B.ED

1. GENERAL METHODS OF TEACHING : COURSE CODE 6400
RPs/INSTRUTOR : Nayyar Bashir

2. B.Ed 1½ YEAR
STUDENT MOTIVATION
UNIT: 4 CODE No: 6400

3. Objectives of the Unit
After the completion of the unit you will be able to:
1. Define and clarify the concept of motivation.
2. Identify the types of motivation.
3. Describe difference between intrinsic and
extrinsic motivation.
4. Explain different theories of motivation.
5. Explain strategies that can increase motivation

5. DEFINITIONS OF MOTIVATION
 “A reason or reasons for acting or behaving in a
particular way
• A set of facts and arguments used in support of a
proposal.
• “The process of arousing, sustaining and
regulating activity” Crow. L. D.,1953
• “The central factor in the effective management of
the process of learning.” B.R. Annandi ,1981
• “Motivation in school learning involves arousing,
persisting, sustaining and directing desirable
behavior.” Lepper, Mark R.,1998

6. TYPES OF MOTIVATION
• Positive Motivation
• Negative Motivation
• Intrinsic motivation
• Extrinsic Motivation

7. TYPES OF MOTIVATION
• Positive Motivation
This brings about positive response to the action that one
needs to undertake in order to achieve these goals.
• Negative Motivation
It is being reinforced with fear, anxiety and such negative
feelings in order to have tasks and goals achieved.
Negative and Positive motivational forces could include
coercion, desire, fear, influence is framed, they could be
either negative or positive forces that act as actuators.
For instance a fear (negative force) of bodily injury could
be a motivation to implement the use of safety
equipment (positive force).

9. Why Is Motivation in Education
Important?
• Motivation is the state that can maintain
students’ attention and behavior as well as
provides with more energy to needed to
lead tasks to completion.
• Thus, it can help sustain activities over a
period of time.
• In education, motivation can have a variety
of effects on students’ behavior,
preferences, and results.

10. • For instance, motivation can:
• help us direct our attention toward tasks that
need to be done,
• allow us to do these tasks in shorter periods of
time as well as maintain attention during a
longer time,
• minimize distractions and resist them better,
• affect how much information we retain and
store,
• influence the perception of how easy or
difficult tasks can appear.

11. Factors that Influence Students’
Motivation in Education
1. Class and Curriculum Structure:
• When students sense or see that classes follow a
structure, and the curriculum and class materials
have been prepared beforehand, it provides them
with a greater sense of security.
• The feeling of security is one of our basic needs.
When that’s provided in a learning environment, it
allows students to fully focus on the learning
material.

12. 2. Teacher Behavior and Personality
• If a student has a negative emotion such as
fear or disliking towards their teacher, that can
negatively affect their attitude toward the
subject as a whole.
• If a teacher shows a preference towards
certain students or uses humiliating language,
that can lower their motivation in education.
• On the other hand, kindness, optimism,
positive feedback, and encouragement can
positively affect students’ motivation to learn.

13. 3. Teaching Methods
• Students are more likely to retain their motivation in education if
educators use different teaching methods. That creates diversity
and prevents students from getting bored.
• Students in a single class are likely to have different styles of
learning.
• Thus, a teacher is more likely to meet these needs by applying
different teaching methods.
4.Learning Environment
• School environment or school climate is another factor that
affects motivation in education.
• School environment refers to different norms and regulations that
determine the overall climate in the school.
• Positive school environment makes students feel safe and secure,
meets their basic needs such as daily meals, and provides an
optimal environment for them to build healthy social
relationships.

14. 5. Assessment
• While standardized assessment increases the
standards of attainment, it can negatively influence
students’ motivation in education, especially at a
younger age.
• The opposite can be seen in countries like Finland
where primary school children do not get any tests.
• Despite the lack of assessment, Finnish children
display higher academic achievements.
• It is also common for students to lose motivation if
tests are continuously too challenging.
• This does not provide a sense of achievement and
lowers motivation in education over time.

