motivation - definition, characteristics of motivation, factors influence motivation, basics principles of motivation, educational implications, class room techniques

1. Learning and
motivation –
(MOTIVATION)

2. Definition
Motivation is an internal state or condition
(sometimes described as a need, desire, or want)
that serves to activate or energize behavior and give
it direction (see Kleinginna and Kleinginna, 1981a).
•internal state or condition that activates behavior
and gives it direction;
•desire or want that energizes and directs goal-
oriented behavior;
•influence of needs and desires on the intensity and
direction of behavior.

3. Franken (2006) provides an additional
component in his definition:
the arousal, direction, and persistence of
behavior.
While still not widespread in terms of introductory
psychology textbooks, many researchers are
now beginning to acknowledge that the factors
that energize behavior are likely different from
the factors that provide for its persistence.

4. Characteristics of motivation
(1) Motivation is a psychological phenomenon—
Motivation is an internal feeling which generates
within an individual. Motivator factors are always
unconscious but they are to be aroused by
managerial actions.
(2) Motivation is based on needs—
Needs may be consciously or unconsciously felt.
Needs may be (a) fundamental needs such as food,
clothes, shelter etc. and (b) ego-satisfaction needs
such as self- development, self actualization.
These needs vary with individuals and with the same
individual over time.

5. 3) Goals are motivators—
Motivation causes goal-directed behaviour.
Feeling of needs by the person causes him to
behave in such a way that the tries to satisfy himself.
Goal and motives cannot be separated.
Therefore it is essential for the management to
know student’s goal to push him to work because a
student works to achieve the goals.
(4) Motivation is different from satisfaction—
Motivation implies a drive toward an outcome while
satisfaction involves outcomes already experienced
satisfaction is the contentment experienced when a
want is satisfied.

6. 5) Motivation is a continuous process—
Motivation is an unending process.
Wants are innumerable and cannot be satisfied at one
time. If one basic need is adequately satisfied for a given
individual it loses power as a motivator.
 But other needs continue to emerge.
As satisfaction of needs is an unending process, so
the process of motivation is also unending.
(6) Motivation is related to person in totality—
Person in totality, not in part, is motivated.
A person's basic needs are inter-related because each
individual is an integrated organised whole

7. Factors that Influence
Students' Motivation in Education
Class and Curriculum Structure. ...
Teacher Behavior and Personality. ...
Teaching Methods. ...
Parental Habits and Involvement. ...
Family Issues and Instability. ...
Peer Relationships. ...
Learning Environment. ...
Assessment.

8. Basic principles of motivation
1. The environment can be used to focus the student's attention on
what needs to be learned.
Teachers who create warm and accepting yet business-like
atmospheres will promote persistent effort and favorable attitudes toward
learning. This strategy will be successful in children and in adults.
 Interesting visual aids, such as booklets, posters, or practice
equipment, motivate learners by capturing their attention and curiosity.
2. Incentives motivate learning.
Incentives include privileges and receiving praise from the instructor.
 The instructor determines an incentive that is likely to motivate an
individual at a particular time.
 In a general learning situation, self-motivation without rewards will not
succeed. Students must find satisfaction in learning based on the
understanding that the goals are useful to them or, less commonly, based
on the pure enjoyment of exploring new things.

9. 3.Internal motivation is longer lasting and more self-directive than
is external motivation, which must be repeatedly reinforced by
praise or concrete rewards.
Some individuals -- particularly children of certain ages and some
adults -- have little capacity for internal motivation and must be guided
and reinforced constantly.
The use of incentives is based on the principle that learning occurs
more effectively when the student experiences feelings of satisfaction.
4.Learning is most effective when an individual is ready to learn,
that is, when one wants to know something.
Sometimes the student's readiness to learn comes with time, and the
instructor's role is to encourage its development.
If a desired change in behavior is urgent, the instructor may need to
supervised directly to ensure that the desired behavior occurs.
If a student is not ready to learn, he or she may not be reliable in
following instructions and therefore must be supervised and have the
instructions repeated again and again.

10. 5.Motivation is enhanced by the way in which the
instructional material is organized.
In general, the best organized material makes the
information meaningful to the individual.
One method of organization includes relating new
tasks to those already known.
Other ways to relay meaning are to determine
whether the persons being taught understand the final
outcome desired and instruct them to compare and
contrast ideas.

