LEARNING AND Chapter 6

MOTIVATION Lecturer Anum

LEARNING AND MOTIVATION
Motivation is usually defined as an internal state that arouses, directs and maintains
behaviour. Psychologists studying motivation have focused on five basic questions:
1 What choices do people make about their behaviour? Why do some learners, for
example, focus on their homework and others watch television?
2 How long does it take to get started? Why do some learners start their homework
straight away, while others procrastinate?
3 What is the intensity or level of involvement in the chosen activity? Once the learner
has begun a task are they absorbed and focused or just going through the motions?
4 What causes a person to persist or to give up? Will a learner read the entire
Shakespeare assignment or just a few pages?
5 What is the individual thinking and feeling whilst engaged in the activity? Is the
learner enjoying Shakespeare, feeling competent or worrying about a forthcoming test?
MOTIVATION AND LEARNING:
Every action performed by the individual is purpose oriented.
This purpose motivates action. If someone who is properly
motivated initiates action then that action gets desirable results.
Without motivation he or she is likely to fail. Learning in children is
closely correlated with their motivation.
If children are properly motivated then their quantum of learning is
increased.
MEANING OF MOTIVATION:
The term motive is derived from the Latin word ‘Motum’ means to move,
to set in motion or to prompt to action. A motive stimulates a person to
behave or act in a certain way.
Motivation represents the causes for an individual’s actions, desires, and
needs. A motive is what prompts a person to act in a certain way or at
least develop an inclination for specific behaviour: for example, when
someone eats food to satisfy hunger, or when a student does his/ her
work in school because he/she wants a good grade.
C. F. Skinner(1947): “ Motivation in school learning involves arousing,
persisting, sustaining and directing desirable behaviour “
G. M.Blair and Others (1947): “Motivation is a process in which the
learner’s internal energies or needs are directed towards various goals
objects in his environments “
MEANING OF LEARNING
Every individual wants to develop. The key of his development is
learning.
Learning helps him to realize the needs by performing desirable
acts and leads him to move towards his development.
Learning is a requisite for all activities and problem solving
behavior. It is continuous and life long process.
Learning and motivation both are closely related to each other.
TYPES OF MOTIVATION
1. Intrinsic Motivation 2. Extrinsic Motivation
Driven by personal interest and Driven by external outcomes
internal satisfaction. such as:
Involves doing something because  Grades
the activity itself is enjoyable or  Approval
fulfilling.  Avoidance of punishment
No need for external rewards or
punishments. The activity is a means to an
end, not inherently enjoyable.
Associated with:
 Challenge-seeking behavior Example: Studying only to pass
 Development of personal capabilities an exam.
Example: Solving puzzles for fun
INTRINSIC MOTIVATION
Intrinsic motivation is the self-desire aroused in the subject itself. It is
spontaneous and automatic interest expressed by an individual in a certain
task. It is driven by an interest or enjoyment in the task itself, and exists within
the individual rather than relying on external pressures or a desire for reward.
Intrinsic motivation is a natural motivational tendency and is a vital element in
case of some one’s cognitive, social, and physical development.
Students who are intrinsically motivated are more likely to engage in a task
willingly to improve their skills, which will increase their capabilities. Long
lasting and long sustaining intrinsic motivation gives better results. Intrinsic
motivation does not depend on external goals.
The student is satisfied with the internal reinforces or factors. The student
performs an activity because he enjoys it; he is interested in it. The student is
motivated not to tell lies because he is honest.
INTRINSIC MOTIVATION
Innate tendencies and capacities– children’s curiosity need to explore and
experience need a range of activity in classroom. An inspiring teacher strikes a
balance between encouraging spontaneous curiosities, the sparking of interests
and the kindling of enthusiasm and the necessity for providing focus and
mastery of skills and insights. This is possible when teachers begin to spend
more time listing to the pupils and less time taking. Listing provides clues to
individual interests.
Participation leads to participation- active participation leads to initiate,
originality in approach and to creativeness. It provides an outlet for gregarious
instinct. In a democratic set up it provides status and voice to children. It
enriches comprehension. That clarity motivates participation in turn.
