1. Motivational Theories and Their
Application on Students’ Motivation

2. Abstract
 Motivation is the concept related with the need and drive to achieve
that need. Every step we take in our lives because of the Motivation
only.
 Ex-We want to pray, go to temple. We want to get education,
knowledge, degree, we go to college etc.
 We do work according to our requirements or to fulfill our
requirements.
 Motivation is purely personal phenomenon. A person who does not
eat non-veg, you can’t attract the person for many non-veg
delicious dishes.

3.  Motivation is that attraction towards things or activities.
Till the need is not satisfied, its motivation for you. Once
it is satisfied, no more motivation from that need. You are
hungry, food is motivation for you, once you had food, no
more attraction for you.
 Once you get MBA degree, no more interest in doing the
same course again. Now you want Ph. D. or something
else and that is your motivation now.
 We do everything to satisfy any need. But as a manager
one need to understand the use of motivation, to know
others’ need and to use motivation as device to take work
from them

4.  Motivational theories help us to understand the use of the theories in
practical lives or in our professional or personal lives. When we talk
about motivational theories, we relate them with the work life. In that
case how we can make a students feel that these theories are as
important for them as for an employee. Ex- I train a group of managers
regarding motivation, I can tell them example of Maslow’s model and
hierarchy of need, they can relate as they know that they started working
for money and then for security and …….. but a student who is fresh
graduate, does not know the actual requirement of a job only for money
as first step, how can he relate with the theory.
 For this purpose I used here the theories for the motivation of
management students.
 If a management student is coming to the class, first he should
understand the value of that particular subject in his personal life and
later in his future professional life. Then only he can me motivated
towards learning that topic or subject.
 Here I will try to help students as well their faculties to understand the
value of motivation in education and learning and its importance in our
real life scenario.

5. Motivation
 According to the Wikipedia:
 Motivation is a Psychological feature that arouses an organism to
act towards a desired goal and elicits, controls, and sustains certain
goal directed behaviors.
 It can be considered a driving force; a psychological drive that
compels or reinforces an action toward a desired goal. For example,
hunger is a motivation that elicits a desire to eat. Motivation has
been shown to have roots in physiological, behavioral, cognitive,
and social areas.
 Motivation may be rooted in a basic impulse to optimize well-
being, minimize physical pain and maximize pleasure. It can also
originate from specific physical needs such as eating, sleeping or
resting, and sex.
 Motivation is an inner drive to behave or act in a certain manner.
These inner conditions such as wishes, desires, goals, activate to
move in a particular direction in behavior.

6. Theories of Motivation
An Overview of Some of the
Popular Motivational Theories

7. Abraham Maslow’s
Need Hierarchy Model
Maslow defined human needs as:
 Physiological: the need for food, drink, shelter, and relief
from pain(Satisfy by money).
 Safety and security: the need for freedom from threat; the
security from threatening events or surroundings.
 Belongingness, social, and love: the need for friendship,
affiliation, interaction, and love.
 Esteem: the need for self-esteem and for respect from
others.
 Self-actualization: the need to fulfill oneself by
maximizing the use of abilities, skills, and potential.

8. Need Hierarchy

9. Douglas McGregor’s Participation
Model
 Theory X: With respect to people, this is a process of directing their
efforts, motivating them, controlling their actions, modifying their
behavior to fit the needs of the organization.
 Without this active intervention by management, people would be
passive – even resistant – to organizational needs. They must, therefore,
be persuaded, rewarded, punished, controlled – their activities must be
directed. This is management’s task -- in managing subordinate
managers or workers. We often sum it up by saying that management
consists of getting things done through other people.
 Behind this conventional theory there are several additional
beliefs – less explicit, but widespread:
 The average man is by nature indolent – he works as little as
possible.
 He lacks ambition, dislikes responsibility, prefers to be led.
 He is inherently self-centered, indifferent to organizational needs.
 He is by nature resistant to change.
 He is gullible, not very bright – the ready dupe of the charlatan and
the demagogue.

10.  Theory Y:
 People are not by nature passive or resistant to
organizational needs. They have become so as a result of
experience in organizations.
 The motivation, the potential for development, the
capacity for assuming responsibility, the readiness to
direct behavior toward organizational goals are all
present in people. Management does not put them there.
It is a responsibility of management to make it possible
for people to recognize and develop these human
characteristics for themselves.
 The essential task of management is to arrange
organizational conditions and methods of operation so
that people can achieve their own goals best by directing
their own efforts toward organizational objectives.

