Unit III: Principles and Theories of Motivation

PRINCIPLES AND THEORIES OF MOTIVATION

“ Failure is not the opposite of Success, It is part of Success” - Arianna Huffington

Try this first!

"Who am I" As a student, We have a lot of dreams, things that we want to achieve someday. So describe how you see yourself 10 years from now? Be creative!

SYNOPSIS

Motivation is the idea that individuals are motivated by a desire to develop and find fulfillment. There are two sorts of motivation: intrinsic and extrinsic. Intrinsic motivation refers to doing something because it is intrinsically engaging, and extrinsic motivation refers to doing something because it leads to a goal that has a separate outcome. Because motivation is a quality that prompts us to act, it is essential for a teachinglearning process to be effective.

LEARNING OUTCOMES

After this lesson, the learners are expected to:

Describe the book's goal and main idea in Principles and Theories of Motivation. Enhance students' knowledge, range of comprehension, and ability for understanding and interpreting motivational principles and theories The ability to apply what you've studied about motivational principles and theories into practice. Learn how to analyze information on the theories and principles of motivation. Accurately evaluate a situation in order to find a solution. Being able to evaluate the value or quality of ideas in order to create new solutions

What is Motivation?

The word "motivation," which derives from the root "motive," describes the factors that motivate our actions and behaviors.

Types of Motivation Intrinsic Motivation Extrinsic Motivation

Intrinsic Motivation

The practice of being driven to engage in specific actions and behaviors by internal considerations.

The following demands or factors promote intrinsic motivation: Autonomy - The desire to be totally in charge of one's life. Relatedness - The desire to continue a friendship or other form of connection. Competence - The drive to accomplish and/or perform at the highest level.

Examples:

Rebecca joins a dance competition because she has a talent for dancing.

Lemuel offered to take charge of the IT project because he is confident in his skills of how to create computer games.

Extrinsic Motivation

When someone acts or behaves in a certain way because they are influenced by constant elements like incentives or penalties, they are motivated in this way.

Examples:

Alex won the competition because he was driven to the praise that was given by his loved ones.

Amari studied hard to get the highest grade in his major subject because his parents gave him money as a reward for his hard work.

Principles of Motivation

Teachers General Principles of Motivation:

The environment can be used to focus the student's attention on what needs to be learned.

Incentives motivate learning.

Internal motivation is longer lasting and more self-directive than is external motivation, which must be repeatedly reinforced by praise or concrete rewards.

It is the responsibility of the teachers to prepare a friendly environment but in a formal setting.In that way it will promote consistent effort and optimistic learning attitudes.

Privileges can inspire students to learn for them to motivate more in academic performance. This way they can find contentment, or they receive accolades and appreciation from their professors and teachers.

Internal motivation must be continually prioritized and professors provide assistance to some students while the extrinsic motivation is inferior to intrinsic motivation because intrinsic motivation is entirely dependent on the individual. The learner's selffulfillment, not on the praise or appreciation of others

Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

Motivation is enhanced by the way in which the instructional material is Organized.

Encouragement of the students' development is the teacher's duty. In order to ensure that the intended behavior for the learners occurs, it is best for the teachers to directly monitor the students if they are not yet ready to study.

Materials that are structured will make information meaningful and help the lLearners have a greater understanding of the desired outcome.

Motivation affects When it comes to a student's ability, willingness, and desire to learn, motivation plays a role in all of these areas. It has a direct impact on the learning process. Human development majority of respondents agreed that motivation has a significant impact on an individual's learning process. "Motivation to study" has been described as a student's energy and drive to learn; work effectively and achieve their potential. To uplift the quality of students willing to learn and explore learning experiences, motivation from parents can be influential. Parents' drive can have an impact on students' willingness to learn and explore new learning opportunities. But how does motivation impact learning? According to Borderless Charity Institution, student academic performance can be affected by motivation.

Every student is driven in a unique way or in a different way because every kid is unique, especially when it comes to learning and reaching an academic objective. As a result, parents sometimes question, "How can I motivate my children to study hard in order to be successful academically?" To be honest, motivation is not only the one that affects the learning process but also the Ability and also the Environmental factor.

