1. Week 12
EDS 220
TheoriticalandPracticalAspects
EDS-220of Motivation
Week
Dr. EvrimBaran
Dr. Evrim Baran
2. STOP & THINK
• Why are you attending to this class?
• Are you curious about motivation and interested
in the topic?
• Or you are here because of the upcoming final
exam?
• Do you need this course to get a good score in
KPSS?
• Maybe you believe that you will do well in this
class, and that belief keeps you working.
• Perhaps it is some combination of these factors?
3. What is motivation?
• Internalstatethatarouses, directs, andmaintain
sbehavior.
• Beingableto do something.
– Unmotivatedpersonhas nodrivingforcetoact.
– Motivatedperson is activatedtoward a goal.
– Energizes, directs, andsustaingbehavior
4. How
motivationaffectslearningandbehavior
?
• Directsbehaviortowardparticulargoals
• Leadstoincreasedeffortandenergy
• Increasesinitiation of andpersistence in
activities
• Affectscognitiveprocesses
• Determineswhichconsequencesarereinforcing
andpunishing
• Enhancesperformance
5. List 10 factors in theexternalworld
of
peopleandsituationsthatmotivatey
outhemost?
6. Instrinsic vs. Extrinsic Motivation
• What happens between grades 3 and 9?
– Intrinsic motivation or extrinsic motivation?
– Importance of getting good grades for
promotion, graduation, admissions focusing
efforts to get higher point averages.
7. Extrinsic vs. InstrinsicMotivation
Güneş has alwayslikedtowrite.
Theclasswillhelp her get a scholarship at
Deniz doesn’tenjoywritingand is theuniversity, but in addition, Güneş
takingtheclassforonlyonereason: trulywantstobecome a betterwriter.
Earning an A or B in Sheseesitsusefulnessforfutureprofession
theclasswillhelp her earn a as a journalist.
scholarship at theUniversity. Besides, she’slearningmanytechniquesfo
rmakingwhatshewritesmorevividandeng
aging.
8. Instrinsic vs. Extrinsic Motivation
• Participation or • External event or
completion of the “prize” is the
task is the reward reward
• Self-motivated: • Not motivated to
Interested or complete a task
curious about unless some
furthering external item is
knowledge received
9. Think!
• How do peopleaffectyourmotivation?
• Whatqualities in a
personorrelationshipmakeyoureallywnattowor
k hard on a project?
• How do
yourespondwhenotherpeoplearecounting on
you?
• Do youworkhardestwhenyouare a member of
a winningteam?
10.
11. THE MOTIVATİON TO LEARN
Teachers’ concern is todevelop a
particularkind of motivation in
students.
15. Learners are most likely to show
the beneficial effects of
motivation when they are
intrinsically motivated to
engage in classroom activities.
16. Extrinsically motivated learners
may have to be enticed or
prodded, may process
information only
superficially, and are often
interested in performing only
easy tasks and meeting classroom
requirements.
17. Theoretical Perspectives of Motivation
• Behaviorist: Influenced by experiences with
the environment
• Cognitive: Drive to understand
• Humanistic: Connection to true purpose;
authentic self
18. Behavioral Approach to Motivation
• Analysis of incentives
and rewards present in
the classroom
• If we are consistently
reinforced for certain
behaviors, we may
develop habits and
tendencies to act in
certain ways.
• Providing
grades, starts, stickers, and
reinforcers for learning.
• Extrinsic means of
incentives, rewards, and
punishments
19.
20. Limitations of
BehavioralApproacht Whatto do?
oMotivation
• Temporarychanges • Giverewardsaccordingt
osomepredetermineds
in behavior tandardof excellence
– Whenthetask is
• Materialisticattitu moderatelychallenging
– Whenthereward is
detowardslearning relativelylarge
• Decrease in Or
– Whenthetask is
instrinsicmotivatio moderatelychallenging
– Type of reward is
n consistent.
21. Cognitive Approach to Motivation
• People are active and curious, searching for
information to solve personally relevant
problems
• Emphasize intrinsic motivation
• Behavior is determined by our thinking, not
simply by whether we have been rewarded or
punished for the behavior in the past.
23. Attribution Theory
• The theory that deals with how individuals’
explanations and justifications influence their
motivation and behavior.
