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.

5. Most Basic Needs For Survival
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.

6. 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.

7. Classroom Application
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.

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

9. 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.

10. 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.

11. 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.

12. Attention:
• A student‟s attention has to be aroused and sustained. This
category also includes things that relate to curiosity and sensation
seeking.
• Attention can be gained in two ways:
(1) 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.

13. 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.

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

15. EQUITY THEORY

16.  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.

17.  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

18. 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:
1. Expectancy: Effort → Performance: the belief that one's effort will
result in attainment of desired performance goals.
2. 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.
3. 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.

19. 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)

20. 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”

21.  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.

22. 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

23. 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:
1. Motivational Factors.
2. Hygiene Factors.

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