Motivational Theories In Education

Motivational theories and their applications to teaching and learning. Maslow's Hierarcy of needs, ARC's motivational theory, equity theory, expectancy theory, herzberg two factor theory.

1. UNIVERSITY OF TRINIDAD AND TOBAGO CORINTH CAMPUS COURSE CODE: EDFN201B COURSE NAME: INSTRUCTIONAL DESIGN INSTRUCTOR: RHONDA HARVEY-CIELTO GROUP MEMBERS: ANNA MARIE ANDERSON [53292] AMANDA RAHAMAN [53006] CHRISTINA SOOKDEO [52927] LEIGH ROBINSON [52993] STECHER BOOCHOON [108001790]

2. MOTIVATION THEORIES AND THEIR APPLICATIONS TO TEACHING AND LEARNING

3. MASLOW’S HIERACRCY OF NEEDS Psychologist Abraham Maslow first introduced his concept of a hierarchy of needs in his 1943 paper “ A Theory of Human Motivation” This hierarchy suggests that people are motivated to fulfill basic needs before moving on to other needs. Maslow’s hierarchy of needs is most often displayed as a pyramid which serves for easy explanation and better understanding.

4. Classroom Application Student’s environment should be clean and well maintained Students should be getting the required sleep and food at home otherwise, they will not be able to move on to the next level within the hierarchy . Most Basic Needs For Survival

5. Classroom Application It is important for a child to feel secure within the classroom otherwise he/she would not be able to maintain focus on what is being taught. This would pose a major problem academically.

6. If a student does not feel like they belong, whether it be within a circle of friends or their family they will have a hard time focusing on their learning. It will also be difficult for them to participate in group activities and ask questions when they feel the need to ask . Classroom Application

7. Classroom Application After the first three needs have been satisfied, the need for self-esteem, personal worth, social recognition and accomplishment become increasingly important. I f a student has low self-confidence or low self-esteem. He/ she would not be able to develop creatively nor develop problem solving skills.

8. This is the highest level of Maslow’s hierarchy of needs. Self-actualizing people are: self-aware concerned with personal growth less concerned with the opinions of others interested fulfilling their potential.

9. Classroom Application As teachers, we need to guide our students through the first four levels to help them attain the skills within the fifth level. At the same time, we must realize that even secondary school students may not have the maturity needed to proceed through each level of Maslow's hierarchy. Therefore, we must be able to guide our students through these levels at the appropriate times.

10. ARCS MOTIVATIONAL THEORY John Keller (1983) developed a four-factor theory for promoting and sustaining motivation in the learning process. This is known as the ARCS motivational theory. A - Attention R - Relevance C - Confidence S - Satisfaction The model contains methods or strategies that can help an instructor to stimulate or maintain each motivational element.

11. Attention: A student’s attention has to be aroused and sustained. This category also includes things that relate to curiosity and sensation seeking. A ttention can be gained in two ways : Perceptual arousal – uses surprise or uncertainly to gain interest. Uses novel, surprising, incongruous, and uncertain events (2 ) Inquiry arousal – stimulates curiosity by posing challenging questions or problems to be solved. Relevance: If the content is perceived to be helpful in accomplishing one’s goals, then they are more likely to be motivated. To establish relevance use concrete language and examples with which the learners are familiar. 

12. Confidence: Students have to know that they will probably be successful before completing a given task. They have to feel somewhat confident . Challenge students, however, the challenge cannot be too difficult to lower self esteem. Satisfaction: If the outcomes of a learner’s effort is consistent with their expectations and they feel relatively good about those outcomes. They will remain motivated.

13. CLASSROOM APPLICATIONS Attention Strategies: Active Particiation Inquiry Relevance Strategies: Familiarity/Experience Modeling Confidence Strategies: Learning Requirements Feedback Satisfaction Strategies: Natural Consequences Positive Consequences

14. Equity theory attempts to explain relational satisfaction in terms of perceptions of fair/unfair distributions of resources within interpersonal relationships It was first developed in 1963 by John Stacy Adams This theory helps explain why reward and conditions alone do not determine motivation Adams called personal efforts and rewards, and other similar ‘give and take’ issues at work respectively “inputs and outputs ” EQUITY THEORY

15. Inputs and outputs Inputs are typically: effort, loyalty, hard work, commitment, skill, ability, adaptability, flexibility, tolerance, determination, heart and soul, enthusiasm, trust in our boss and superiors, support of colleagues and subordinates, personal sacrifice, etc . Outputs are typically all financial rewards - pay, salary, expenses, perks, benefits, pension arrangements, bonus and commission - plus intangibles - recognition, reputation, praise and thanks, interest, responsibility, stimulus, travel, training, development, sense of achievement and advancement, promotion, etc.

16. CLASSROOM APPLICATIONS Students have a high perception on reward therefore teachers should try and motivate students to a high level of education so as to attain greater outcomes in there future This can be done by: group work Individual work The discovery approach Expermination

17. EXPECTANCY THEORY The Expectancy Theory of Motivation explains the behavioral process of why individuals choose one behavioral option over another. It also explains how they make decisions to achieve the end they value. Three components of Expectancy theory: Expectancy: Effort → Performance : the belief that one's effort will result in attainment of desired performance goals. Instrumentality: Performance → Outcome : the belief that a person will receive a reward if the performance expectation is met. This reward may come in the form of a class reward, promotion, recognition or sense of accomplishment. Valence - the value the individual places on the rewards based on their needs, goals, values and sources of motivation. Motivational Force = Expectancy x Instrumentality x Valence When deciding among behavioral options, individuals select the option with the greatest motivational force. Expectancy and instrumentality are attitudes (cognitions) that represent an individual's perception of the likelihood that effort will lead to performance that will lead to the desired outcomes.

18. CLASSROOM APPLICATIONS It is important for the student to feel motivated to work hard. The student is provoked to put effort into his/her studying, because it will lead to high performance, which in turn will act as a conduit to desirable reward (coming first in exams)

19. EQUITY THEORY Equity theory attempts to explain relational satisfaction in terms of perceptions of fair/unfair distributions of resources within interpersonal relationships It was first developed in 1963 by John Stacy Adams This theory helps explain why reward and conditions alone do not determine motivation Adams called personal efforts and rewards, and other similar ‘give and take’ issues at work respectively “inputs and outputs”

20. Inputs and outputs Inputs are typically: effort, loyalty, hard work, commitment, skill, ability, adaptability, flexibility, determination, enthusiasm, trust in our boss and superiors, support of colleagues and subordinates, personal sacrifice, etc. Outputs are typically all financial rewards - pay, salary, expenses, perks, benefits, pension arrangements, bonus and commission - plus intangibles - recognition, reputation, praise and thanks etc.

21. CLASSROOM APPLICATIONS Students have a high perception on reward therefore teachers should try and motivate students to a high level of education so as to attain greater outcomes in there future This can be done by: G roup work Individual work The discovery approach

22. HERZBERG TWO-FACTOR THEORY. Fredrick Herzberg , an American psychologist became famous for his “job-enhancement” motivation and the Motivation Hygiene Theory. Herzberg proposed the Motivation Hygiene Theory also known as the “Two Factor Theory” (1959) of job satisfaction. According to his theory, people are influenced by two sets of factors: Motivational Factors. Hygiene Factors.

23. CLASSROOM APPLICATIONS Herzberg proposed several key findings: People are made dissatisfied by a bad environment. Dissatisfaction and Satisfaction. Hygiene factors and motivation factors. Hygiene factors are important. “What have you done lately?”