15. THEORIES OF MOTIVATION
• Different psychological perspectives explain
motivation in four different ways Let us
explore four of these perspectives; behavioral,
humanistic, cognitive and social.
• The Behavioral Perspective
• The Humanistic Perspective
• The Cognitive Perspective

16. The Behavioral Perspective
• For behaviorists, motivation is simply a product of
effective contingent reinforcement. So, they
emphasize the use of extrinsic reinforcement to
stimulate students’ task engagement. The
reinforcement can take the form of praise, a smile,
an early mark or loss of privileges such as missing
out on sport.
• “Almost all teachers use extrinsic reinforcement in
some form to motivate students, although they
may not realize they are doing so and may not
always use such reinforcement effectively.”a

17. The Humanistic Perspective
The humanist theory of motivation is interesting
because it is not only linked to achievement and
education, but also has implications for students’
welfare and wellbeing through its concern with
basic needs. It stresses on students’ capacity for
personal growth, freedom to choose their destiny
and positive qualities.
There are two theories of motivation from
humanistic perspective:
(a) Maslow’s Hierarchy of Needs
b) Roger’s motivation theory

18. The Humanistic Perspective
(a) Maslow’s Hierarchy of Needs
Maslow (1954) perceived motivation in terms
of a hierarchy of needs that can also conceive
as ‘motives’. According to Maslow’s model,
once basic physiological needs have been
satisfied, efforts are directed toward
achieving needs associated with safety,
love and belonging, and self-esteem.

20. The Humanistic Perspective (b)
Roger’s motivation theory
Carl Roger’s ideas are also influential in discussing
the nature of motivation and its impact to human
lives.
Rogers argued that: Behavior was influenced by the
individual’s perception of
both personal and environmental factors. People
should listen to their ‘inner
voices’ or innate capacity to judge what was good
for themselves, rather than relying on feedback
from external sources.

21. The Cognitive Perspective
“According to Santrock (2006) the cognitive
perspective on motivation focuses on students’
thought guide their motivation. It focuses on
students’ internal motivation to achieve, their
attribution (perception about the causes of success
or failure) and their beliefs that they can effectively
control their environment. It also stresses on the
importance of goal setting, planning and
monitoring progress toward a goal.”
• (a) Achievement Motivation
• (b) Weiner Attribution Theory

22. The Cognitive Perspective
(a) Achievement Motivation
John Atkinson and David McClelland described the need for
achievement as: “A stable personality characteristic that
drives some individuals to strive for success. Students who
have a high need for achievement are motivated to become
involved in an activity if they believe that they will be
successful. They are moderate risk taker and tend to be
attracted to tasks where the chances of success are fifty-fifty;
since there is a good chance they will be successful. They like
to attempt a task, but not if they know there is substantial risk
of failure.”
On the other hand, Krause described: “Students who have a
need to avoid failure, rather than a need to achieve success,
will look for tasks that are either very easy and have little risk
of failure, or very difficult so that failure is not their fault.”

23. The Cognitive Perspective
(b) Weiner Attribution Theory
Attribution theory is concerned with the way in which an
individual’s explanations of success and failure influence
that individual’s subsequent motivation and behavior.
Students may attribute success or failure to different
causes, depending on their beliefs about who or what
controls their success or failure.
There are three important elements to note regarding
the way in which students
interpret the cause of behavioral outcome. The three
important elements are lotus
of control, controllability and stability.

24. Implication Approaches
Behavioral Approaches
• Remember that reinforcement to increase
desired behavior motivates further learning
of this types.
• Recognize that student motivation is shaped
by previous reinforcing experiences.
• Know that students’ maladaptive attribution
of success and failure, including learned
helplessness, can be modified.

25. Implication Approaches
Cognitive Approaches
• Understand the underlying factors in students’ behavior,
studying students’ carefully and using a variety of information
sources to discover why students behave as they do.
• Accept that students are not always motivated to be
successful, and that the risk of attempting to succeed may be
overwhelmed by the need to avoid failure.
• Realize that motivating students by focusing on increasing
mastery in more effective than emphasizing performance
goals.
• Be aware of their own biases and how these might affect the
way they attribute success and failure in individual students.

26. Implication Approaches
Social Learning Approaches
• Ensure that students experience success, not
just failure.
• Remember that self-evaluation is influenced
by observing others’ achievements, and by
encouragement and high arousal in
challenging situations.
• Recognize that motivation is affected by
learners’ judgments about their own efficacy.

27. Implication Approaches
Humanist Approaches
• Become more concerned with the wider
implication of student welfare, not just with
student’s education.
• Be aware that some students are more
concerned with feelings of safety, belonging and
self-esteem than with the demands of the
school curriculum.
• Understand that students who have a major
impact on students’ motivation.

28. Write any three of Examples of
supportive-style teacher behaviors
from your book (Activity )

29. APPLICATIONS OF MOTIVATION IN
EDUCATION
Motivation in education can have several effects on
how students learn and how they behave towards
subject matter. It can:
• Direct behavior towards 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.

30. How can teacher increase Student’s
Motivation
• 1. Reward and punishment
• 2. Praise and Blame
• 3. Interest
• 4. Curiosity
• 5.Expectations
• 6. Clear feedback
• 7.Resprct and personality
• 8. Attitudes in motivation
• 9. Success and failure
• 10. Goals