4 RT PA

is that force that energizes a learner to do what s/he is expected to do. It is activation in action. a learners motivation level of motivation is reflected in his choice of action, and in the intensity and persistence of his/ her

Indicators Of High Level Of Motivation If you have a highly motivated student, you have a student who is excited about learning accomplishing things. S/he takes the initiative to undertake learning tasks, assignments and projects without being pushed by

Types of Motivation

1. Intrinsic when the source of motivation is from within the person himself/ herself of the activity itself. 2. Extrinsic when that which motivates a person is someone or something outside him/

*Intrinsic motivation is more beneficial than extrinsic motivation because it comes from within the person himself/ herself. If that which motivates a person is something or someone outside, the moment that person or that something

*The role of extrinsic motivation is necessary to develop the love for learning among poorly motivated students. If good grades, reward, praise or words of encouragement or fear of failing grade can motivate unmotivated students to

THEORIES ON FACTORS AFFECTING MOTIVATION I. Attribution Theory This theory explains that we attribute our successes or failures or other events to several factors. For instance, you attribute your popularity to your popular parents or to your own sterling academic

These attributions differ from one another in three ways: locus, stability and controllability( Ormsrod, 2004) 1.Locus(place): Internal versus external. 2.Stability: Stable versus unstable. 3.Controllability: Controllable

How does attribution affect motivation? If your students attributes his/ her success or failure to something within him/her and therefore is within his/her control or to something unstable and, therefore, can be changed s/he is

If, however, your student traces his/ her success to something outside him/her and therefore beyond his/ her control s/he is likely to be less motivated.

II. Self- efficacy Theory Is the belief that one has the necessary capabilities to perform a task, fulfill role expectations, or meet a challenging situation successfully. Social cognitive theorists identified several self

1. Make sure students master the basic skills. 2. Help them make noticeable progress on difficult tasks. 3. Communicate confidence in students abilities

4. Expose them to successful peers. Other recommendations from motivation theorists are: 1.Provide competence- promoting feedback. 2. Promote mastery on challenging tasks. 3. Promote self- comparison rather than comparison with others.

III. Self- determination and self-regulation theories Students are more likely to be intrinsically motivated when they believe they an determine their learning goals and regulate their

Here are some suggestion from motivation theorists to enhance students sense of determination about school activities and assignments. 1. Present rules and instructions in an informational manner rather than controlling

2. Provide opportunities for students to make choices. 3. Evaluate student performance in a noncontrolling fashion. Self- regulation Refers to a persons ability to master himself. He is capable of directing

How does self-regulation relate to motivation? A student who is capable of self- regulation is more likely to be more intrinsically motivated because he sets his goals and standards, he monitors his progress, and

A student who is capable of self-regulation, is not capable of regulating his behavior, he is also capable of regulation his own learning. Processes involved in selfregulated learning: 1. Goal- setting. Self- regulated learners know what they want to accomplish when they read or study.

2. Planning. Self-regulated learners determine ahead of time how best to use the time they have available for learning 3. Attention Control. Selfregulated learners try to focus their attention on the subject matter at hand and clear their minds of

4. Application of learning strategies. Self-regulated learners choose different learning strategies depending on the specific goal they hope to accomplish. 5. Selfmonitoring. Selfregulated learners continually monitor their progress toward their goals and they change their

6. Self-evaluation. Selfregulated learners determine whether what they have learned is sufficient for the goals they have set. A student who has selfdetermination and selfregulation is more likely to be intrinsically motivated

IV. Choice Theory Is a biological theory that suggests we are born with specific needs that we are genetically instructed to satisfy.

4 Basic Psychological Needs that must be satisfied to be emotionally healthy: 1. Belonging or connecting 2. Power or competence

Maslows Hierarchy of Needs

V. Goal Theory 1. Learning goals versus performance goals. Learning goals. Is a desire to acquire additional knowledge or master new skills . Performance goals. Is a desire to look good and receive favorable judgments

2. Self-determined goals. Enhances a students motivation. When lesson objectives are relevant to the life of students, then students turn out to be more motivated to learn.

3. Goal Setting This is effective when the following major elements are present: 3.1. Goal acceptance 3.2. Specificity 3.3. Challenge 3.4. Performance monitoring

Thus, it is necessary that our students accept and own our lesson objectives and that our lesson objectives must be SMART(specific, measurable, attainable, result-oriented and time-bound) and challenging. *Students are more likely to be intrinsically motivated when they are motivated towards deep mastery of a topic, instead of just rote-learning performance

Abstraction/Generalization. Our students motivation may vary on account of age, gender, cultural, socioeconomic background, and special education needs. Our class is a conglomerate of students with varying ages, and gender and most especially cultural

Our students motivational drives reflect the elements of the culture in which they grow-uptheir family, friends, school, church and books. To motivate all of them for learning, it is best to employ differentiated approaches. Different folks, different strokes. What is medicine for one may be

Two Principles to consider regarding social and cultural influences on motivation are: 1. Students are most likely to model the behaviors they believe are relevant to their situation. 2. Students develop greater efficacy for a task when hey see others like themselves performing thee task

What conclusion can be derived from the two principles? Students need models who re similar to themselves in terms of race, cultural background, socioeconomic status, gender, and (if applicable)

Then it must be good to expose our students to models of their age and to models who come from similar cultural, socioeconomic backgrounds. Do we have to limit ourselves to live models?

We can make our students read biographies and autobiographies of successful individuals who were in situations

Reference: Facilitating Learning Book