ITINERARY 3:

MOTIVATIONAL AND
AFFECTIVE FACTORS
At the end of the lesson, you are expected to:
• explain the meaning and nature of motivation
• discuss the different theories of motivation in the context of learning
• analyze and explain the factors that affect motivation and relate them
to classroom practices; assess and explain one's motivation level
• design a lesson that focuses on the motivational aspects of teaching
learning process
What Motivates
you?
Nature of Motivation

1. Motivation is a psychological concept

2. Motivation is total, not piece-meal
3. Motivation is a continuous process
4. Motivation causes goal-directed behavior
5. Motivation may be financial or non-financial
6. Motivation is a complex process
Theories of Motivation
1. Abraham Maslow's "Need Hierarchy Theory"

• Physiological needs
• Security or Safety needs
• Esteem needs
• Need for self-actualization
2. Drive reduction theory

• This theory posits that individuals have needs that drive their
actions to reduce tension or arousal. Primary needs include
basic needs like food and sleep, while secondary needs involve
social identity and personal fulfillment. Failure to satisfy needs
or frustration can lead to negative emotions like anxiety. Pa
example, a student may feel unappreciated or frustrated if they
are not given the opportunity to showcase their skills to an
authority figure in school.
3. Attribution theory

• When we make a mistake or fail, we tend to first blame

ourselves, followed by an attempt to identify external factors to
blame. The desire to protect our self-image can hinder self-
improvement.
4. Self-determination theory; Intrinsic and
Extrinsic motivation

 Extrinsic motivation is the result of external factors, such as rewards, socia

recognition, or fear of punishment. People are motivated more by rewards
than by action when they are motivated in this way.
 Intrinsic motivation refers to the desire to do something because we enjoy
it, so it is more powerful than extrinsic motivation. There are three needs
that lead to intrinsic motivation.
 5. Mcclelland's Need for Achievement,
Affiliation and Power

• Needs for achievement: People with a high need for achievement

strive for challenging goals and strive to achieve them. Feedback
regarding achievement and progress is essential, as is a sense of
accomplishment. Individuals with high achievement needs are
responsible for their own actions.
• Needs for affiliation: It is important to have harmonious relationships
with people and to be accepted by others if you have a high need for
affiliation. (Emphasizing people over tasks).
• Needs for power: A person with a need for power wants to command
ar direct others. It is common for managers to have a high need for
Student's Diversity in
Motivation
1. Age
2. Gender
3. Developmental Stage
4. Socio-economic Status
5.Cultural Background
Factors Affecting
Motivation
 1. Home Environment

• A supportive home environment can lead to increased motivation in

the classroom, while adverse home environments may lead to negative
emotions and decreased motivation. It is essential to recognize and
address these factors to encourage student performance.
• Parental support reduces emotional distress, unhealthy eating habits,
suicide considerations or attempts, and disengagement from school
and learning for students who feel supported. Supportive parenting can
be demonstrated by parents in the following ways
• Follow up status of their children's performance
• Supervise their children in their homework /project
• Check their children's notebooks
• Review their children's corrected seat works and test papers
• Parent-teacher-community association conferences
• Engage in school activities and spend on children's projects
• Participate actively in school-community projects
• Confer with children's activities in school
• Are aware of their children's teachers when necessary
• Meet the friends of their children
• Invite their children's friends at home
 2. School Environment
• A positive school environment that meets students, basic needs and
fosters healthy social relationships can help them feel safe and secure.
This includes norms and regulations that determine the overall climate in
the school, as well as providing daily meals and optimal learning
conditions.
• A positive classroom environment is more about the interactions
between teachers and students rather than the physical condition of the
classroom. The social interactions among classmates play a significant
role in creating a positive classroom climate that promotes learning.
• There are clear rules and procedures in the classroom.
• The rules and procedures of the classroom are discussed on the first
day of class.
• Students participate in the design of rules and procedures.
• Positive reinforcement and negative consequences are used to
acknowledge and reinforce acceptable behavior.
• There are clear limits on unacceptable behavior.
• A healthy balance exists between dominance and cooperation.
• Different types of students have different needs, and the teacher
knows how to meet them.
• The teacher is fully aware of what is going on in the class.
• A greater sense of responsibility for students' behaviour is instilled.
 3. Class and Curriculum Structure
• Structure helps students thrive, while chaos makes them struggle. As
students see or sense that classes follow a structure and that the
curriculum and class materials have been prepared beforehand, they feel
more secure.
• A sense of security is one of our most basic needs. Students can fully
concentrate on the learning material when it is provided in a learning
environment.
• Students need to feel secure when their classes and curriculums are
planned. Preparing all materials for class should be done in advance.
Educators can also state the objectives of a course or class at the
 4. Teacher
• It is crucial for teachers to motivate students and maintain their
motivation. A teacher is the most visible figure in the classroom,
representing the group conscience as well as providing a standard and a
reference. Additionally, Dörnyei and Cohen (2018) argue that teachers'
personal characteristics, their relationship with students, and the specific
way they present tasks or give feedback and praise can influence
students' commitment to learning.
• It is the goal of every teacher to have a lasting impact on students. No
matter how experienced or novice a teacher is, teaching can be a
daunting task. Responsiveness to new demands and changing needs is
vital in this profession.
Affective characteristics of effective teachers:

• Caring
• Fairness and Respect
• Social Interactions with Students
• Enthusiasm and Motivation for Learning
• Attitude toward the Teaching Profession
• Reflective Practice
5. Teaching Methods

• By using different teaching methods, educators can encourage students to

remain motivated in education. Thus, students are not bored and are
provided with a variety of activities. Allowing confident choices, such as
which partner they wish to work with, can also be beneficial. One class of
students may have students with different learning styles. Different
teaching methods will allow a teacher to meet these needs more
effectively.
6. Parental Habits and Involvement

• Engaging the child in the learning process.

• Engaging them in conversation about their day,
• Engaging in active listening,
• Assisting with schoolwork or specific skills taught,
• Participating in parent meetings,
• Studying for a test or completing homework with children.
 7. Peer Relationships

• Students are more likely to be influenced by their peers as they

grow older. Due to this, students may feel less secure about their
social status within their peer group, experience higher levels of
stress, and be less motivated to succeed academically. Serious
problems can be avoided by keeping an eye on conflicts, bullying,
and other peer issues.
Forms of bullying
• Physical
• Verbal
• Social
• Cyberbullying
Effects of motivations on effort

 Assist us in focusing on the tasks at hand

 Allow us to accomplish these tasks in a shorter amount of time as well as
maintain our attention for a longer period of time
 Reduce distractions and resist them better
 Affect the amount of information we retain and store
 A task's perceived difficulty can influence how easy or difficult it appears
Thank you