Motivation is typically defined as the forces that account for the arousal, selection, direction and continuation of behaviour. Many factors determine whether the students in your classes will be motivated or not motivated to learn. Different theoretical interpretation shed light on why some students in a given learning situation are more likely to want to learn than others. The following are the summary of the different views on motivation.
1. Behavioural views of motivation
Behavioural learning theory assumes that students are motivated to complete a task by being promised a reward of some kind. Sometime it is a token that can be traded in for some desired objects; and at other times the reward may be the privilege of engaging in a self selected activity.
2. Social learning views of motivation
Social learning theorists call attention to the importance of observation, imitation and vicarious reinforcement. For example, a student who observes an older sister reaping benefits from earning high grades may strive to the same, with the expectation of experiencing the same or similar benefits. Both vicarious and direct reinforcement will raise an individual sense of self-efficacy for a particular task, which in turn leads to higher level of motivation.
3. Humanistic views of motivation
According to this theory, human are driven to achieve their maximum potential and will always do so unless obstacles are placed in their way. These obstacles include hunger, thirst, financial problems, safety issues, or anything else that takes our focus away from maximum psychological growth. The best way to describe this theory is to utilize the famous pyramid developed by Abraham Maslow (1970) called the Hierarchy of Needs. Maslow believed that humans have specific needs that must be met and that if lower level needs go unmet, we cannot possible strive for higher level needs. (Heffner Media Group, 1999).
4. Cognitive views of motivation
Cognitive theorists emphasis that human behaviour is influenced by the way people think about themselves and their environment. The direction that behaviour takes can be explained by four influences.
- The inherent need to construct an organized and logically consistent knowledge base
- One’s expectation for successfully completing a task
- The factors that one believes account for success and failure
- One’s beliefs about the nature of cognitive ability
Motivational theory and classroom management
It is believed that by providing motivating classroom environment prevents discipline problems. That following are the ways that motivation helps for classroom management.
1. The successful completion of challenging tasks.
Students who feel incapable of meeting the academic demands of classrooms may find more intrinsic rewards in misbehaviour than in doing their work. They need to be given moderately challenging tasks at which they can succeed.
2. Learners personal needs, desire, and interests
Adapting instruction to students’interests is an important way to prevent misbehaviour. Also if students do not have their basic psychological and safety needs met, it is hard for them to concentrates on academics.
3. Specific near term goal
Helping students to set productive and personally helpful goals and also helping students to modify maladaptive goals. When students find that they cannot belong or feel important through socially acceptable means, they misbehave and is goal direct.
4. Variety, complexity and surprise
These all help to promote curiosity and interest in students. Interesting and engaging instruction is one of your primary tools for preventing misbehaviour. When students are disinterested in instruction, they find other ways to entertain.
Reference
Heffner, (1999). Motivation and emotion. Retrieved from http://allpsych.com/psychology101/motivation.html
Kendra. C. (2013). Theories of motivation. Retrieved from http://psychology.about.com/od/psychologytopics/tp/theories-of-motivation.htm