8 Basic Principle of Motivation of Students 1.They perceive stable links between specific actions and achievement 2.They feel competent to do what is expected from them 3.They value the subject and have a clear sense of purpose 4.They perceive the environment as favorable for learning, and 5. They exercise positive emotions toward learning activities. 6.Students direct their attention away from learning when they experience negative emotions. 7. Students are more persistent in learning when they can manage their resources and deal with obstacles efficiently. 8.Students free up cognitive resources for learning when they are able to nfluence the intensity, duration and expression of the emotions

“MOTIVATION” ON LEARNING

Motivation affecting the learning process

Motivation is not sufficient for learning process

According to a Journal article entitled Motivation: new direction for theory, research, and practice written by Mitchell T.R.(1982) three factors—Motivation, Ability, and Environment —affect performance. Performance is a result of motivation. We call it what "moves" us. It is very important whether someone is performing better because being driven is not enough to perform well. However, being motivated means that one is trying to complete one work. Being able to undertake tasks that involve knowledge and skills is important, and there is evidence that it is a major factor in determining effectiveness. For example, if you are driven to draw, but lack the basic information or skills, you will not be able to complete the task.

DIFFERENT THEORIES OF MOTIVATION

Maslow’s Hierarchy of Needs

Who proposed this theory? Abraham Maslow: American Psychologist, born on April 1, 1908, in Brooklyn, New York. He got his bachelors, masters and doctorate degree in the University of Wisconsin

Maslow's Hierarchy of Needs emphasizes the many degrees of needs in order to understand human motivation. According to Maslow, when a person's needs are met in a hierarchical sequence, they will be motivated. When a lower level need is met, the higher levels of a person's needs continue to rise until they are met at the last level, which is the ultimate level, according to this notion.

Hertzberg’s Two-Factor Theory

Who proposed this theory? Frederick Irving Herzberg American Psychologist Born on April 18, 1923 in Lynn, Massachusetts, USA He got his bachelors degree in City College of New York, followed by his graduate degrees at the University of Pittsburgh

According to this theory, people are driven to mostly due of two things: motivation and hygiene factors.

Motivation - The more it is enhanced, the more it causes the staff to put in more effort These factors address intrinsic needs and are present in the work itself.

Hygiene factor - When it is enhanced, it reduces job unhappiness since it also puts forth more effort. These elements take into account the employees' environment or external demands.

McClelland’s Theory of Needs

Who proposed this theory? David McClelland

American Psychologist

Born on May 20, 1917 in Mount Vernon, New York, USA

He got his bachelors degree at Wesleyan University, his masters degree at University of Missouri and his doctorate degree at Yale University.

This theory was developed by David McClelland an american psychologist in the 1960’s. The theory of needs, also known as the achievement theory of motivation, is based on three key concepts: achievement, power, and affiliation, all of which have a big impact on how people behave. It emphasizes that all people—regardless of their age, sex, color, or culture—were given one of these needs, and that this is what motivates them.

Power - A desire to exert control over one's own or others' work. They are driven to act because they have a strong need for power to exert control over others, or more likely because they have a strong desire for power under certain circumstances. They are motivated by competition, and they enjoy winning because they desire the status and attention that comes with winning.“The individuals motivated by the need for power have a desire to control and influence others and this motivational type is accompanied by needs for personal prestige, and better personal status.”

Affiliation - A need for affection, community, and approval from others. People in this place are driven to fit in with the group. In contrast to power who likes competition in this type they like to collaborate with others while working. “People with a high need for affiliation are motivated by being liked and accepted by others.”

Achievement - A desire for success. It's the desire to succeed in what you do. For instance, if you are an artist, you must be wellknown. The need is what motivates a person's personality to work hard and even overcome a challenge in order to reach their goals. The majority of people in this country stay away from low reward, low risk situations, which means they stay away from these scenarios because they lack genuine challenge and the achievement is not truly meaningful. It is similar to the small situation to a small result. They also stay away from high risk situations because they know they are difficult to achieve and depend more on luck and chance than on their own efforts. “The individuals motivated by needs for achievement usually have a strong desire to set up difficult objectives and accomplish them. The more achievements they make the higher their performance because of higher levels of motivation.

Vroom's Theory of Expectancy

Who proposed this theory? Victor H. Vroom

A Canadian Psychologist Born on September 08, 1932 in Montreal, Canada Studied at University of Michigan

The expectancy theory of motivation was established in 1964 by Victor H. Vroom and further upon by Porter and Lawler in 1968. In line with this theory, Expectancy has an impact on a person's motivation, as well as Instrumentality and Valence. Elements include the idea that people's motivation is influenced by expectations.

