors external to him or her (like money

for good grades)

Whyte (1979) and Whyte & Lauridsen (1980) researched and reported about

the importance of locus of control and academic achievement. Students tending

towards a more internal locus of control are more academically successful, thus

encouraging curriculum and activity development with consideration of motivation

theories.

Atkinson (1964) attempted to establish a mathematical relationship among

various determinants of achievements behaviour. Achievement motivation is special

case of intrinsic motivation. With Atkinson’s model one can make precise predictions

about certain kind of intrinsically motivated behaviours probability of success relates

to both a persons ability and difficulty of tasks. So this model considers the factors

related to the person and his environment. He emphasized that may behaviours are

motivated at least in part by extrinsic rewards. So, cognitive model of motivation

includes extrinsic as well as intrinsic motivation to be complete.

Deci (1975) also developed a cognitive theory of intrinsic motivation which is

broader then Atkinson’s theory. It has Five elements- stimulus, inputs, motive,

establishing of goal, goal directed behaviour and reward and satisfaction.

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Thus in intrinsic and extrinsic motivation both personal and environmental

elements are important and vital.

ROLE OF VARIOUS VARIABLES IN MOTIVATIONAL

PATTERN

In deciding the motivational pattern of a person various environmental, social,

personal and family factors play their role. In an activity the attitudes, feelings of

individual, has internal and external conditions affect the decision making. Wyer

(1974) pointed out that three classes of variable may affect the reception and

acceptance of information. These are characteristics of the situation in which the

information is presented, characteristics of recipient of information itself So, it would

be important to analyze that when students are engaged in the activity of learning in

schools what their motivational factors are. How these factors differ with reference to

their academic performance and background. There may be so many variables but

some may be crucial in motivation.

PROBLEM OF STUDY

Motivation is often the major problem in teaching. A teacher generally

assumes that the students want to learn but it is not necessarily so. A psychologist

who set out to find what prevented poor learners from learning found instead that they

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were trying to avoid learning, even though they were capable of it. In a class room

students may have different levels of motivation and different causes behind them. So,

study of motivation is important because it gives suggestions for bringing learners to

be interested in learning and to invest efforts in learning. Behaviorally motivation is

the same as doing something. Cognitively motivation is the cluster of ideas that give

direction to behavior. Emotionally, motivation is likes, dislikes, wants and fears.

Socially, motivation is desire to approach something and to avoid others. Several

factors may be responsible for the level and strength of motivation is an individual.

The motivational pattern then, directs the individual’s behavior for desirable level of

performance.

Many researchers have studied the motivational factors of students and its

impact on their achievement and behavior in different areas. Farley and Rosnow

(1975) studied the responsible factors for schooling. The responsible factors for

schooling were found to be, to learn, to prepare for later life and the future, and to get

the job. Singhalaukh (1979) found the motivation has positive relationship with

school performance and achievement. High and low achievement motivated students

differ significantly on achievement scores (Rajeev, 1982). These studies suggest that

not only the mental abilities, but the other motivational factors may also be the

responsible for academic performance. Some researches have studied the patterns of

achievement motivation. In study of Jerath (1979) n-ach emerged as a complex

measure in both males and females but with loadings on entirely different factors. The

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motivational organization of under achievement was found to be significantly less

harmonious than that of over achievement at graduate level (Singh, 1983)

Some investigators have studied the influence of psychological factors on

motivation. De and Jha (1978) revealed that there was a relationship between some

dimensions of personality, n-ach and intelligence. Internals and externals were found

to be different in matched & mismatched conditions (Krishnan, 1985). Munson (1993)

found that intrinsic mastery motivation & self concept of ability was related.

Kang (2000) studied to assess the effect of gender and situational factors of

high school on the motivation.

Lozano et. Al. (2000) found that variability in performance among students

with intermediate motivation levels may be due to other factors such as a previous

knowledge, intellectual capacity, learning styles and self concept.

Zsolnai (2002) studied components like dynamism, dominance, co-

operativences, politeness, scrupulousness, perseverance emotional control, impulse

control openness, external-internal control altitudes and attachments of social

competence. These components influence learning motivation and academic

achievement.

Arema, Aoyesoji, (2004) studied that specifically motivation anxiety parental

discipline and governance were found to be significant in determining academic

achievement among adolescents.

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In adolescent period of life, motivation level may play very crucial role at

intermediate level when students planning their future.

These studies demonstrated the nature and influence of motivational factors.

Therefore, on the basis of the above available literature the present investigator drew

the analogy took the project to analyze the motivational factors of intermediate

students in relation to academic performance, their background and some

psychological factors.

Definition of the Terms Used:

i. ACADEMIC PERFORMANCE

Students are mainly concerned with their academic performance. The

motivational level of student indicated their performance. Various research indicates

that achievement motivation was related to the performance. (Singh lalukh, 1979).

But the students are motivated due to different causes / factors. Students having

different levels of academic performance may have different motivational factors. So

the academic achievement was taken up for study.

ii BACKGROUND FACTORS –

The effect of socio-economic factors on psychological characteristics of individual

has become the attention in contemporary psychological research. It consisted of

income, educational qualification of parents, vocations of parents, caste, subject-

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streams, sex, location its. The educational status of the parents helps in generating

a motivational climate at home and helps children in their studies. Socio-

economics status play an important role in the ways for his progress, intelligence,

attitudes, aptitudes and even interest are patterned by socio-economic background

of a punishment both for a person. Hence it has a contributory influence on

student’s motivational pattern. The study of Karabenick (1971) Kaur (1972)

Ahluwalia (1985) Kapoor (1987) and other demonstrated it. Hence the social and

background variables like sex, location , and socio-economic status were

considered in the study..

iii Psychological Factors-

Some psychological factors may be very important in motivation.

