This document discusses motivation in education. It defines motivation and differentiates between needs, drives, and motives. Motivation is described as a process involving energy, direction, and persistence towards a goal. Theories of motivation discussed include content theories like Maslow's hierarchy of needs and process theories like Vroom's expectancy theory. Intrinsic and extrinsic motivation are also defined. Educational implications of effectance motivation theory and epistemic curiosity theory are provided. In conclusion, motivation activates and directs behavior towards a goal and in education affects learning by increasing effort and energy. Motivation theories can help understand human motivation and enhance learning.

1. MOTIVATION
IN EDUCATION
Submitted By:
Waheeda Bushra
M. Ed. 2nd Semester
Dept. of Educational
Studies
Jamia Millia Islamia

2. WHAT IS MOTIVATION
• Derived from Latin word movere, which means to move
or to energize or to activate.
• Stephen P . Robbins--- the willingness to exert high
levels of effort towards organizational goals, conditioned
by the effort’s ability to satisfy some individual needs.
• J P Guilford--- Motivation refers to all the internal
conditions that stir up activity and sustain activity of an
individual.

3. DIFFERENCE BETWEEN NEED, DRIVE AND
MOTIVE
• NEED: Need is the necessity or deficiency of the
body due to which tension or imbalance arise in the
body.
• DRIVE: A “Drive” is an internal state of arousal or
tension or energy produced by a need. A drive is an
unpleasant state of arousal within the body.
• MOTIVE: A “Motive” is an inclination or impulsion to
action plus some degree of orientation or direction.

4. MOTIVATION AS A PROCESS
ENERGY DIRECTION PERSISTENCE
It is a process by which a person’s efforts are energized, directed and
sustained towards attaining the goal.
 Energy- A measure of intensity or drive.
 Direction- Towards organizational goal.
 Persistence- Exerting effort to achieve goal.

5. MOTIVATION PROCESS
• Physiologic
al/psycholog
ical
deficiency
NEED
• Individual
behaves in
certain
manner
DRIVE OR
MOTIVE • Achieves a
particular
goal
INCENTIVE

6. • In terms of Education
motivation can be seen as “a
process that can lead students
into experiences in which
learning can occur; energize
and activate students and keep
them reasonably alert; keep
their attention focused in one
direction at a time.”
(Hamachek, 1968)
MOTIVATION IN EDUCATION

7. Motivation has several effects on student’s learning and behavior:
 Motivation stimulates learning activities.
 In Education motivation affects both the learning and the behavior of the students
which leads to increase efforts and energy.
 It increases initiation of persistence in activities.
 It affects cognitive processes.
 It determines which consequences are reinforcing and punishing.
 It can be said that motivation enhances performance.
 It is also useful to average students, so that students solve most of their problems.
WHY MOTIVATION IS IMPORTANT IN EDUCATION

8. THEORIES OF MOTIVATION
1. CONTENT THEORIES: Content
theories regard motivation as a product
of internal drives that compel an
individual to act or move (hence,
“motivate”) towards the satisfaction of
individual needs. The content theories
are bases in large part on early theories
of motivation that traced the paths of
actions backward to their perceived origin
in internal drives.
2. PROCESS THEORIES: The
process theories are concerned with
determining how individual behavior is
energized, directed and maintained in the
specifically willed and self-directed
human cognitive processes. Process
theories are based on early theories of
cognition which posit that behavior is the
result of conscious decision-making
processes.
Motivational theories have been identified so far. Over time, these major theoretical
streams of research in motivation are classified into two major schools:

9. Motivation
Theories
Content
Theories
Maslow’s Need
Hierarchy McClelland’s
Needs Theory
Herzberg’s
Motivation
HygieneAlderfer’s ERG
Theory
Process
Theories
Vroom’s
Expectancy
Theory
Adam’s Equity
Theory
Goal Setting
Theory
Reinforcement
Theory