11. Frederick Herzberg’s Hygiene and
Motivational Factors
 His research emphasized job enrichment (depth) rather than job
enlargement
 Job context (hygiene factors) – needed to be optimal to prevent job
dissatisfaction. These factors (according to Herzberg) did not
motivate.
 Job content (motivators) – factors that did lead to motivation
 Money (according to Herzberg) could motivate if it was seen as a
reward for accomplishment; but if money was given without regard for
merit, then it was a hygiene factor.
HYGIENE FACTORS:
 Policies and Administration
 Supervision
 Working Conditions
 Interpersonal Relations (with supervisors, peers and subordinates)
 Money, Status, Security

12. MOTIVATIONAL FACTORS
 Achievement
 Recognition for Accomplishment
 Challenging Work
 Increased Responsibility
 Growth and Development

13. Motivation and Hygiene Factors
THE JOB SURROUNDINGS
AND THE
HYGIENE FACTORS
SUPERVISION
WORKING
CONDITIONS
RESPONSIBILITY ACHIEVEMENT
BENEFITS
THE JOB ITSELF
COMPANY
INTER- AND THE
POLICY AND
PERSONAL WORK ITSELF MOTIVATOR RECOGNITION ADMINIS-
RELATION- FACTORS
TRATION
SHIPS
GROWTH
ADVANCEMENT
SECURITY STATUS
SALARY

14. Valence Expectancy Theory of Vroom
 The expectancy theory of Victor Vroom helps to
explain the choosing process among individuals
in terms of the value (valence) of the reward and
the expectancy of receiving the reward.
Management practices:
 Managers need to focus on employee
expectations for success.
 Managers must actively determine which second-
level outcomes are important to employees.
 Managers should link desired second-level
outcomes to the organization’s performance
goals.

15. Expectancy Theory

16. Equity Theory
Equity theory is not a new one but focuses on how
individuals perceive their reward or pay compared
to what others are receiving.
Issues of social justice and distributive justice are
involved in the theory of Stacy Adams.

17.  Employees compare their efforts and rewards with
those of others in similar work situations.
 Individuals, who work in exchange for rewards from
the organization, are motivated by a desire to be
equitably treated at work.
 Equity exists when employees perceive that the ratios
of their inputs (efforts) to their outcomes (rewards) are
equivalent to the ratios of other similar employees.
 Inequity exists when these ratios are not equivalent.

18. How to motivate students:
Application of Theories
 “There is and there can be no teaching where
attention of the scholar is not secured. The teacher
who fails to get the attention of his scholars, fails
totally.”
Hughes-1880

19. Application of motivational theories
on students:
 MecGregor’s Participation theory- Theory X and Y
 X type students- want to learn, but need support from faculties.
 Y type students are self learners, want more and more interactive
lecture sessions.
 Application of Valence- expectancy theory:
 They put their efforts
 What value they give to the result, means degree or learning etc
 What efforts they should put to get that result.
 What result they will actually get after putting that much of efforts.
 Faculty role is- need to believe that they can do well.
 Need to make them believe what is worthwhile for them- only marks or
learning.

20.  Equity theory:
 Students are really affected by the biased behavior of
faculty.
 Teacher needs to be impartial in appreciation or
motivating students.
 Real feedback for their performance.
 Transparency in assessment system.
 Goal setting theory:
 As a true leader for their students faculties should set the
realistic targets for them and help them to achieve those
targets.
 Time to time Assignments, deadlines for the completion
should be there to prepare them for future and motivate
them towards continuous learning.

21. Apart from the use of these theories there are different roles and
responsibilities of faculty to create a motivational environment
for the students to make them understand the value of Motivation
and learning.
 Supportive Environment- Students should not have
hesitation to speak or give answer either wrong or right.
There should be open discussion and participation
between faculty and students.
 Real challenges and completion on time- they should be
given real and attainable goals and challenges but with
meaningful learning objectives.
 There should not be overuse of any motivational
techniques or theories.

22.  Continuous programs and activities for them.
 Teach them self goal setting, self reinforcement and
performance appraisal.
 Help them to recognize the link between their need fulfillment
through their efforts.
 Tell them the importance of Law Of Attraction to get
the targets. (Motivate them to work hard for their goals)
 Use of Outside Motivation sources:
 Extrensic Rewards: Good Marks, Recognition, Value of
academic activities etc.
 Intrensic Rewards: (Motivation from within) Find out their
real interest, include variety of elements, participation of
students in lesson plan, activities and opportunities.
 Allow them to create end product. Team works and games.
Funfilled activities as example of films in teaching.

23.  Simulation in teaching- be a role model for the students,
communicate your expectation with your students, be friend for
your students.
 Not only for study but counsel them for personal issues and
life.
 Work as the guide for them.
 Show your enthusiasm in their success.
 Appreciation for their work.
 Be representative for them whenever required.
 Make abstract content more concrete (Use the examples which
help them to relate the topic with their personal life and issues).
 Tell the relevance before starting topic, which will motivate
them to connect with the topic and more learning will happen.

24. Three major goals to motivate:
1. Attention: get the attention of the students through fun, use
of stories, problem and situational analysis.
2. Create mental set: more participation, their own
experiences, importance of the topic for them.
3. Create need to learn: make them feel the need to learn
more and more by asking specific questions. They should
not feel as they know everything now about topic. There
should be always scope for more learning and secret to be
opened. They should feel still there are lot to know which
they do not know. Give them chance to explore themselves.
Ex- ask them about need analysis of T&D, then next how you
can create that need in your employees?
From general to specific questions.

25. IN BRIEF:
 Be friendly- Active listener
 Participation of students
 Students’ attention and creation of need to learn
 Arouse curiosity with real and achievable task
 Comfort Zone for students to speak out.
 Command on topic of faculty
 Importance of topic for students’ real life scenario.
 Knowledge of current technology and topics.

26. Question ?
 Can we actually motivate some
one?
Thank You Poonam Jindal