By: Riza Autentico- Padilla &

Naomy Piloneo-Villancio

Internal state that arouses, directs, and maintains behavior

People control their own motivation, although outside sources can affect them◦ Usually goal-oriented

◦ Intrinsic

◦ Extrinsic

Motivation associated with activities that are their own reward

No need for incentives or punishments

Examples:◦ Sarah loves studying math

◦ John plays for the football team

◦ Laura spends time with her family

Motivation created by external such as rewards or punishments

Examples:◦ Jack wants to get an A+ on the test

◦ Tim aims to break a school record in track

◦ Performing at the Olympics? Are the athletes extrinsically motivated by a medal or intrinsically motivated to achieve a personal goal (personal record, the act of competing, etc.)

Lower Level Needs: For Survival and Safety

Higher Level Needs: For Intellectual achievement and self-actualization

Self- Actualization: Maslow’s term for self-fulfillment, the realization of personal potential

All LOWER LEVEL NEEDS must be met before HIGHER LEVEL NEEDS are addressed

Also known as Deficiency Needs and consist of: survival, safety, belonging, self-esteem

When these needs are met, the motivation for fulfilling them decreases

Also known as Being Needs and consist of:

Intellectual achievement

aesthetic appreciation

self-actualization

When these needs are met, a persons motivation increases to seek further fulfillment.

These needs are NEVER completely filled.

Ex) The more successful you are in your efforts as a teacher, the harder you are likely to strive for even greater improvement.

Many people believe that they move back and forth between needs and may need one need to motivate another need.

ex: Some people deny themselves safety or friendship in order to achieve knowledge, understanding or greater self-esteem.

Do you agree or disagree? Any examples? Experiences?

Maslow’s Theory does give us a way to look at the student as a whole who physical, emotional and intellectual needs are all interrelated.

Ex) A child who had experienced a bad divorce of their parents, (fear safety and self-belonging) may have little interest in learning how to divide fractions.

Self-Determination: We all need to feel competent and capable in our interactions in the world, to have choices and sense of control over lives, and be connected to others-belong to a social group.

Central to self-determination because it is the desire to have our own wishes, rather than external rewards or pressures.

Some people struggle with external pressure such as rules or schedules, deadlines, orders

Do any of you feel that you struggle when you do not feel completely in control? In what cases?

Research shows that having self-determination and autonomy in the classroom result in greater student interest and curiosity, sense of competence, creativity, etc.

Students like to be able to makes their own choices and in return are interested in what they are doing.

Students tend to seek the quickest, easiest solution when they are pressured to perform.

Interesting Fact: Parents and students actually prefer a more controlling teacher, even though students learn more when their teachers support autonomy.

Motivation is affected through the individuals' perception of the events in two aspects: controlling and informational.

Control- If a student feels pressure to act a certain way then they will experience less control and their intrinsic motivation will decrease.

If the event provides information that increases the students 'sense of competence, then in intrinsic motivation will increase.

Help students plan actions to accomplish self-selected goals.

Hold students accountable for the consequences of their choices.

Provide rationales for limits, rules, and constraints.

Acknowledge that negative emotions are valid reactions to teacher control.

Use non-controlling, positive feedback.