10. INTRINSIC MOTIVATION
A type of motivation that depends on inner
pressure, intrinsic motivation emerges from
an individual’s enjoyment or interest in the
task at hand. It involves:
 Comes from within a person.
 Feel a need to achieve something for its
own sake.
 Connect the activity with their self-
esteem.
 Tries to achieve growth as an individual.
EXTRINSIC MOTIVATION
Extrinsic motivation is a type of motivation
that involves executing an action to
achieve an external rewards or
reinforcements. It involves:
 Comes from outside force.
 Feels it will ensure their position or
status.
 Done for recognition from supervisions
or supervisors.
 Outside forces controls life.
INCENTIVE THEORY

11. Intrinsic
Extrinsic
Self-fulfillment
Love for the Culture
Pleasure
Love for the
Language
Grades
Job
Requireme
nt
Teache
r
Parent
s
Salar
y

12. WHITE’S EFFECTANCE MOTIVATION
In 1959, Robert W. White wrote a classic article for psychological review titled,
“motivation reconsidered: The concept of competence”. In this publication, White
coined the term ‘effectance’ an defined it as “a tendency to explore and influence
one’s environment”.
Competence motivation theory is a conceptual framework design to explain
individual’s motivation to participate, persist and work hard in any particular
achievement context. The central thesis of the theory is that individual’s are
attracted to participation in activities at which they feel competent and capable.
The theory can be used by researchers and practitioners in sports and exercise
psychology field to identify why and how children, adolescents and adults can be
encouraged to participate and to exert effort in these achievement contexts.

13. EFFECTANCE MOTIVATION (WHITE, 1959)
Behavior
Feedback
Expected
outcomes
Goals
Control/A
gency

14. BERLYN’S EPISTEMIC CURIOSITY
Daniel Berlyn developed a theory based on motivating effects of
curiosity and play. He called it ludic behavior (from the Latin ludere,
“to play”). Berlyn said ludic behavior included exploration,
investigation, curiosity, art and intellectual play such as puzzles,
science and humor.
In his article (1954), “A theory of Human Curiosity”, Berlyn defined the
motive as “a drive which is aroused to these stimuli.” Curiosity in
Berlyn’s conception was the need for ‘information’.

15. BERLYN’S EPISTEMIC CURIOSITY
?
What
When
Where
Who
How
Why

16. EDUCATIONAL IMPLICATIONS
Effectance Motivation:
Use in education to determine where a
student’s perceived strengths lie and
use this to encourage increased
productivity. It can also be used to
determine where a person’s perceived
weakness lies and help boaster or
strengthen this area through mentoring,
remedial instruction or support and
encouragement
Epistemic Curiosity:
Epistemic curiosity contradicts
expectations and leaves the students
perplexed. Berlyn indicated that
learning motivated by curiosity can give
rise not only to particularly rapid and
lasting acquisition of knowledge but
also to knowledge in which ideas are
fruitfully pieced together into coherent
structures. By this the students would
be able to solve a problem depends on
their previous success with easy
training items.

17. EQUILIBRIUM AND MOTIVATION (PIAGET)
Piaget means by equilibrium is a process of self-regulation which maintains a balance
between ‘assimilation’ and ‘accommodation’, compensation for internal and external
disturbances and in doing so leads to the development more and more complex,
integrated and balanced structures.
Piaget connects the motivation of intellectual activities with needs, holding that “need
as such is the motive power for activity”.
Implications: In a sense of Piaget’s only motivational concept, that of equilibration.
The teacher must attempt to match up the new stimulus inputs with the student’s level
of competence. The most effective technique is to keep the new material a shade or to
above the level at which the student is currently operating, always a little out of reach,
some degree of challenge helps initiate ant maintain a student’s competence motive.

19. CONCLUSION
Motivation is the process by which the behaviour gets activated and
directed towards the goal. In education, it affects both the learning
and the behaviour of the students which leads them to increase
efforts and energy towards learning.
Many psychologists generated their theories which can help to
understand human motivation. Here, we have shown White's
Effectance Motivation & Berlyn's Epistemic Curiosity of Motivation.
And also try to look how these theories help to enhance motivation in
learning.

20. THANK YOU