11. Educational implications of Rogers Person
Centered Theory

12.  Rich educational environment.
In education roger stressed at the rich environment,
where learners could follow their interests to reach
their full potentials. This goal cannot be achieved
through traditional education system and old
curriculum.
 Educator as a facilitator.
He put a new word – Non directive teaching –where
educator is a facilitator, guiding learners and nurturing
their learning in order to build their talent and reduce
that gap between self-concept and ideal self.
 Positive educator-learner relationship.
He stresses upon positive relationship in education.
The key to effective education lies in better relationship
between learner and educator

13. Curriculum must be new and modern.
He is against traditional education and curriculum.
Educator must be an active listener.
The educator should be active listener and facilitator in
order to guide the learners and developing their learning
abilities.
Nurturing learners.
Education should nurture rather than construct or
indoctrinate learners.
Experience is the highest authority.
Rogers person centered theory says that environment has
great effect on our experiences.

14. Educational implications of Maslow’s
hierarchy of needs

15. Educational implications of Maslow’s
hierarchy of needs
Maslow's theory of the hierarchy of needs has
great implications for the practice of education.
 It suggests that people cannot reach the level
of self-actualization if they do not have basic
needs met, including physiological needs and
needs related to safety.
 This means that children who are not given
sufficient food or healthcare are not ready or able
to learn until their needs are attended to.

16. This means that children who are not given
sufficient food or healthcare are not ready or able
to learn until their needs are attended to.
It also explains the importance of programs
such as Head Start, good public healthcare for
children, and free school meals.
Without these programs, children simply
cannot learn. In addition, children must feel safe
in their schools, with each other, and with their
teachers if they are going to learn.

17. The next two levels of the hierarchy, love/belonging
and self-esteem, mean that students must feel a
sense of connection and love from their school.
 They must sense that their school administrators
and teachers care for them.
 In addition, they must develop a healthy sense of
self-regard, fostered by their schools and parents.
Only if all of these elements are in place will they
be able to move to the level of self-actualization or
realizing their potential.

18. Techniques of motivation in class
room situation

19. Techniques of motivation in class
room situation
1. Become a role model for student interest.
Deliver your presentations with energy and
enthusiasm. As a display of your motivation, your
passion motivates your students. Make the course
personal, showing why you are interested in the material.
2. Get to know your students.
You will be able to better tailor your instruction to the
students’ concerns and backgrounds, and your personal
interest in them will inspire their personal loyalty to you.
Display a strong interest in students’ learning and a faith
in their abilities.

20. 3. Use examples freely. Many students want to be shown why a
concept or technique is useful before they want to study it further.
Inform students about how your course prepares students for
future opportunities.
4. Use a variety of student-active teaching activities. These
activities directly engage students in the material and give them
opportunities to achieve a level of mastery.
Teach by discovery. Students find as satisfying as reasoning
through a problem and discovering the underlying principle on their
own.
Cooperative learning activities are particularly effective as they
also provide positive social pressure.
5. Set realistic performance goals
and help students achieve them by encouraging them to set their
own reasonable goals. Design assignments that are appropriately
challenging in view of the experience and aptitude of the class.

21. 6. Place appropriate emphasis on testing and grading. Tests
should be a means of showing what students have mastered, not
what they have not. Avoid grading on the curve and give everyone
the opportunity to achieve the highest standard and grades.
7. Be free with praise and constructive in criticism. Negative
comments should pertain to particular performances, not the
performer. Offer nonjudgmental feedback on students’ work,
stress opportunities to improve, look for ways to stimulate
advancement, and avoid dividing students into sheep and goats.
8. Give students as much control over their own education
as possible. Let students choose paper and project topics
that interest them. Assess them in a variety of ways (tests,
papers, projects, presentations, etc.) to give students more
control over how they show their understanding to you. Give
students options for how these assignments are weighted.

22. REFERENCE
www.builtby.com
www.k12academics.com
brainly.in
studylecturenotes.in
karsenti.scedu.unmorntreal.ca
courses.luminlearninng.com
accountlearning.blogspot.com
www.verywellmind.com