Unit 07 motivation in educational psychology Course code 0840 Educational psychology from ALLAMA IQBAL OPEN UNIVERSITY ISLAMABAD. prepared by Ms. SAMAN BIBI & Mariam Rafique

1. COURSE CODE:840
Educational Psychology
UNIT-7
Motivation

2. MOTIVATION
• Derived from the Latin “Movere” meaning “to move”
• Motivation is a state-of-mind, filled with energy and
enthusiasm, which drives a person to work in a certain
way to achieve desired goals.
• Motivation is a force which pushes a person to work
with high level of commitment and focus even if
things are against him.
• Motivation translates into a certain kind of human
behaviour.

3. • Motivation is the process that initiates, guides, and
maintains goal-oriented behaviors.
• It is what causes you to act, whether it is getting a
glass of water to reduce thirst or reading a book to
gain knowledge.
• Motivation involves the biological, emotional,
social, and cognitive forces that activate behavior.
• In everyday usage, the term "motivation" is
frequently used to describe why a person does
something.
• It is the driving force behind human actions.

6. TYPES of Motivation
Two categories of motives
1. Primary Motives: Motives which are linked with
basic primary needs and associated with biological
well being of an individual.
Needs that come under this category:
• Need for food, water and oxygen.
• Needs that are fundamental for survival.
• Need to take rest when tired.
• Need for being active when rested.
• Need for regular elimination of waste products from
our body.

7. 2. SECONDARY MOTIVES
• Motives linked with one’s socio- psychological
needs are known as secondary or psychological
motives.
Needs that come under this category:
• Need for freedom
• Need for security
• Need to achieve
• Need for recognition
• Need for companionship
• Need for self-assertion
• Need for self-actualization

8. TECHNIQUES OF MOTIVATION
1. Let your students know your expectations, objectives &
rules so they can better understand what you’re looking for
and what you’re not.
• It’s easy to achieve a goal when you can define it.
• Students should have clear understanding of what they should
do to succeed in studying.
2. Track the way studying improves.
• Before reaching a final goal, it would be great to set short-term
goals. This is why it’s vitally important to track the way
studying improves.
• If you do this, students can see their progress &
achievements, & if you put emphasis on improvement, it can
inspire your students to work harder & earn even better
results.

9. 3. Give your students some democracy.
• For example, allow one day for activities your
students like most of all. Take a vote & let students
choose the class activities they would like to do that
day.
4. Vary your teaching!
• If your lessons combine various learning styles,
teaching methods & classroom activities, there’s a
greater chance that almost all students will be
engaged.
• Different students prefer different methods, and if
you stick to one technique, that’s more likely that
more students will be bored and unmotivated.

10. 6. Make sure your material is clear and understandable for all
students.
• Examples are the best way to illustrate your words and clear
things up. Just give lots of examples. Let students know that
they are welcome to share their own ideas and ask questions.
• What’s more, provide students with a chance to give their
feedback on your teaching.
7. Set a spirit of friendly competition.
• Students should realize there will always be those who study
better and worse. And it’s up to them what group to join.
• To live in society means to compete, and students should get
used to this fact. In colleges, competition is much stronger than
in lower-grade schools. Make students prepared for this.

11. 8. Be generous to your students and give
rewards and praise when they deserve it.
• The art of praise is complicated. Still, there
are so many ways and so many reasons to
praise your students for their efforts and
accomplishments to give the right motivation.
9. Give shy students an opportunity to share
their views with the class.
• Some students tend to give no responses and
generally keep silent during classes.
Encourage them to talk, if they don’t mind.

12. 10. Classroom jobs are good ways to develop student
responsibility.
• These jobs vary. For example, you can appoint somebody to
moderate discussions in the class. It can be both interesting
and useful for everyone.
11. Organize group work.
• This method lets students socialize more with each other and
find solutions together. Every person appreciates it if he or
she can freely share his or her views.
12. Give chances to improve. Everybody has bad days, and
sometimes a person needs one more chance. If you are
generous enough, students definitely appreciate it and stay
motivated, because they aren’t afraid of failure.

