EDUP3033i

LEARNING AND THE

LEARNER
TOPIC 10 : MOTIVATION AND
LEARNING

DR. NOORUL HIDAYAH BINTI AZMAN

BASIC CONCEPT OF
MOTIVATION
MOTIVATION

Internal condition
The process of
of a person to
generating energy
stimulate,
by the need
maintain and
directed to achieve
direct their
a goal.
behaviour.
TYPES OF MOTIVATION

Encouragement and
MOTIVATION

INTRINSIC
passion
TYPES OF

Reward and
EXTRINSIC
punishment
INTRINSIC MOTIVATION
The encouragement and interest found in a student to do something regardless of the
reward.

Includes student involvement as a component in the learning process.

WAYS TO MOTIVATE
STUDENTS INTRINSICALLY

Use a variety of
Stimulate students Ask students to set
presentation
to seek knowledge their own goals
mediums in
teaching
EXTRINSIC MOTIVATION
Designed by external factors such as rewards and punishments.

A person may not be interested in the activity, but is more interested in the offer or
profit earned in carrying out the activity.

In certain circumstances,
Closely related to
extrinsic motivation may
unnatural external
be the most appropriate
elements such as the
form of motivation in
surrounding environment
achievement and
behaviour.
BEHAVIOURIST
Emphasize the externalPERSPECTIVE
environment to motivate someone to do something.

Motivation is closely related to the principle that states that if:

Humans will be
The behaviour is
punished because
rewarded
of the behaviour

Will perform the Will not perform the

desired behaviour desired behaviour
A study shows that fun activities can be enhanced through extrinsic reinforcement
but will have an impact on students if this motivation is stopped.

If the
extrinsic They will feel demotivated
The students are motivated to
motivation because there is not reward for
get an ‘A’ in the examination
discontinued them thus it may lead them not
because of the reward promised
to study hard for the
by the teacher.
examination.
HUMANISTIC
PERSPECTIVE
Emphasizes personal freedom, choice, self-perseverance and heading towards self-
growth.

Humans are motivated to perform certain behaviors because of self-perfection, i.e. all
human beings have an inner desire to achieve all that is desired.

Maslow
(1997)
Need is a state of deprivation that motivates a person to act on a goal

Humanistic emphasizes on individuals who have internal control over their own life
processes.
The goal of the humanistic approach is to stimulate students' experiences so that they
reduce their self-defense habits and act more openly in learning.

Humanists also highlight the need for close relationships (relatedness) between
teachers, parents and students.
➔ Encourage students to make their own choices without external factors that
will help improve students' competencies, responsibilities and achievement
as they are motivated.
COGNITIVE
PERSPECTIVE
Cognitive approaches emphasize that behavior is influenced by the way humans think about
themselves and the environment.

There are four cognitive theories:

Attribution Expectancy- Cognitive Self-Efficacy

Theory Value Theory Dissonance Theory Theory
(Weiner,1979) (Vroom, 1964) (Festinger, 1957) (Bandura,
1997)

Cognitive psychologists view that motivation emphasizes one's search for meaning,
understanding, active competence as well as one's ability to make interpretation.
1. Attribution Theory (Weiner, 1979)
1. This theory asserts that students will be motivated if they obtain a desired result.

2. Students will attribute their successes or failures to factors that allow them to have a good
feeling for themselves.

FOUR factors that will influence motivation are:

1. Abilities Internal + Stable

2. Difficulty of the task External + Stable

*Stable (student has no direct
control about it)
3. Effort Internal + Unstable

4. Luck External + Unstable *Unstable (students can

control it)
2. Expectancy-Value Theory (Vroom, 1964)
1. Expectancy-value theory implies that motivation is a combination of two important elements
namely value and expectation.

2. If one of the elements, either expectancy or task value ​does not exist, then most likely the motivation
to achieve the goal will be weak and insignificant again.

Concept 1 “Why do I have to do this task?”

(Task value) This value is based on personal cognitive beliefs as well as their
goals, value and interests.

Concept 2 “Can I do this task?”

(Expectancy) Expectations are beliefs about personal competencies as well as
individual abilities of a task.
3. Cognitive Dissonance Theory (Festinger, 1957)
1. An individual tends to find consistency between cognitions (beliefs or views).
2. When there is inconsistency between the cognition (called as disonation), something should be done
to reduce the disonation.

Cognition 2
Cognition 1
COGNITIVE
DISSONANCE Knows that smoke can
A student smokes.
cause health problem.

1. Reduce the dissonance : Teachers tell the bad effects of smoking. E.g.
lung cancer.
2. Increase more consonance trust : Teacher shows a realistic video to aware the students
about the effects.
3. Eliminate dissonance : Students leave the habit of smoking.
4. Self-Efficacy Theory (Bandura; 1977,
1. 1997)
Is a combination of behaviorism and cognitivism approaches.
2. Emphasizes self efficacy which is the confidence in the ability to control one’s motivations and
behaviours to produce specific performance attainments.
3. Bandura (1977) in his theory of social learning, suggests about the importance of observance, imitation
and reinforcement of vicarius (expecting the same reward when observing others is rewarded when
committing a behavior).
4. Self-efficacy can stimulate human achievement and influence a person’s choice of further action.
5. Self-efficacy also influence a person's thought and emotional reactions.
- Being calm when faced with difficult tasks.
- Being anxious, stressed and depressed (low self-efficacy).

For example, a student observing his brother or sister get a prize because getting good exam
results will feel motivated to work hard and succeed in the hope of getting a similar gift.
Implications of Motivation in Teaching and
Learning
Motivation has several effects in the teaching and learning process, especially before, during and after
the process.

Before During After

Teachers need to Teachers give small rewards such as candy, Students are given time to
identify systematically star stickers on achievement charts. reflect and record it in
on how teaching and their notebooks to help
activities can motivate them evaluate their
students Teachers avoid criticizing students during strengths and weaknesses
learning. so that teachers can
provide specific help.
A fun learning environment and teachers
who have effective communication can
motivate their students to follow teaching
and learning well.
THANK YOU