Intelligence is the ability of readiness correctness and understanding

complicated and abstract things. With its help a person shows necessary mental

control and can provide his own interpretation of the events. It is important aspect of

motivated behavior. De and Jha (1978) found relationship between N-ach and

intelligence, the intelligence was chosen upto study its role in motivation.

Extraversion and stability are two dimensions of personality as identified by

Eysenck (1969). The neurotic persons are anxious, sensitive and more excitable where

as stable persons are non-anxious and firm in their views. Extrovert people are

outgoing, socialbe, find repetitive task boring and lose conditioned responses quite

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quickly. Extroversion is the act, state or habit of being predominantly concerned with

and obtained gratification from what is outside the self. Extrovert tends to enjoy

human interactions and to be enthusiastic, talkative, assertive and gregarious. They

take pleasure in activities that involve large social getting’s, such as parties,

community activities, public demonstrations, and business or political group, politics,

teaching scales, managing and brokering are field that favour extraversion. An

extraverted person is likely to enjoy time spent with people and Find less reward time

spent alone they tend to be energized when aroused other people and they are more

prone to boredom when they are by themselves.

Introversion is the state of or tendency towards being wholly or predominantly

concerned with and interested in one’s own mental life. Some popular writers have

characterized introverts as people whose energy tends to expand through reflection

and dwindle during interaction. They are conscientious, persistently able to carry out

repetitive task, acquire conditioned responses easily and also slow to lose them.

The Extroversion/ introversion and neuroticism/ stability are characterized

with their own specialties which may influence their motivational level and working

style.

Traits of neuroticism are Anxious, Depressed, Guilt feelings, Low self esteem,

Tense, irrational, shy, moody, emotional. Neurotics in Eysenck’s view, are

emotionally unstable individuals. Some have unreasonable fears of certain objects,

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places, persons, animals, open species or heights (Eysenck, 1965. other may exhibit

obsessional or impulsive symptoms. The hall mark of the disorder for most neurotics

is an anxiety level disproportionate to the realities of the situation (Eysenck, 1965) yet

some neurotics are free from the burden of anxiety and fear. In the grouping we find

the psychopaths- individual who seem unable to assess the consequences of their

actions and who behave in an social or anti-social manner regardless of the

punishment meted out by other (Eysenck 1965.

Newman dr. (1972) suggested that there is a self control- social control

(intrinsic-extrinsic) continuum in personality that effect individual motivation and

performance, hence, these dimensions were included in the project study their role in

motivation.

With the above view the investigator selected the background, and

psychological factors to study their role in motivation of students.

STATEMENT OF THE PROBLEM

More specifically the problem was stated as follows:

“A study of motivation in relation to academic performance and selected

psychological and background variables of students at Intermediate Level.”

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OBJECTIVES OF THE STUDY

1. To find out the relationship of motivation with the academic performance.

2. To establish the relationship of motivation with intelligence.

3. To establish the relationship of motivation with extraversion.

4. To ascertain the relationship of motivation with stability.

5. To study the relationship of motivation with background variables such as

location , sex and socio-economic status

HYPOTHESES

1. The motivation is not related to the academic performance

2. The high and low achievers do not differ significant in their motivational

factors.

3. There is no relation of intelligence to motivation of students.

4. High and low intelligent students do not differ significantly in their

motivational factors.

5. The extraversion is not related to the motivation of students.

6. Extravert and introvert students do not differ significantly in their motivational

factors.

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7. The stability is related to the motivation of students.

8. Neurotic & stable student do not differ significantly in their motivational

factors.

9. Some background variables like sex, location and socio-economic status are

not related to the motivation of student.

10. The motivational factors of students do not differ with regard to their

background variables.

RATIONALE OF STUDY

Motivation is the central element which influences the behavior of a person. If

a person is willing to do a work, it means he is motivated for doing that work various

principles defense the concept of motivation in different ways. Man receives

information on the bases of his own experience and perception. Every person explains

events or incidents in his own way. Many factors are responsible for affecting this

attitude of a person.

Students’ starts to think about his future when they reached at secondary level

and gives shape to his thoughts. For this various external stimuli, internal state and

mental make up of the individual work in the form of stimulus inputs as stated by

Deci (1975). His / her needs drives emotions, urges, sentiments etc. become the

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sources of his/her motives. At this point the person’s own interpretation of situation,

role of family, school and other factors may play important part in selection of goal

and directing the behavior towards the goal where the person may rewarded or

satisfied.

Ibanez et.al. (2004) studied that cultural attributes and cultural adaptation,

academic competence, school belongings and parents involvement were positively

related to achievement motivation.

Karabenick, (1971) Ahluwalia (1985) Kaur (1972), have also researched in

this direction.

These studies demonstrate the nature and influence of motivational factors and

suggested that the social, parental or familier and psychological factors are crucial in

deciding the motivational level and patterns of students but since the studies provided

contradictory results, nothing can be said with certainty.

Therefore on the basis of the available literature, the present investigator drew

the analogy took the project to analyze in motivational factors of intermediate

students in relation to their background and some psychological factors.

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DELIMITATIONS

The study was delimited in the following manner-

(1) The motivational factors were analyzed in context of selected Background,

and psychological variables only.

(2) The intermediate student’s motivation were studied only from Nainital district.

(3) The study was limited in its area, method and techniques.

The findings of the study suffer from these unavoidable delimitations.

The review of Literature has been provided in next chapter.

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