Motivation And Learning Lecture 21 PDF

EL PT Lecture : 21 N Prof. Atasi Mohanty, IIT Kharagpur  Motivation  Motivation is what causes a person wants to know, act, understand, believe or gain particular skills.  Motivation is seen as a mental impulse that drives and d...

EL PT Lecture : 21 N Prof. Atasi Mohanty, IIT Kharagpur  Motivation  Motivation is what causes a person wants to know, act, understand, believe or gain particular skills.  Motivation is seen as a mental impulse that drives and directs EL human behavior, including learning behavior.  Motivation has a willingness to activate, mobilize, channel and PT direct the attitudes and behavior of a learner.  It’s an internal process that can’t be directly observed in the situation but which are real, nevertheless, and which serve to N activate, guide and maintain people’s actions. N PT EL  Definition of Motivation  The term “motivation” comes from the Latin root “movers” means to move  Refers to the process of arousing the movement through EL the release of energy among organisms/human beings  Hebb – “Motivation refers to a) the existence of organized phase sequence/s, b) the direction and PT content, c) the persistence in given direction or stability of content” N  Atkinson – “Motivation refers to the arousal of tendency to act to produce one or more effects”  Motivation is the underlying reason/s of our behavior, the trait / attribute that moves us to do or not to do something (Guay et al; 2010)  Types of Motivation: Intrinsic and Extrinsic Motivation EL  Locus of causality: can be either intrinsic/internal or extrinsic/external  Personal factors such as needs, interests, curiosity or self – PT satisfaction then we call it intrinsic motivation  If the causal factors lie in the external environment like rewards, social pressure, punishment, financial gain etc. it’s called extrinsic motivation N  Exmpl.: 1.When an individual does something purely for getting monetary benefits/incentives/rewards - Extrinsic motivation 2. If a student voluntarily participates in any teamwork/activity/workshop out of EL curiosity/personal interest- Intrinsic motivation  Motivation can fall anywhere on the continuum from amotivation (lack of intent to act), to extrinsic motivation (intention to gain something or PT avoid punishment),to introjected regulation (doing something /behaving well because one feels pressure from within), to identified regulation (realizing the value of developing a skill/behavior); N  finally to intrinsic motivation (behavior purely guided/motivated by internal satisfaction/inherent benefits)  Both intrinsic motivation as well as identified regulation (highest forms of Motivation : Self – Determination Theory, (2000)  Exmpl. – Children who have high intrinsic motivation are more likely to EL demonstrate strong conceptual learning, good memory and high overall school achievement, and better self – confidence than their peers  Intrinsic motivation is considered to be more crucial for students as it PT is associated with deep learning, better performance and self-efficacy compared to extrinsic motivation  Extrinsic motivation can be changed into intrinsic motivation N developing on the task and learning environment  EL PT Lecture : 22 N Prof. Atasi Mohanty, IIT Kharagpur N PT EL N PT EL N PT EL  Drive theory is a psychological concept that attempts to explain why and how people behave in the ways they do. It focuses on the idea of drives, which are urges or motivations that drive people to take action. There are three primary types of drives: biological, psychological, and social. EL The theory was created by behaviorist Clark Hull in 1943. Hull proposed that there are three primary drives that drive human PT behavior: the drive for food, the drive for sex, and the drive for social interaction. These drives, he argued, are what drive people to take action and engage in various behaviors. N Hull’s work was influential in the field of psychology, but has evolved over the years with many different versions of this theory.  Types of Drive- Biological drives are those that are related to our basic needs to survive and reproduce, such as the need for food, water, shelter, and sex. These drives are often referred to as “primary drives” because they are necessary for survival. EL Psychological drives are those that are related to our psychological needs, such as the need for love, attention, and approval. These drives are often referred to as “secondary drives” because they PT are not necessary for survival; these are important for our psychological well-being. Social drives are those that are related to our need for social interaction. N These drives are often referred to as “tertiary drives” because they are not necessary for survival or psychological well-being; they are important for our social lives.  There are a variety of different theories that are related to drive theory. Incentive Theory Incentive theory is a theory that suggests that people are motivated to take action in order to receive a reward. This theory is based on the idea of operant conditioning, which is a type EL of learning that occurs as a consequence of the consequences of our actions. In operant conditioning, there are three primary types of reinforcement: PT positive reinforcement, negative reinforcement, and punishment. Positive reinforcement is a type of reinforcement that rewards behavior. N Doing so increases the likelihood of that behavior being repeated. For example, if you give a child a toy after they eat their dinner, you are using positive reinforcement to increase the likelihood that the child will eat their dinner in the future.  