Learning by Doing – when students have to perform something not mentally but
in actual work they strive for more clarity of theoretical teaching. Hence,
vigorous application and experimentation, expected of students, motivate them.
INTRINSIC MOTIVATION
Attention and interest- Appropriate variety of teaching methods and procedures
and questioning demand students attention. If teaching is suitable to the mental
development, aptitudes, capacities and attitudes of the pupils, it creates interests and
captures best attention.
Emotional factors- Motivation in any situation is related to emotional factors. They
affect behaviour in a propound manner. Great feats of courage and valour were
achieved by heroes because strong emotions are aroused in them. The teacher has to
arrange the effective conditions for efficient learning. But a too highly affective or
feeling state tends to decline students performance. If pupils are concerned with their
performance they would exhibit some level of anxiety though not high.
Pragmatic outlook- Motivation is effected by the usefulness of information which
again depends upon the meaningfulness of information. Human being develops
numerous values in life and each individual sets certain broad goals in life which
influence his learning. How far the learnt material is useful for the student as a
necessary knowledge, or skill is the serious question especially when we are aiming at
lifelong learning or education for life.
EXTRINSIC MOTIVATION
Extrinsic motivation is the opposite of intrinsic motivation. Extrinsic motivation
comes from influences outside of the individual. Usually extrinsic motivation
is used to attain outcomes that a person wouldn’t get from intrinsic motivation.
Common extrinsic motivations are rewards (for example money or grade) for
showing the desired behaviour, and the threat of punishment for misbehaviour.
Competition is an extrinsic motivator because it encourages the performer to
win and to beat others, not simply to enjoy the intrinsic rewards of the activity. A
cheering crowd and the desire to win a trophy are also extrinsic incentives.
Extrinsic motivation depends on needs that are satisfied by external reinforces.
Extrinsic motivation may be necessary to get the student initiate an action
necessary to get the learning process started. If the student looks forward for a
good grade or degree or a well paid job he is said to be extrinsically motivated.
EXTRINSIC MOTIVATION
Active and enthusiastic teacher- enthusiasm is contagious.
Enthusiasm of the teacher is directly observed by students which
motivate them to be active learners. His gestures, movement, body
language and speech patterns add to the verbal expression of the
subject matter.
Teaching learning materials (A.V. Aids) - use of teaching
learning material brings clarity in place of ambiguity and makes a
lesion interesting. It also results in change or breaking of monotony.
Map, charts, graphs, models, pictures and use of T.V, radio, film
strips, if used properly, give no place for ambiguity
PRINCIPLES OF MOTIVATION
1. Motivation is Directed Toward Goals
People are motivated when they have clear goals to work toward.
Goal-setting helps guide behavior and provides a sense of purpose.
2. Motivation Can Be Intrinsic or Extrinsic
Intrinsic motivation comes from within (interest, enjoyment, personal growth).
Extrinsic motivation is driven by external factors (rewards, grades, recognition).
3. Motivation Affects Effort and Persistence
The more motivated someone is, the more effort they put in and the longer they
persist through challenges.
4. Motivation Varies from Person to Person
Different individuals are motivated by different things (e.g., one person may seek
mastery, another recognition).
PRINCIPLES OF MOTIVATION
5. Motivation Can Be Influenced by Environment
Supportive environments, praise, feedback, and classroom climate all impact motivation.
Negative environments (fear, pressure, harsh punishment) can reduce it.
6. Needs Influence Motivation
Based on theories like Maslow’s hierarchy of needs:
 Basic needs (food, safety) must be met before higher-level motivation (achievement, self-actualization) can occur.

7. Self-Efficacy Enhances Motivation

People are more motivated when they believe they can succeed.
Confidence in one’s ability increases willingness to take on and stick with tasks.
8. Reinforcement and Consequences Affect Motivation
Positive reinforcement (rewards, praise) encourages repeated behavior.
Negative consequences can either motivate (avoidance) or demotivate, depending on
context.
LEARNING THEORIES
LEARNING THEORIES
Learning as a process focuses on what happens when the learning
takes place. Explanations of what happens constitute learning
theories.
