Motivation and its Types

Motivation & its Types

The word motivation is derived from the Latin word ‘movers’ which means to move. Thus; motivation is an external force that accelerates a response or behavior. Motivation is the cause of an organism’s behavior or the reason that an organism carries out some activity. In a human being, motivation involves both conscious and unconscious drives. 

Motivation refers to the driving force or energy that inspires and directs behavior toward a specific goal or objective. It is the internal or external stimulus that prompts a person to take action in order to achieve a desired outcome. The word motivation refers to getting someone moving. When we motivate ourselves or someone else, we develop incentives or we set up conditions that start or stop the behavior. 

In education, motivation deals with the problem of setting up conditions so that learners will perform to the best of their abilities in academic settings. We often motivate learners by helping them develop an expectancy that a benefit will occur as a result of their participation in an instructional experience. Motivation is concerned with the factors that stimulate or inhibit the desire to engage in the behavior. It involves the processes that energize, direct, and sustain behavior. It can be thought of as an internal process that activates guides and maintains behavior over time.

According to Krause, K.L, Bochner, S, & Duchesne, S(2003): “The concept of motivation is linked closely to other constructs in education and psychology such as constructs of attention, needs, goals, and interests which are all contribute to stimulating students’ interest in learning and their intention to engage in particular activities and achieve various goals.” 

Baron, and Schunk, (1992) stated that “The definition of motivation is the force that energizes and directs a behavior towards a goal.” 

Tan O.S., Parsons, R.D., Hinson, S.L, & Brown, D.S, (2003) stated that “The concept of motivation is applied when a person is energized to satisfy some need or desire. The person will engage in, or be attracted toward activities that are perceived as having the potential to meet this need or desire.”

Student motivation at school refers to the level of drive or desire that students have to learn and succeed academically. Motivated students are engaged in their learning, actively participate in class, and are willing to put in the effort to achieve their goals. On the other hand, unmotivated students may struggle to stay focused in class, may not complete assignments, and may have a negative attitude toward school.

There are many factors that can influence students' motivation at school. These can include:

1. Personal interest: When students are interested in a subject, they are more likely to be motivated to learn about it. For example, a student who loves art may be more motivated to participate in art class than in a subject they find less interesting.

2. Teacher support: Teachers who show support and interest in their students' learning can help to motivate them. For example, a teacher who provides positive feedback and encouragement can help students feel more confident and motivated.

3. Goals and expectations: When students have clear goals and expectations for their academic performance, they may be more motivated to work towards them. For example, a student who sets a goal to get an A in a particular class may be more motivated to study and complete assignments than a student who does not have a clear goal.

4. Social support: When students feel supported by their peers and family, they may be more motivated to succeed. For example, a student who has friends in their class who are also motivated to learn may feel more motivated to participate and succeed.

Examples of motivated students may include:

• A student who is excited to participate in class discussions and ask questions to learn more.
• A student who sets goals for themselves and works hard to achieve them, such as earning a certain grade or completing an assignment by a deadline.
• A student who seeks out extra help when they are struggling to understand a concept or complete an assignment.
• A student who takes ownership of their learning and actively seeks out resources to help them succeed, such as tutoring or study groups.

Types of Motivation

The following are the types of motivation:

Positive Motivation 

This brings about a 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.

Extrinsic Motivation 

Extrinsic motivation, refers to the drive to do something in order to earn a reward or avoid a punishment. This type of motivation is driven by external factors, such as grades or recognition, rather than internal satisfaction. For example, a student who studies hard to get a good grade in a class is extrinsically motivated to do so.

Teachers use extrinsic motivation to stimulate learning or encourage students to perform in a particular way. It is one of the most powerful motivations. It is operative when an individual is motivated by an outcome that is external or somehow related to the activity in which she or he is engaged. 

In other words, “Extrinsic motivation refers to rewards that are obtained not from the activity, but as a consequence of the activity.”(Morris &Maisto, 2002) This motivation arises from the use of external rewards or bribes such as food, praise, free time, money, or points toward an activity. These incentives are all external, in that they are separate from the individual and the task. 

For example a child may do task not because he enjoys them but because doing so earns an allowance and students who are extrinsically motivated may study hard for a test in order to obtain a good grade in the course. Extrinsic motivation refers to motivation that comes from outside an individual. The motivating factors are external, or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide.

Intrinsic motivation

The motivation arises from internal factors such as a child’s natural feeling of curiosity, exigent, confidence and satisfaction when performing a task. People who are involved in a task because of intrinsic motivation appear to be engaged and even consumed, since they are motivated by the activity itself and not some goal that is achieved at the end or as a result of the activity. Intrinsic motivation is the ultimate goal in education at every level. 

Intrinsic motivation refers to the desire to do something for the enjoyment or satisfaction that comes from doing it. This type of motivation comes from within an individual, and is not driven by external rewards or incentives. For example, a student who loves to read books for fun is intrinsically motivated to do so

Example: Children play game for no other reward than the fun they get from the game itself or students who are intrinsically motivated may study hard for a test because he or she enjoys the content of the course. Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. 