– Locus: The location of the cause internal or
external to the person
– Stability: Whether the cause stays the same or
changes
– Responsibility: Whether the person can control
the cause.
24. Attribution Theory
• The theory that deals with how individuals’
explanations and justifications influence their
motivation and behavior.
– Internal and external locus is closely related to
self-esteem.
25. Humanistic Approach to Motivation
• Importance of personal freedom, self-
determination, choice, striving for personal
growth
– Emphasizes intrinsic motivation.
26. Maslow’s Hierarchy of Needs
People are motivated by needs that we
constantly strive to fulfill
People must satisfy four deficiency needs before
engaging in selfactualizing activities
27. Maslow’s Hierarchy of Needs
• Fulfill needs from the bottom of the pyramid to
the top
• Lower needs are stronger, and therefore there is
more urgency to fulfill them first
• A person does not need to fully satisfy each level
before they can move to the next… they can fulfill
multiple levels of need simultaneously
• Developmentally, physiological and safety needs
appear earlier in life
28. Self actualization needs
(need for self fulfillment)
Growth or Aesthetic needs
being (need for order, symmetry, harmony)
needs
Cognitive needs
(need to know and understand)
Esteem needs
(respect, desire to achieve)
Love and belonging needs
Deficiency (acceptance and affection)
needs
Safety needs
(nurturance, money)
Physiological needs
(food, air, water, shelter
29. Application of Maslow’s Theory to
Education
• Physiological- proper nutrition through breakfast and free or
reduced lunch programs
• Safety- behavioral guidelines for students, consequences for
breaking the rules, zero tolerance policy for bullying, peer
mediation, social workers and school counselors= advocates for
troubled students
• Belonginess& Love – educators need to be non-
judgmental, fair, and empathetic; students need to feel that they
can voice their opinions freely, teachers can provide specific
praise, cooperative learning
• Esteem- instructional scaffolding, challenging
tasks, feedback, choices on assignments, praise
30. True or False?
• I am part of, and loved by, my family. I have
good relationships with my friends and
colleagues - they accept me for who I am.
Love and belonging needs
31. True or False?
• Above mostly everything else, I actively seek
beauty, form and balance in things around
me. My interest in beautiful culture and the
arts is central to me.
Aesthetic needs
32. True or False?
• My aim is self-knowledge and enlightenment.
The most important thing to me is realizing
my ultimate personal potential. I seek and
welcome “peak‟ experiences.
Self actualization needs
33. True or False?
• I generally feel safe and secure -
job, home, etc - and protected from harm. My
life generally has routine and structure – long
periods of uncontrollable chaos are rare or
non-existent.
Safety needs
34. True or False?
• Aside from dieting and personal choice, I
never starve through lack of food, nor lack of
money to buy food. Aside from the usual
trauma of moving house, I have no worry at all
about having somewhere to live - I have „a
roof over my head‟.
Physiological needs
35. Views of Motivation
Behavioral Humanistic Cognitive
Source of Extrinsic Intrinsic Intrinsic
motivation
Important Reinforcers, Need for self- Beliefs,
influences rewards, esteem, self- attributions
incentives, fulfillment, for success
and punishers and self- and failure,
determination expectations
36. Basic Human Needs: Concept of
Arousal
We need basic needs for
stimulation—a need or
arousal.
37. Experience!!!
• For the next five minutes, you are going to be
a student who has nothing to do. Remain
exactly where you are, put your book, and cell
phone aside, and do nothing.
• Let’s see what happens.
38. Arousal
• The need for arousal explains some things
students do in class:
– Why many students sometimes engage in off-task
behaviors, e.g. passing notes, playing practical
jokes boring lessons.
– Students are most likely to stay on task when
classroom activities keep them sufficiently
aroused that they have little need to look
elsewhere for stimulation.
39. MotivatingStudents
• Self-fullfillingprophecy:
Groundlessexpectationthat
is confirmedbecause it is
expected.
– Teachers’
beliefsaboutstudentsabilities
, skillsandbehaviorsbringabo
utthebehaviorstheyexpect(P
ygmalioneffect, teacherexpe
ctancyeffect)
– Sustainingexpectation:
Whenstudentsshowsomeimp
rovement but teachers do
not changetheirexpectations.