Negative reinforcement is a type of reinforcement that removes an unpleasant condition after the desired behavior is displayed. For example, if you take away a child’s toy after they eat their dinner, you are using negative reinforcement to increase the EL likelihood that the child will eat their dinner in the future. Punishment is a type of reinforcement that involves bringing an unpleasant consequence after a behavior is displayed. PT For example, if you spank a child after they eat their dinner, you are using punishment to decrease the likelihood that the child will eat their dinner in the future. N https://egyankosh.ac.in/bitstream/123456789/23799/1/Unit-1.pdf Arousal Theory EL PT N  The Arousal Theory of Motivation suggests that one’s levels of arousal play an important role in determining one’s level of motivation. This theory states that individuals are motivated to seek out stimulation when they have low levels of arousal, but will become bored and unmotivated when they become too highly aroused EL (APA). The Arousal Theory of Motivation was first proposed by Henry Murray in 1938. PT Murray’s theory was based on his observations of humans” needs for achievement, power, and affiliation. He believed that these needs were motivated by a desire to reduce one’s levels of arousal. N The Arousal Theory of Motivation has been further developed over the years by other psychologists, such as Robert Zajonc (1965) and John Atkinson (1957). Yerkes Dodson Law EL PT N  What Is Optimal Arousal? How does this explain our friend who wants to go clubbing every night of the week and our roommate who gets overwhelmed by going to a bar once? Well, everyone’s arousal levels are different. According to psychologists, this theory is extremely personal and may even vary EL over the course of a person’s life. Hence, it might even change with changes in our mood. Either way, the cravings we have to eat or the sudden desire we have to head to the gym and burn off a bunch of calories may both be explained by the arousal PT theory of motivation. High- and Low-Arousal Activities The activities that increase or decrease our level of arousal may be personal as N well – but in general, stimulating and challenging activities are considered “high-arousal.” Expectancy Theory EL PT N  Expectancy Theory basically states that a person behaves the way they do because they are motivated to select that behavior ahead of others because of what they expect the result of that behavior to be. Expectancy Theory of Motivation was developed by Victor H. Vroom in 1964 and extended by Porter and Lawler in 1968. EL The theory is based on the assumption that our behavior is based on making a conscious choice from a set of possible alternative behaviors. According to Expectancy Theory, the behavior we choose will always PT be the one that maximizes our pleasure and minimizes our pain. 1. Expectancy N Expectancy is the belief that if we work hard (effort) we will be able to hit the targets (performance) that have been set for us by our manager/mentor.  EL PT Lecture : 23 N Prof. Atasi Mohanty, IIT Kharagpur  We make this judgment based on a number of factors, including: Our past experience. Our confidence in our ability. How difficult we perceive the target is to achieve, and whether or not the target is under our control. EL An example of expectancy is thinking, “If I work hard I can achieve the targets my boss has set for me”. 2. Instrumentality PT In this variable, we’re assessing how likely we are to receive a reward if we hit the targets that have been set for us. N Again, we make this judgment based on a number of factors, including: Is the relationship clear between performance and reward (outcome). How transparent is the decision-making process around who gets what reward?  An example of instrumentality is thinking, “If I achieve all of the targets set for me then I believe I will get promoted”. 3. Valence So far we have a goal to hit and we understand the reward we’ll get if we hit it. The final piece of the motivation puzzle is valence. EL Valence is simply the perceived value of the reward to you. This could be negative if we actively want to avoid the reward, zero if we are unmotivated by the reward, or one if we’re motivated by the reward. PT When it comes to valency , an employee will have to weigh up the pros and cons, Example, - “Do I want to be promoted? N Will the extra work result in even less time with my family? Is it really worth putting in a serious effort for a whole year to receive a promotion and a 10% pay rise?” Goal Setting Theory EL PT N  Goal-setting is the process of establishing clear and usable targets, or objectives, for learning. Edwin Locke’s goal-setting theory argues that for goal-setting to be successful with desired outcomes, they must contain the following specific points (Lunenberg & Samaras, 2011): EL Clarity: goals need to be specific; Challenging: goals must be difficult yet attainable; Goals must be accepted; PT Feedback must be provided on goal attainment; Goals are more effective when they are used to evaluate the performance; N Deadlines improve the effectiveness of goals; A learning goal orientation leads to higher performance than a performance goal orientation; Group goal-setting is as important as individual goal-setting.  The acronym SMART can help us recall what the most important attributes of effective goal-setting are: Specific Measurable Assignable Realistic EL Time-based Goal-setting theory is based on the idea that setting specific and PT measurable goals is more effective than setting unclear goals. Application of the goal-setting theory- Clarity: Goals must be clear and specific for the employees to N achieve the organizational targets; Challenge: Goals should be sufficiently challenging to keep employees engaged and focused  Commitment: Employees need to understand , support and committed to the goal; Feedback: Feedback is an important component to ensure tasks stay on track to reach the goal. Task complexity: Goals should be broken down into smaller goals. EL PT N Theories of Motivation EL PT N  EL PT Lecture : 24 N Prof. Atasi Mohanty, IIT Kharagpur Maslow’s Need Hierarchy Theory EL PT N  Maslow’s hierarchy of needs is a motivational theory in psychology comprising of a five-tier model of human needs, From the bottom of the hierarchy upwards, the needs are: physiological (food and clothing), safety (job security), love and belonging needs (friendship), esteem, and self-actualization. Needs lower down in the hierarchy must be satisfied before EL individuals can attend to higher needs. Motivation is seen as being not just concerned with tension reduction and survival but also with human growth and development. PT This five-stage model can be divided into deficiency needs and growth needs. The first four levels are often referred to as deficiency needs ( D-needs N ), and the top level is known as growth or being needs (B-needs ).  