Expectancy: It is the belief that if he/she works hard (Effort) there is a result (Performance) Affected by these things:

a. Having the appropriate resources available (e.g., raw materials, time) b. Having the appropriate management skills to do the job c. Having the required support to get the job done (e.g., supervisor support, or correct information on the job)

Instrumentality: It is the belief that if he/she performs well there is a valuable outcome. Affected by these things:

a. Clear understanding of the relationship between performance and outcomes – e.g., the rules of the reward ‘game’ b. Trust in the people who will take the decisions on who gets what outcome c. Transparency in the process decides who gets what outcome

Valence: Perceived values of the reward and is how much importance the individual places upon the expected outcome.

McGregor's Theory X and Theory Y

Who proposed this? Douglas McGregor

An American management professor Born on September 06, 1906 in Massachusetts, USA He got his bachelor’s degree in Wayne State University, while he earned his masters and doctorate degree in Harvard University.

Maslow's student, Douglas McGregor created the opposing sets of assumptions about human nature known as Theory X and Theory Y. This thesis is initially stated in his book, "The Human Side of Enterprise," Theory X (Authoritarian) and Theory Y (Participative) are the two management philosophies.

Theory Y: Those who subscribe to this notion in management think that if employees are eager to work without oversight. People in this place take ownership of their work, take pride in it, and are therefore more likely to succeed in completing the task at hand using their own initiative. Mcgregor offers a "participative management style" in this situation, which

calls for employee collaboration.

Theory X: Managers frequently have a negative outlook on their employees and believe they detest working and are inherently uninspired. In this situation, the manager observes that the team members detest their jobs or lack motivation, and they require constant direction in order to complete the task. According to McGregor, these team members require a "authoritarian style of management," which involves direct instruction or coercion.

Alderfer's ERG Theory

Who proposed this theory? Clayton Paul Alderfer

An American Psychologist Born on September 01, 1940 in Sellersville, Pennsylvania, USA He studied at Yale University

American psychologist Clayton Paul Alderfer transformed Maslow's theory of the hierarchy of needs into his own theory, the ERG theory, in 1969. Alderfer's ERG theory lowered from 5 (physiological needs, safety needs, belongingness and love needs, self-esteem requirements, and self-actualization needs) to 3 the number of needs that people experience (Existence, Relatedness, and Growth).

Alderfer's ERG theory does not need fulfillment at a certain level in order to advance to the next level, in contrast to Maslow's theory. He stated that based on their circumstances or worldviews, various people may prioritize some requirements above others. A bad actor might serve as an illustration of this. Even if it is impractical and does not fulfill his Existence "needs," he is driven to follow his passion since it is a "need" under the Growth. Existence: These are the fundamental requirements for a person to survive. This is straight the physiological and safety demands, the two lowest categories of need according to Maslow.

Relatedness: is about the requirement to keep interpersonal connections. This correlates to Maslow's hierarchy of wants for love, belonging, and self-esteem.

Growth: is the innate desire for personal growth. It corresponds to Maslow's Self-requirements for actualization

Organize your thought

Instruction: Based on your answer on the pre-activity make a 5 - step plan on how to achieve your dreams. Answer the processing question below.

Instruction: Upon achieving those dreams, you are invited to be a resource speaker for a graduation ceremony. List up 5 points to help you get across how important motivation is.

Let yourself explore

MOTIVATION

sQUIZ your Mind

Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.

___1.Ms. Klariz invited her students on a field trip to the museum. She told her class that those students that will join in the field trip will have incentives in the upcoming final exam. Due to the excitement, half of the class are excited to learn and discover new things while the other half are excited just because of the incentives that Ms. Klariz will give them. What type of motivations thus Ms. Klariz’s students have? A.Half of the class is intrinsically motivated while the other class is extrinsically motivated Class B. Class 1 and 2 are motivated by power. C. Half of the class is extrinsically motivated while the other class is intrinsically motivated Class

___2.Kyla was given a complex task by her teacher, the said task was one of the requirements to pass the subject. Due to frustration, she is in the midst of crying but eventually, she realizes that crying was not helpful at all. That’s why she breathed in and breathed out and started to put in her mind that this was only a challenge that she needed to pass for her to achieve her dream. What principle of motivation can be seen in the scenario? A.They perceive stable links between specific actions and achievement B.Students direct their attention away from learning when they experience negative emotions. C.They exercise positive emotions towards learning activities

___3. Laurence is attending a speech class as his special subject but everytime the classes take place in the ordinary classroom he is constantly distracted by the view outside and therefore, causing problems in terms of listening to his teacher. On another day at school, his first class is speech class and his teacher announced that they will use the speech lab today. Laurence is very excited hence he has a big smile on his face while going to the laboratory. In this situation, what principle of motivation can be seen? A.They exercise positive emotions towards learning activities B.They value the subject and have a clear sense of purpose C.They perceive the environment as favorable learning

