Internal state that arouses, directs, and maintains behavior
People control their own motivation, although outside sources can affect them◦ Usually goal-oriented
◦ Intrinsic
◦ Extrinsic
Motivation associated with activities that are their own reward
No need for incentives or punishments
Examples:◦ Sarah loves studying math
◦ John plays for the football team
◦ Laura spends time with her family
Motivation created by external such as rewards or punishments
Examples:◦ Jack wants to get an A+ on the test
◦ Tim aims to break a school record in track
◦ Performing at the Olympics? Are the athletes extrinsically motivated by a medal or intrinsically motivated to achieve a personal goal (personal record, the act of competing, etc.)
Lower Level Needs: For Survival and Safety
Higher Level Needs: For Intellectual achievement and self-actualization
Self- Actualization: Maslow’s term for self-fulfillment, the realization of personal potential
All LOWER LEVEL NEEDS must be met before HIGHER LEVEL NEEDS are addressed
Also known as Deficiency Needs and consist of: survival, safety, belonging, self-esteem
When these needs are met, the motivation for fulfilling them decreases
Also known as Being Needs and consist of:
Intellectual achievement
aesthetic appreciation
self-actualization
When these needs are met, a persons motivation increases to seek further fulfillment.
These needs are NEVER completely filled.
Ex) The more successful you are in your efforts as a teacher, the harder you are likely to strive for even greater improvement.
Many people believe that they move back and forth between needs and may need one need to motivate another need.
ex: Some people deny themselves safety or friendship in order to achieve knowledge, understanding or greater self-esteem.
Do you agree or disagree? Any examples? Experiences?
Maslow’s Theory does give us a way to look at the student as a whole who physical, emotional and intellectual needs are all interrelated.
Ex) A child who had experienced a bad divorce of their parents, (fear safety and self-belonging) may have little interest in learning how to divide fractions.
Self-Determination: We all need to feel competent and capable in our interactions in the world, to have choices and sense of control over lives, and be connected to others-belong to a social group.
Central to self-determination because it is the desire to have our own wishes, rather than external rewards or pressures.
Some people struggle with external pressure such as rules or schedules, deadlines, orders
Do any of you feel that you struggle when you do not feel completely in control? In what cases?
Research shows that having self-determination and autonomy in the classroom result in greater student interest and curiosity, sense of competence, creativity, etc.
Students like to be able to makes their own choices and in return are interested in what they are doing.
Students tend to seek the quickest, easiest solution when they are pressured to perform.
Interesting Fact: Parents and students actually prefer a more controlling teacher, even though students learn more when their teachers support autonomy.
Motivation is affected through the individuals' perception of the events in two aspects: controlling and informational.
Control- If a student feels pressure to act a certain way then they will experience less control and their intrinsic motivation will decrease.
If the event provides information that increases the students 'sense of competence, then in intrinsic motivation will increase.
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