4. To know about Motivation
Major components
Types
Process model of motivation
Learning motivation
5. a reason or reasons for acting or behaving in
a particular way.
Internal and external factors that stimulate
desire and energy in people to be continually
interested and committed to a job, role or
subject, or to make an effort to attain a
goal.
6. Activation involves the decision to initiate a
behavior, such as enrolling in a psychology class.
Persistence is the continued effort toward a goal
even though obstacles may exist, such as taking
more psychology courses in order to earn a degree.
intensity can be seen in the concentration and vigor
that goes into pursuing a goal. For example, one
student might coast by without much effort, while
another student will study regularly, participate in
discussions and take advantage of research
opportunities outside of class
7.
8. Extrinsic motivation
• are those that arise
from outside of the
individual and often
involve rewards such as
trophies, money, social
recognition or praise.
Intrinsic motivation
• are those that arise
from outside of the
individual and often
involve rewards such as
trophies, money, social
recognition or praise.
9. Learner motivation is considered to affect
the success of learning, not only in the case
of second/foreign language instruction, but
throughout all aspects of educational
activities.
11. The main assumption underlying our process-
oriented approach is that motivation consists
of several distinct phases.
. First it needs to be generated the
motivational dimension related to this initial
phase can be referred to as choice
motivation, because the generated
motivation leads to the selection of the goal
or task to be pursued.
12. Second, the generated motivation needs to
be actively maintained and protected while
the particular action lasts. This motivational
dimension has been referred to as executive
motivation, and it is particularly relevant to
learning in classroom settings, where
students are exposed to a great number of
distracting influences, such as off-task
thoughts, irrelevant distractions from others,
anxiety about the tasks or physical conditions
that make it difficult to complete the task.
13. Finally, there is a third phase following the
completion of the action termed
motivational retrospection which concerns
the learners‘ retrospective evaluation of how
things went. The way students process their
past experiences in this retrospective phase
will determine the kind of activities they will
be motivated to pursue in the future.
14. PSYCHOLINGUISTIC INDICATORS OF
MOTIVATION FOR SUBSTANCE ABUSE
BEHAVIOR CHANGE AMONG INDIVIDUALS WITH
SERIOUS MENTAL ILLNESS.
15. The co-occurrence of mental illness and
substance use disorders (termed “dual
diagnosis”) represents a significant public
health issue and is associated with significant
impairment and negative health
consequences, particularly among individuals
with serious mental illness.
16. Therefore, the current study sought to
validate change language as an indicator of
motivation among 45 individuals with serious
mental illness and co-occurring substance
use disorders .
17. This disorder is associated with increased risk
for suicide and increased social impairment .
Specifically, dually diagnosed clients seeking
treatment for psychiatric problems are often
not ready to seek treatment for their
substance use, or do not recognize their
substance use as needing to be addressed.
This problem is enhanced in those with
psychosis, who are often difficult to engage
in treatment and who are at increased risk
for dropout (Barrowclough, Haddock,
Lowens, Allott, Earnshaw, Fitzsimmons, et
al., 2007).
18. A key factor underlying poor treatment
outcomes among individuals with serious
mental illness has been hypothesized to be
low motivation (Barrowclough, Haddock,
Fitzsimmons, & Johnson, 2006).
19. In Motivational Enhancement Therapy, a
personalized feedback component is
integrated into the sessions.
Although Motivational Interviewing and
Motivational Enhancement Therapy were
initially used for addictive behaviors, they
have spread rapidly as an effective non-
prescriptive approach to enhancing
motivation for behavior change with respect
to a variety of health behaviors .
21. a Motivational Interviewing process model
based on natural language indicators of
clients’ intentions to change. As such, the
codification of natural language is based on
speech act theory (Schiffrin, 1994; Searle,
1969), which underscores the intentional
function of certain utterances during
conversation.
22. 1. Productive use of resources.
2. Increased efficiency and output.
3. Achievement of goals.
4. Development of friendly relationships.
5. Stability in workforce.