Maslow’s need hierarchy Theory Deficiency needs are concerned with basic survival and includes physiological needs (such as the need for food, and sleep) and safety needs (such as the need for security and freedom from danger). Behaviors associated with these needs are seen as ‘deficiency’ motivated, EL as they are a means to an end. Deficiency needs arise due to deprivation and are said to motivate people when they are unmet. PT Growth needs are more psychological needs and are associated with the realization of an individual’s full potential and the need to ‘self-actualize’. These needs are achieved more through intellectual and creative behaviors. N N PT EL N PT EL N PT EL  Self-Determination Theory, or SDT, links personality, human motivation, and optimal functioning. It posits that there are two main types of motivation—intrinsic and extrinsic—and that both are powerful forces in shaping who we are and how we behave (Deci & Ryan, 2008). For types of motivation SDT differentiates between autonomous EL motivation and controlled motivation. Autonomous motivation includes motivation that comes from internal sources and includes motivation from extrinsic sources for PT individuals who identify with an activity’s value and how it aligns with their sense of self. Controlled motivation is comprised of external regulation—a type N of motivation where an individual acts out of the desire for external rewards or fear of punishment.  Introjected regulation is motivation from “partially internalized activities and values” such as avoiding shame, seeking approval, and protecting the ego. When an individual is driven by autonomous motivation, they may feel self-directed and autonomous; EL when the individual is driven by controlled motivation, they may feel pressure to behave in a certain way, and thus, experience little to no autonomy (Ryan & Deci, 2008). PT In identified regulation, the motivation is somewhat internal and based on conscious values and that which is personally important to the individual. Extrinsic motivation is integrated regulation, in which intrinsic sources and N the desire to be self-aware are guiding an individual’s behavior. Human beings are very complex ,thus, it is useful to think of motivation on a continuum ranging from “non-self-determined to self-determined.” N PT EL  Self- Determination Theory Self-determination refers to a person's ability to make choices and manage their own life. SDT suggests that people can become self-determined when their needs for competence, connection, and autonomy are fulfilled. EL SDT seeks to explain how being self-determined impacts motivation—that people feel more motivated to take action when they think that what they do will have an effect on the outcome. PT It states that people are motivated to grow and change by three innate (and universal) psychological needs. The concept of intrinsic motivation, or engaging in activities for the N inherent reward of the behavior itself, plays an important role in this theory. N PT EL  EL PT Lecture : 25 N Prof. Atasi Mohanty, IIT Kharagpur  “Autonomy – supportive teaching –learning process” satisfies these needs , stimulates intrinsic & self – determined motivation among students  Learning environment makes the students feel autonomous, and competent and also supported by EL teachers fostering relatedness  Both types of motivation (Intrinsic or Extrinsic) are regarded as the drive/force to achieve targets and to PT maintain that rigor to complete cognitive behavior like planning, organization, decision making etc. N  Combination of both is required for achieving and realizing the full potential of the individuals, otherwise known as “achievement motivation”  Achievement Motivation- Achievement motivation is defined as the need for achievement and is an important determinant of aspiration, effort, and persistence when an individual expects that his performance will be evaluated in relation to some standard of excellence. The concept of achievement motivation dates back to the forties where EL various works on success and failure along with ego-involvement provided the early foundation for what would become John W. Atkinson’s Achievement Motivation Theory (AMT) in 1966. PT AMT explains the integral relationship between an individual’s characteristics and their need to achieve something in life. It also takes into account the kind of competitive drive a person has to achieve and set goals. N  The presence of internal and external factors, which play a role in motivation. The theory explains that the motivation one has to achieve something in life is closely governed by these factors. Example- Internal: willingness, determination, punctuality, personal drive; EL External (also known as environmental factors): pressures, expectations, targets (set by organizations, members of the family, or society). PT Extrinsic motivation – an external incentive to engage in a specific activity, especially motivation arising from the expectation of punishment or reward. N Intrinsic motivation – an incentive to engage in a specific activity that derives from pleasure in the activity itself rather than because of any external benefits that might be obtained.  Achievement motivation stems from two separate needs. One is the motivation to achieve and is related to one’s desire to accomplish successful goals, and the other is the motive to avoid failure; Some individuals are hesitant to take on the responsibilities of having to accomplish goals or employ in activities because they are afraid to fail. EL The motive to avoid failure includes worries about the consequences of failing, self-criticism, and diversion of attention, accelerated heart rate, or PT nervousness, which can all lead to poor performance. In contrast, those who feel the need to achieve successful goals are more motivated to persist at goals they know they can accomplish, which N means that your achievement-oriented behavior is influenced by the strength of your tendency to achieve success.  According to Achievement Motivation Theory, a person’s need to achieve something and the reason behind his/her overall motivation to achieve a certain goal, more often than not, comes from within and is strongly related to the individual’s need for power and affiliation. EL PT N N PT EL