___4. Martina does not like to attend her class because she does not feel the good ambiance of the classroom during class hours. Suddenly, teacher Lara notices that all of her students are not motivated like Martina in class because of the environment that they have. So teacher Lara thinks of a creative way to catch the attention of her students. Her co-teacher told that she needs to make a creative and colorful classroom environment for her students. What Teachers General Principles of Motivation do you think her co-teacher advice to teacher Lara? A.Incentives motivate learning. B. Learning is most effective when an individual is ready to learn, that is, when one wants to know something. C. Motivation is enhanced by the way in which the instructional material is Organized

sQUIZ your Mind

MOTIVATION

___5. Lira tries her best to get stickers from her teacher for the whole semester. The whole class is promised that whoever gets the most stickers will be given a prize. What basic principles of motivation can be seen in the scenario? A. Incentives motivate learning B. Motivation is enhanced by the way in which the instructional material is Organized. C. Learning is most effective when an individual is ready to learn, that is, when one wants to know something.

___6. Mr. Augustine adopts a supportive management approach with her team, putting their needs first and allowing them to work independently. A. Alderfer’s ERG Theory B. Vroom’s Theory of Expectancy C. Theory Y by McGregor

___7. Teacher Bae asks her student, ``Who is the psychologist who contends that people get motivated when their wants are addressed in a hierarchical order?” Juhans confident answer to his teacher is William Maslow. A. FALSE B. TRUE

___8. Bernadette is always driven by her motivation in working because she believes that there is a good result if she works hard. A. Hertzberg’s Two-Factor Theory B. Vroom’s Theory of Expectancy C. Alderfer’s ERG Theory

9. Online class is the new setup of learning because of Covid - 19. Alvin is one of the top ___performers in class before the pandemic but he realized that online class is very exhausting and is if he is only passing for the sake of complying. As of now he decided to put his personal growth first. A. Maslow’s Hierarchy of Needs B. McGregor’s Theory X and Theory Y C. Alderfer’s ERG Theory

___10. Benhur is a call center agent at a well known BPO company, He always shares how strict the management is to them and how their supervisor always checks them. He thinks that the management is using an authoritarian approach. A. Theory X by McGregor B. Vroom’s Theory of Expectancy C. Alderfer’s ERG Theory

REFERENCES

Alderfer's ERG Theory | Introduction to Business. (n.d.). Lumen Learning. Retrieved August 23, 2022, from https://courses.lumenlearning.com/wmintroductiontobusiness/chapter/alderfers-erg-theory/

Home. (n.d.). YouTube. Retrieved August 23, 2022, from https://www.builtbyme.com/students-motivation-in-education/? fbclid=IwAR1Q1Oe0DTvaWGz6DNSAPjut2aWjHvdR4327Uf5pQ7wbWPNWgRNPTVuals

Home. (n.d.). YouTube. Retrieved August 23, 2022, from https://healthresearchfunding.org/erg-theory-of-motivation-explained/? fbclid=IwAR1URr90IGsqRtkx508t7mNhDffujA-q7EONXML-4h_1lVfkPM-a9tbHWjg

McClelland's Acquired Needs Motivation Theory. (2022, January 7). The World of Work Project. Retrieved August 23, 2022, from https://worldofwork.io/2019/02/mcclellandsmotivation-theory/

McLeod, S. (2022, April 4). Maslow's Hierarchy of Needs. Simply Psychology. Retrieved August 23, 2022, from https://www.simplypsychology.org/maslow.html

Nickerson, C. (2021, November 16). Herzberg’s Motivation Theory (Two-Factor Theory). Simply Psychology. Retrieved August 23, 2022, from https://www.simplypsychology.org/herzbergs-two-factor-theory.html

Shrestha, P. (n.d.). Types of Motivation: Intrinsic and Extrinsic Motivation. Psychestudy. Retrieved August 23, 2022, from https://www.psychestudy.com/general/motivationemotion/types-motivation

Theory X and Theory Y - Motivation. (n.d.). Management Study Guide. Retrieved August 23, 2022, from https://www.managementstudyguide.com/theory-x-y-motivation.htm

Vroom expectancy motivation theory. (n.d.). YourCoach. Retrieved August 23, 2022, from https://www.yourcoach.be/en/employee-motivation-theories/vroom-expectancymotivation-theory/