Motivation

Motivation defined theoretically is an internal sense that provokes action and pushes one in certain directions while engaging in certain activities (Ormrod, 2008, p. 452).  A simplified definition of motivation is the desire to do things; the thing that drives you to act a certain way or take a particular action.  

Motivation is an important part of learning.  It can not only determine whether or not we learn, but also if the information learned will be retained and used (Ormrod, 2008, p. 453).  When individuals have motivation to learn they tend to achieve the maximum benefit from learning due to the subject and activities being meaningful and worthwhile to them (Ormrod, 2008, p. 501).  For this reason, it is important to have motivation in the classroom setting.

Intrinsic and Extrinsic Motivation

There are two types of motivation:  intrinsic and extrinsic.  Intrinsic motivation is that which comes from within the individual and task, while extrinsic motivation comes from an outside source (Ormrod, 2008, p. 454). 

Intrinsic motivators occur when a person finds the task at hand enjoyable and has a sense of relevance to the world and life in general.  If an individual is intrinsically motivated, they may say things such as “nursing interests me” or “I feel good when I do well in class.” (Center for Teaching, 2011).

Extrinsic motivators include the expectations of others for an individual including parents and other role models as well as grades in a course which in turn affects items such as scholarships.  When a student is extrinsically motivated they may say things such as: “I need an A in Psychology in order to get into nursing school”, or “If we do well on the test today our instructor will give us a pizza party.” (Center for Teaching, 2011).

Advantages and Disadvantages of Motivation

Intrinsic Motivation Advantages

Intrinsic motivation can be a life-long and self-sustaining form of motivation (Center for Teaching, 2011).  Individuals pursue the task because they want to and not because they are being made to.  Not only do individuals strive to learn about the subject for personal achievement, but they also strive for a true understanding of the subject matter, not just the highlights of the subject (Ormrod, 2008, p. 454).  This type of motivation focuses on the subject to be learned and not at the rewards or punishments associated with it which can assist individuals in persisting in the face of failure and achieving at high levels (Center for Teaching, 2011; Ormrod, 2008, p. 454). 

Intrinsic Motivation Disadvantages

Developing intrinsic motivation can be a slow process in affecting behavior and can also necessitate special and somewhat lengthy preparation.  Since individuals learn differently, there are a variety of factors that motivate each student.  Therefore it is helpful to know the interests of students in order to connect with and motivate them, which can be time consuming and sometimes virtually impossible (Center for Teaching, 2011).

Extrinsic Motivation Advantages

Motivation drawn from extrinsic factors is more likely to create behavior changes and can involve little to no preparation or effort to produce.  Applying this type of motivation also requires little to no knowledge of students interests (Center for Teaching, 2011).  

Extrinsic Motivation Disadvantages

Extrinsic motivation often does not work over the long term; once the rewards or punishments are removed, students tend to lose their motivation (Center for Teaching, 2011).  In the classroom setting, students who are extrinsically motivated tend to apply only the minimum behavioral and cognitive effort needed to execute the task at hand (Ormrod, 2008, p. 454).  It also can distract students from learning the subject at hand, only learning the minimal amount necessary to achieve desired rewards or avoid punishment (Center for Teaching, 2011).

Theories of Motivation

Maslow’s Hierarchy of Needs

Developed by Abraham Maslow in 1943, the Hierarchy of Needs states individuals are motivated to satisfy their basic needs prior to moving on to other needs.  The most basic of one’s needs being physiological (water, air, food, and sleep) followed by security needs (safety, security, steady job, shelter), social needs (friendships, romantic engagements, families, feeling loved), esteem (personal worth, social recognition), and the highest and last filled need being self-actualization (concerned for personal growth and want to achieve full potential) (Cherry, n.d.). 

For further information, visit http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm.

Mayo’s Hawthorne Studies

Elton Mayo conducted the Hawthorne Studies from 1927-1932 at Western Electric Hawthorne Works in Cicero, Illinois which examined the impact of working conditions on employee productivity.  The study concluded employees are more productive if they know they are being watched/studied.  An increase in the productivity of workers was seen when employees were singled out, made to feel important and involved (Envision, 2009). 

For further information, visit http://www.envisionsoftware.com/articles/Hawthorne_Effect.html.

