Motivation theories related to health behaviour

1. Health Promotion
And
Health Education
DR NATASHA K (MBBS, MPH, PHD FELLOW)
ASST PROF BUHS
DRNATASHA1976@GMAIL.COM

2. Lecture 5
THEORIES OF MOTIVATION
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3. Contents
 1. Principles and Theories : Introduction, Motives,
Motivation, Principles and Theories, Maslow’s theory, Freud’s
Theory,
 2. Attitudes, the meaning & significance in Health Education,
Similar concept & Differentiation : Attitudes, Similar concept
& Differentiation Behaviour change, desirable health
behaviour, the meaning & significance in Health Education,
Knowledge, attitudes and actions- the need for skills
 3. Changing process and Adoption process
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4. MOTIVE : Definition
Motives are urges or desires that bring about action.
These urges may be physiological or social.
Types
 Primary motives are urges which are vital to the survival of the
individual. These motives are inherent in the individual at the
time of birth. Hunger, Thirst, Sex and sleep desire are
considered as the primary motives.
 Secondary motives are internal forces acquired as a result of
socialization. These are new set of needs hat emerge when
physiological needs are relatively well satisfied.
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5. Secondary motives
These needs in order of importance are stated below:
(1) Safety needs (security, dependency, freedom from fear,
anxiety and chaos),
(2) Belongingness and love needs (love, affection and
belongingness)
(3) Esteem needs (need for self respect and self-esteem and
esteem of others)
(4) Need for self actualization (doing what an individual is fitted
to do
(5) The aesthetic needs (desire for beauty).
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6. More classifications
Sources of Motives may be
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Biogenic Sociogenic
Conscious Unconscious
Innate Learned
Food for hunger Food for taste

7. MOTIVATION
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8. 8
Motivation is a combination
of internal and external
forces which initiate, direct,
and lead people towards
achieving a goal (Lindslay)

9. Theories of Motivation
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10. 10

11. 11

12. Maslow’s theory
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13. HUMAN NEEDS THEORY BY: MASLOW
1. PHYSIOLOGICAL NEEDS
 Needs such as air, food, water, shelter, rest, sleep, activity and temperature maintenance are
crucial for survival.
1. SAFETY AND SECURITY NEEDS
 The need for safety has both physical and psychological aspects. The person needs to feel safe
both in the physical environment and in relationship.
1. LOVE AND BELONGING NEEDS
 The third level needs includes giving and receiving affection, attaining a place in group, and
maintaining the feeling of belonging.
1. SELF-ESTEEM NEEDS
 The individual needs both self-esteem (ex. Feelings of independence, competence, and self-
respect) and esteem from others (ex. Recognition, respect, and appreciation)
1. SELF-ACTUALIZATION
 When the need for self-esteem is satisfied, the individual strives for self-actualization, the innate
need to develop one’s maximum potential and realize one’s abilities and qualities.
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14. In other words
There are five steps
1. Basic needs of survival
2. Needs of security
3. Social needs
4. Needs for self esteem
5. Need for self actualization
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15. 15

16. S. Freud’s Theory
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17. PSYCHOANALYTIC THEORY
(Sigmund Freud)
 This theory explained that human behavior is
motivated by an inner force called the
human mind. This theory was introduced by
SIGMUND FREUD
 SIGMUND FREUD (1856-1939) was an Austrian
physician who worked as an neurologist.
Early in his career, he used hypnosis to treat
people with physical and emotional
problem. From his work with these patients,
he began to conceptualize a theory of
human behavior.
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18.  Freud theorized that people have two (2) basic instincts – SEXUAL and
AGGRESSION. These two (2) basic instincts are not always socially
acceptable. When people exhibit behavior that is nor acceptable,
they often experience punishment, guilt and anxiety.
 Freud’s theory describes a conflict between a person’s instinctual
needs for gratification and the demands of society for socialization. For
Freud, a person’s core tendency is to maximize instinctual gratification
while minimizing punishment and guilt.
 Addresses the relationship among inner experience, behavior, social roles &
functioning. This theory proposes that conflicts among unconscious
motivating factors affect behavior
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19. FREUD’S STAGES OF
PSYCHOSEXUAL DEVELOPMENT
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20.  Oral - 0-18 months
 The infants pleasure is believed to center around gratification
from using his mouth for sucking and satisfying hunger. Feeling
and activities are focused on & expressed by the mouth and
are orally dominated.
 Anal - 18 mos. - 3 years
 Begins w/ the attainment of neuromuscular control of the anal
sphincter.
 Toilet training is the crucial issue requiring delayed gratification
in compromising between enjoyment of bowel function and
limitations set by social expectations for the toddler.
 Phallic - 3 to 6 years
 Increased curiosity re: the genitals, questioning and self-
stimulation or masturbation.
 Latent - 6 –12 years
 The child realizes that desires directed to the parent of
opposite sex are not feasible, and become occupied with
socializing with peers, refining roles and relationships.
 Genital - 12 - 20 years *adult sexuality
 Develops awareness of body & sexual part.
 Represents an emergence of sexual interest w/c can now be
expressed in an overt heterosexual relationship.
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21. SOCIAL THEORY
ERIK ERIKSON
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22. 22
 The developmental theory of Erik Erikson
(1963) was based on Freud’s work. Erikson
expanded Freud’s theory to include cultural
and social influences in addition to biologic
processes. He believed there was an
interrelationship between such variables that
impact the psychosocial development of an
individual throughout life .