Teacher Role

As a teacher, it is important to understand both intrinsic and extrinsic motivation in order to encourage and support your students' learning. Here are some ways you can promote both types of motivation in your classroom:

• Foster a love of learning: Encourage your students to explore their interests and passions. Provide opportunities for them to engage in activities that they find enjoyable and meaningful.

• Set goals and offer rewards: Help your students set realistic goals and provide rewards or incentives for achieving them. This can help motivate students who are extrinsically motivated.

• Provide meaningful feedback: Give your students feedback that is specific and helpful. This can help students understand what they are doing well and what they need to work on, which can increase their intrinsic motivation to learn.

• Make learning relevant: Help your students understand how what they are learning is relevant to their lives and the world around them. This can increase their intrinsic motivation to learn by helping them see the value in what they are studying.

By understanding intrinsic and extrinsic motivation, and using strategies to promote both types of motivation in your classroom, you can help your students become more engaged and motivated learners.

THEORIES OF MOTIVATION

There are several theories of motivation, including:

1. Maslow's Hierarchy of Needs Theory: This theory suggests that human needs can be arranged in a hierarchical order, with basic physiological needs at the bottom and self-actualization needs at the top. According to this theory, individuals must fulfill lower-level needs before they can move on to higher-level needs.

2. Herzberg's Two-Factor Theory: This theory suggests that there are two types of factors that influence motivation: hygiene factors (such as salary, job security, and working conditions) and motivators (such as recognition, achievement, and personal growth). According to this theory, the presence of hygiene factors alone is not enough to motivate individuals; motivators must also be present.

3. Expectancy Theory: This theory suggests that individuals are motivated to act based on their beliefs about the likelihood of achieving a desired outcome. According to this theory, individuals will be more motivated if they believe that their actions will result in a desired outcome and if they value that outcome.

4. Self-Determination Theory: This theory suggests that individuals are motivated when they feel that they have control over their own lives and when their actions align with their personal values and goals.

5. Goal-Setting Theory: This theory suggests that individuals are motivated when they set specific and challenging goals for themselves. According to this theory, individuals are more likely to be motivated when they have clear goals to work towards.

Each of these theories offers a different perspective on what motivates individuals and how motivation can be increased in different situations.

STUDENT MOTIVATION METHODS

Make it Real 

In order to foster intrinsic motivation, try to create learning activities that are based on the topics that are relevant to your student’s lives. Strategies include using local examples, teaching with events in the news, using pop culture technology (iPods, cell phones, you tube videos) to teach, or connecting the subject with your students’ culture, outside interests or social lives.

Provide Choices 

Students can have increased motivation when they feel some sense of autonomy in the learning process, and that motivation declines when students have no voice in the class structure. Giving your students options can be as simple as letting them pick their lab partners or select from alternative assignments, or as complex as “contract teaching” wherein students can determine their own grading scale, due dates and assignments.

Balance the Challenge 

Students perform best when the level of difficulty is slightly above their current level. If the task is too easy, it promotes boredom and may communicate a message of low expectations or a sense that the teacher believes the student is not capable of better work. A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffolding is one instructional technique where the challenge level is gradually raised as students are capable of more complex tasks.

Seek Role Models 

If students can identify with role models they may be more likely to see the relevance in the subject matter. There can be many sources of role models, such as invited guest speakers, fellow students or other peers.

Use Peer Models 

Students can learn by watching a peer succeed at a task. In this context, a peer means someone who the student identities with, not necessarily any other student. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.

Establish a Sense of Belonging 

People have a fundamental need to feel connected or related to other people. In an academic environment, research shows that students who feel they ‘belong’ have a higher degree of intrinsic motivation and academic confidence. According to students, their sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class.

Adopt a Supportive Style 

A supportive teaching style that allows for student autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students.

Factors influencing students' motivation towards learning 

There are several factors that can influence students' motivation to learn, including:

1. Personal interest: Students are more motivated to learn when they have a personal interest in the subject matter. When they find the topic engaging and relevant to their lives, they are more likely to be motivated to learn.

2. Perceived relevance: If students perceive that what they are learning is relevant to their current or future lives, they are more likely to be motivated to learn.

3. Success and achievement: When students experience success and achievement in their learning, it can increase their motivation to continue learning and achieving more.

4. Autonomy and control: Students are more motivated when they have a sense of control and autonomy over their learning. This can include being able to choose their own learning activities or having some say in the pace and direction of their learning.

5. Social support: Students are more motivated when they receive support and encouragement from their peers, teachers, and family members. Positive feedback can also help to boost their motivation.

6. Self-efficacy: When students have confidence in their ability to learn and succeed, they are more likely to be motivated to learn. Teachers can help to build self-efficacy by providing opportunities for students to experience success and by giving them positive feedback and support.

7. Classroom environment: A positive and supportive classroom environment can help to increase students' motivation to learn. Teachers can create a positive learning environment by being enthusiastic and passionate about the subject matter, by creating opportunities for collaboration and group work, and by providing clear and consistent expectations for behavior and learning.