Attribution Theory

Developed by Bernard Weiner, the Attribution theory is about achievement.  This theory assumes individuals attempt to determine why people do what they do.  Weiner believed the most important factors affecting attributions are ability, effort, task difficulty and luck (Learning Theories Knowledgebase, 2011).  Attribution theory is closely linked to motivation.  It is used at times to explain the difference in motivation between high and low achievers.  According to this theory, individuals who are high achievers will approach tasks instead of avoiding tasks associated with succeeding.  High achieving individuals believe success is associated with high ability and effort and due to their confidence they approach these tasks.  Low achieving individuals avoid tasks that are success related due to their lack of confidence in the ability or belief success is related to luck or “who you know” as well as other factors beyond their control (Kearsley, 2011).

For further information, visit http://www.learning-theories.com/weiners-attribution-theory.html.

Motivation in the Classroom

Motivation can be brought to the classroom by the students, but can also be brought in by the teacher.  Motivating students to focus and perform has become increasingly difficult.  Listed below are ideas for increasing the desire of students to work hard to achieve learning (Harris, 2010).

1. Explain.  Students often do poor on assignments or lack participation due to not having a full understanding of what they are doing or why they should do it.  If a student is unsure about what to do, they will rarely perform well.  It is important for teachers to explain why they teach what they do and why the subject or activity is worthwhile for the students to learn.
2. Reward.  Many students do not have strong intrinsic motivation to learn.  Teachers can assist with this by fostering extrinsic motivation by offering rewards.  Rewarding correct behavior and answers encourages students to repeat the rewarded behavior.  The rewards given should be small and appropriate to the level of the students.  Using extrinsic motivators over a short time can produce intrinsic motivation.
3. Care.  When teachers appear to be human and caring to students, students tend to respond with interest.  It helps students to see the teachers as human beings and not only as authority figures.  It is also important for teachers to be approachable which can lead students to trust and respect them more.
4. Student participation.  Students should be actively involved in their learning; this is a major key in motivation.  Standing in front of students and lecturing is not an effective practice when used alone.  However, when combined with activities, group problem solving activities, and critical thinking exercises learning is more effective.  By increasing student participation, students feel needed which can increase self esteem.  This helps students to feel as necessary, integral, and contributing parts of the learning process.
5. Teach inductively.  Interest can be maintained and motication increased if teachers begin by using examples, evidence, and stories first while arriving at the conclusions later.  This helps not only with interest and motivation, but can also foster skills of analysis and synthesis.
6. Satisfy students’ needs.  A primary technique of keeping students interested and happy is to attend to their need of satisfaction and power.  This can be achieved by allowing students to choose the activity they participate in or topics of their papers.  If learning has value for students, they are much more inclined to be committed to learning.  One way to do this is design educational activities that are fulfilling to your students.
7. Make learning visual.  Memory is linked to visuals images.  Teachers can use drawings, diagrams, pictures, charts, graphs, lists, and three dimensional objects to assist students in learning. 
8. Use positive emotions to enhance learning and motivations.  Individuals remember better when learning is accompanied by strong emotions.  A strong and lasting memory is associated with the emotional state and experience of the learner.  Don’t be afraid to embarrass yourself in order to make a memorable point to your students.
9. Remember that energy sells.  Being energetic in teaching is a motivating factor in itself.  If teachers want to enhance students learning experience, adding energy to convey the ideas can further enhance learning.

For full article, visit http://www.virtualsalt.com/motivate.htm.

Related Links

http://www.priceless-teaching-strategies.com/student_motivation.html

http://www.ehow.com/how_4550201_classroom-motivation-techniques.html

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/motivate.htm

References

Cherry, Kendra.  Hierarchy of needs:  The five level’s of Maslow’s hierarchy of needs.  Retrieved April 6, 2011 from http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm

Center for Teaching.  (2011).  Motivating Students.  Retrieved April 5, 2011 from http://cft.vanderbilt.edu/teaching-guides/interactions/motivating-students/

Envision.  (2009). The Hawthorne Effect-Mayo studies in employee motivation.  Retrieved April 6, 2011 from http://www.envisionsoftware.com/articles/Hawthorne_Effect.html

Harris, Robert.  (2010).  Some ideas for motivating students.  Retrieved April 5, 2011 from http://www.virtualsalt.com/motivate.htm

Kearsley, Greg.  (2011).  Attribution theory (B. Weiner).  Retrieved April 7, 2011 from http://tip.psychology.org/weiner.html

Learning Theories Knowledgebase. (2011). Attribution Theory (Weiner) at Learning-Theories.com. Retrieved April 7th, 2011 from http://www.learning-theories.com/weiners-attribution-theory.html

Ormrod, Jeanne.  (2008).  Human learning.  (5^th ed).  Pearson:  New Jersey.