23. Psychosocial Theory
 based on four major organizing concepts:
 (1) stages of development
 (2) development goal or task
 (3) psychosocial crisis
 (4) the process of coping.
Erickson believed that development is a continuous
process consisting of distinct phases characterized
by the achievement of developmental goals. He
emphasized that certain tasks progressed in a
definite order, but were affected by the social
environment and significant others.
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24. Our explanation
 M. is a personal and integral feeling
 M. is a dynamic and continuous process
 M. causes goal directed behaviour
 M. is a product of anticipated values from an action and
probability that the action will lead to these values
 M. is a chain reaction..felt needs—want/goals—tension—
action—satisfaction
 M. results in commitment—participation—performance
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25. Importance of ‘Hierarchy of
Needs’
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26. Degree of needs
 Higher
 Lower
The higher needs and the lower needs have different properties.
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27. Order
1. The higher need is a later phyletic or evolutionary development
2. Higher needs are later ontogenic development
3. The higher the need the less imperative it is for sheer survival, the longer gratification
can be postponed and the easier it is for the need to disappear permanently.
4. Living at the higher need level means greater biological efficiency, greater longevity,
less diseases, better sleep, appetite and so on.
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5. Higher needs are less urgent subjectively
6. Higher needs gratificatons produce more desirable subjective results, that is more
profound happiness, serenity, and richness of the inner life
7. Pursuit and gratification of higher needs represent a general healthward trend, a trend
away from psychopathology.
8. The higher needs has more preconditions.

28. Order………
9. Higher needs require better outside conditions to make them possible.
10. A greater value is usually placed upon the higher need than upon the
lower by those who have been gratified in both.
11. The higher the need level the wider the circle of love identification
12. The pursuit and gratification of the higher needs have a desirable civic
and social consequences.
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29. Order
13. Satisfaction of higher needs is closer to self actualization than is
lower-need satisfaction.
14. The pursuit and gratification of the higher needs leads to
greater stronger and truer individualism.
15. The higher the need level the easier and more effective
psychotherapy can be at lowest need levels it is of hardly any
avail
16. The lower needs are far more localized, more tangible, and
more limited than are the higher needs.
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30. Factors that Motivate
1. INTENT TO LEARN
2. REWARDS AND PUNISHMENTS
3. INCENTIVES
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31. Intent to learn 31

32. Types of Motivation
INTRINSIC
EXTRINSIC
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33. Types
 Intrinsic
Internal force
 Extrinsic
basically an incentive
33Techniques of Motivation
 Financial incentives
 Non Financial…
Importance of Motivation
 Determining the level of performances
 Turnover and absenteeism
 Overcome resistance to change and
negative part of a person
 Participation
 Communication
 Delegated authourity
Principles of Motivation

34. Reference Books
 A Text Book of Health Education (Philosophy
and Principles) by Hari Bhakta Pradhan,
Educational Resources for Health,
Kathmandu, Nepal.
 Introduction to Behavioral Science by S.
Aminul Islam et al. The University Press
Limited, Dhaka, Bangladesh.
 Behavioral Science by Prof M.D. Hussain,
Bangladesh
 Foundations and Principles of Health
Education by Nicholas Galli, University of
Illinois, Illinois
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35. questionsWritten
 Define Motive. What are the types of ‘Motive’?
 Can you explain biogenic and sociogenic motives with
example?
 Define ‘Motivation’.
 Explain Maslow’s Need Hierarchy theory
 Write briefly the developmental stages according to Erikson
 Discuss the degree of needs according to Maslow.
 What are the factors for Motivation?
 What do you understand by internalizing Incentives?
 What do you understand by ‘Health behaviour’, explain the
types. What factors influence Health Behaviour?
 Write something about the desirable health behaviour and
categories of people.
 What is ‘Attitude’? What are the components?
 What do you understand by ‘Change Process’? Explain
 What are the models of Change Process? Discuss them
 What are the resistance to change?
 Define ‘Adoption’? what are the factors affecting adoption?
 Discuss the categories of adopter
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36. Thank you