The Motivation Theories in Learning Process

The researchers on the motivational process presume the

existence of three important factors that contribute to the
explanation of motivation: biological, cognitive and learning factors.
In combination these dimensions resulting motivation of our
behaviors.

Biological theories are explanatory for the systematic approach

on motivation. They attribute bad behavior to the existence of
instincts. These instincts (with phone function) are manifested in
the form of innate behavior patterns that are found normally in all
members of a species in a given set of conditions. For example, a
salmon swim thousands of miles in the ocean and upstream in a
river to reach the exact location where it developed a few years
earlier, where they will spawn. William James (1890) one of the
promoters of this theory argues that people are influenced not so
biological instincts, but by the psychosocial such as jealousy,
sympathy, sociability, curiosity, need for affiliation, need to
accumulate

Learning theories. The most representative exponent of this

theory was Skinner. According to his theory, our behaviors can be
learned through: a) the rewards they offer an individual immediately
after performing a desirable behavior; b) penalties for undesirable
behavior. If we want to accelerate the duration, frequency, intensity
execution behavior need to strengthen the consequences assessed
positively the subject. It is likely, but not certain, that an athlete to
prefer the company of members of a fitness club, when a researcher
to prefer the company of books.
 Cognitive theories. These theories are based on the explanation
of human behavior motivation, trying to answer the question "why
we do what we do." How we respond to different situations of life,
depends on the interpretation we give these situations. Motivation
goal oriented behavior depends on how we evaluate two factors:
valence and expectancy. Objects, events have some personal value,
or a particular valence. Valence is offered by the property objects to
respond to needs. When reaching a goal is for an individual, a
higher value than others, the probability of select is also higher.
Motivation depends on the estimation of the probability of success
(expectation).

So motivation can be captured in the following formula:

Motivation = expectation x valence
If any of the two factors is zero –

a) valence is zero when the object has no value for a subject;

b) null expectation take the chance of obtaining the object is

null (even if the object has value for person) - implicit and
motivation will be void.

The correlation of motivation theories

Motivation is often diffuse character concept is related to other

factors that energizes and directs behavior - factors such as
interests, goals, needs, values, aspiration, expectation (Gagné and
Berliner, 1992).

People who have interest in a stimulus tend to give preferential

attention to that stimulus. This preference distinguishes them from
other people

In the school situation this interest can be captured by appealing

to several simple techniques:

● Combining stimuli motivating effect. Using the same tone, the

same grammatical structures, lack of gestures accompanied by a
mine petrified not support motivation for learning;
● Changing the communication channel; use as many different
registers of communication: oral, visual, action and appeal when
exposed to certain schemes, drawings, graphs and some aids:
overhead projector, slides, etc.. increase motivation;

● Use humor, improves comprehension and create a favorable

atmosphere to maintain interest. In this regard Kaplan & Pascoe
(1977) conducted an experiment in which one student teacher this
same lesson: 1) a group of students with the material they were
squeezed and humorous items related to that material; 2) the other
group are present by the same teacher same information content,
but lacking humorous elements. Six weeks later the students in the
group to which the material has been illustrated with humorous
aspects and recalled significantly more of the content of the lesson
than students in the control group

● Asking questions ; systematic observations made by Silverman

(1985 ) argue that teachers in schools that gives students ask
questions to provide just a constant flow of knowledge. They
become a mediator between student and reality and not only
continuous source of providing information. This way of teaching is
reflected in their case in the allocation of a greater amount of time
during the formulation of questions, average teachers. Often refuse
to answer questions immediately reflected them in the form of lines
like: “What do you think ? " “How do you see things? ' . Questions
such teachers often have divergent character: " What would happen
if ..." “What makes you think that?" The habit does not provide
evaluative feedback immediately, but accepts an interest in the
paradoxical responses.

The result is that the students themselves will tend to put issues
and self-assessment.

Maslow (1970) relate the concept of motivation to satisfy some

needs. He grouped these needs into a hierarchy structured in five
levels (Figure.). At the bottom are located or physical necessities of
subsistence necessities: hunger, thirst, sexual need, rest. People
differ according to the importance they attach to each of these
needs. In Maslow's view basic needs must be at least partially
satisfied before a person to try to satisfy the needs of a higher order.

Necessity of self-realization (making their

potential)

. Need to be respected (Jurisdiction,

Recognition)

Need for affiliation and group membership

(acceptance, love)

Need for security (Security and Safety)

Physiological need (hunger, thirst, sexual

necessity)

H. Maslow ” Pyramid of needs” (1970)

In this context Maslow made a distinction between necessities

deficiency (deficiency needs) and growth (growth needs). Necessities
deficit (physiological, safety, of being loved, of being esteemed)
covers the physiological and physical well-being of the individual;
once you are satisfied, the motivation of the person opposite to
these needs diminishes. In contrast there are growth necessities
such as reasons to know and to understand things, to appreciate
beauty, to appreciate others. They can never be completely satisfied.
In fact the more people are able to know the world around them, the
motivation to develop in this direction becomes more obvious.

Another concept introduced by Maslow's is self-actualization,

defined as "a person's desire to become all that is capable of
becoming." This need is characterized by a multitude of dimensions,
such as self-acceptance and acceptance of others, the manifestation
of curiosity and spontaneity in interaction with the environment,
expressing openness and creativity, humor and independence;
essentially relates to the mental health of the individual.

What theory of motivation adopts a professor influences both

how and what they teach. If you subscribe to Maslow's hierarchy of
motivation required to take into account its implications. We cannot
wait to see the needs of intellectual (or developing the aesthetic)
show the students as long as the physical and social necessities are
unmet. When a child comes to school undernourished or is a victim
of abuse, neglect or feels it is difficult if not impossible to motivate
learning. Thus some high levels of human potential will not be
realized as long as many of the social and medical students are not
resolved.

Aspiration level is the results that the individual would like to

obtain or hoping to achieve. Level of aspiration sometimes quite
vague hopes of the subject. Having a certain level of student intake
will try to get some performance to satisfy this level; absence of
such aspirations will lead to less effort is sustained. Some students
do not ever aspire to achieve superior performance in school or to
continue their studies. Others, for reasons related to family
education, or previous successes set their aspiration level, which
will mobilize and will direct the actions to achieve them. Level of
aspiration tends to remain close to the previous performances, but
respond quickly to success than failure. The greatest success is the
chance of raising the suction increases.
 The level of expectation is the results that the individual feels
able to obtain or definitely expected that he would get. It follows
from the previous experience of the individual and is based on a
realistic judgment of future results. Among the expected results and
the aspiration level may occur:

• ● contradictions - which will be recorded as a failure

experience. Failure will be charged with the more powerful as
the distance between the proposed results and the
performance is higher. This may result in some negative
effects on the student: shyness, anxiety, fear, insecurity.

• ● concordances- the distance between the results and the

performance is reduced subjective experience is one of the
success recorded, accompanied by an increase in satisfaction.
Typical reaction to success is raising the "bar" level of
expectation (Radu, 1991).