13. MOTIVATION THEORIES
• Motivation is a huge field of study.
• There are many theories of motivation.

14. 1. Maslow’s theory
Abraham Maslow postulated that a person will be motivated
when his needs are fulfilled. The need starts from the lowest
level basic needs & keeps moving up as a lower level need is
fulfilled. Below is the hierarchy of needs:
• Physiological: Physical survival necessities such as food, water,
and shelter.
• Safety: Protection from threats, deprivation & other dangers.
• Social (belongingness and love): The need for association,
affiliation, friendship, and so on.
• Self-esteem: The need for respect and recognition.
• Self-actualization: The opportunity for personal development,
learning, fun/creative/challenging work.
• Self-actualization is the highest level need to which a human
being can aspire.

15. Maslow’s theory

16. 2. MCCLELLAND’S THEORY OF NEEDS
• McClelland affirms that we all have three motivating
drivers, and it does not depend on our gender or age.
One of these drives will be dominant in our behavior.
The dominant drive depends on our life experiences.
• The three motivators are:
Achievement: A need to accomplish and demonstrate
own competence. People with a high need for
achievement prefer tasks that provide for personal
responsibility and results based on their own
efforts. They also prefer quick acknowledgement of
their progress.

17. Affiliation: A need for love, belonging and social
acceptance People with a high need for affiliation
are motivated by being liked and accepted by
others. They tend to participate in social gatherings
and may be uncomfortable with conflict.
Power: A need for control own work or the work of
others. People with a high need for power desire
situations in which they exercise power and
influence over others.

19. 3. Drive-Reduction Theory
• A theory of motivation developed by Clark L. Hull,
the Drive-Reduction Theory focuses on how
motivation originates from biological needs or
drives.
• In this theory, Hull proposed that a person’s
behavior is an external display of his desire to
satisfy his physical deficiencies.

20. • A“drive” is a state of arousal or tension triggered by a person’s
physiological or biological needs.
• These needs include hunger, thirst, need for warmth, etc.
• In this theory, Hull stated that drives give rise to an
individual’s motivation.
• Furthermore, Hull explained that an individual is in a state of
need when his survival is threatened.
• When a person’s drive emerges, he will be in an unpleasant
state of tension and the person will behave in such a way that
this tension is reduced.
• To reduce the tension, he will begin seeking out ways to
satisfy his biological needs.
• For instance, you will look for water to drink if you are thirsty.
• You will seek for food if you are hungry.

21. ACHIEVEMENT MOTIVATION
• Achievement motivation energizes and directs
behavior toward achievement and therefore is
known to be an important determinant of academic
success.
 Moderate Challenge
• Individuals with high achievement motivation prefer
tasks and problems that involve moderate levels of
difficulty. Usually, these individuals gravitate (move
towards) toward challenging but achievable goals
where their abilities and efforts can affect the
outcome.

22.  Personal Rewards
• Instead of deriving motivation from the potential for
rewards, individuals with high achievement
motivation use rewards, such as professional
recognition and financial gain, as a way to measure
their accomplishments. These individuals place a
higher value on a personal sense of achievement.
 Problem-Solving
• Individuals with high achievement motivation also
have a strong orientation toward problem-solving.
They spend extensive time thinking about potential
solutions to current problems, as well as actively
considering & analyzing additional possibilities for
improvement.

23.  Interpersonal Skills
• Due to their focus on achievement and
accomplishment, individuals with high achievement
motivation are often characterized by poor
interpersonal skills as well. These individuals have a
tendency to overemphasize results and have
difficulty managing people effectively.

24. Applications of Motivation In Education:
• Motivation in education can have several effects
on how students learn and their behavior towards
subject matter.
• It can:
Direct behavior toward particular goals.
Lead to increased effort and energy.
Increase initiation of, and persistence in, activities.
Enhance cognitive processing.
Determine what consequences are reinforcing.
Lead to improved performance.

25. Simple Ideas To Improve Student Motivation
1. Give students a sense of control
2. Be clear about learning objectives
3. Create a threat-free environment
4. Change your scenery (other than classroom)
5. Offer varied experiences
6. Use positive competition
7. Offer rewards
8. Give students responsibility
9. Allow students to work together
10. Give praise when earned (encouragement)