A learning theory is an attempt to describe how people and animals
learn, thereby helping us understands the inherently complex
process of learning. Learning theories have two chief values
according to Hill (2002). One is in providing us with vocabulary and
a conceptual framework for interpreting the examples of learning
that we observe.
The other is in suggesting where to look for solutions to practical
problems. The theories do not give us solutions, but they do direct
our attention to those variables that are crucial in finding solutions.
E.L THORNDIKE- TRIAL AND
ERROR THEORY OF
LEARNING:
Edward Lee Thorndike (1874-1949) was the first American psychologist who put forward the
Trial and Error Theory of learning. According to Thorndike, all learning takes place because of
formation of bond or connection between stimulus and response. He further says that
learning takes place through a process of approximation and correction. A person makes
a number of trials, some responses do not give satisfaction to the individual but he goes on
making further trials until he gets satisfactory responses. Thorndike conducted a number of
experiments on animals to explain the process of learning. His most widely quoted
experiment is with a cat placed in a puzzle box.
Thorndike put a hungry cat in a puzzle box. The box had one door, which could be opened by
manipulating a latch of the door. A fish was placed outside the box. The cat being hungry
had the motivation of eating fish outside the box. However, the obstacle was the latch on
the door. The cat made random movements inside the box indicating trial and error type of
behaviour biting at the box, scratching the box, walking around, pulling and jumping etc. to
come out to get the food. Now in the course of her movements, the latch was manipulated
accidently and the cat came out to get the food. Over a series of successive trials, the cat
took shorter and shorter time, committed less number of errors, and was in a position to
manipulate the latch as soon as it was put in the box and learnt the art of opening the door.
E.L THORNDIKE- TRIAL AND
ERROR THEORY OF
LEARNING:
Thorndike concluded that it was only after many random trials
that the cat was able to hit upon the solutions. He named it
as Trial and Error Learning. An analysis of the learning behaviour of
the cat in the box shows that besides trial and error the principles
of goal, motivation, explanation and reinforcement are involved in
the process of learning by Trial and Error.
Laws of Learning Based on Trial and Error Learning Theory,
Thorndike gave certain laws of Learning. We shall discuss three
fundamental Laws of Learning in this section. These laws are:
LAWS OF LEARNING
1. Law of Readiness This law refers to the fact that learning takes place only
when the learner is prepared to learn. No amount of efforts can make the child
learn if the child is not ready to learn.
The dictum that ‘you can lead a horse to the pond but you can’t make it
drink water unless it feels thirsty’ goes very well with this law. In other
words, if the child is ready to learn, he/she learns more quickly, effectively and with
greater satisfaction than if he/she is not ready to learn.
In the words of Thorndike the three stages of this Law of Readiness are : • For a
conduction unit ready to conduct, to conduct is satisfying. • For a
conduction unit ready to conduct, not to conduct is annoying. • For a
conduction unit not ready to conduct, to conduct is annoying. Thus, the Law
of Readiness means mental preparation for action. It is not to force the child to
learn if he is not ready. Learning failures are the result of forcing the learner to learn
when he is not ready to learn something.
LAW OF READINESS
Educational Implications of Law of Readiness: The law draws the
attention of teacher to the motivation of the child. The teacher
must consider the psycho-biological readiness of the students to
ensure successful learning experiences.
Curriculum / Learning experiences should be according to the
mental level of maturity of the child. If this is not so, there will be
poor comprehension and readiness may vanish.
LAWS OF LEARNING
2. Law of Exercise This law explains the role of practice in learning. According to this law,
learning becomes efficient through practice or exercise.
The dictum ‘Practice makes a man perfect’ goes very well with this law. This law is further
split into two parts — Law of use and Law of disuse.
The law of use means that a connection between a stimulus and response is strengthened by
its occurrence, its exercise or its use. In other words, the use of any response strengthens it,
and makes it more prompt, easy and certain.
Regarding the law of disuse, it is said that when a modifiable connection is not made between a
stimulus and a response over a length of time, the strength of that connection is decreased.
This means that any act that is not practised for some time gradually decays. Anything that is
not used exercised or practised for a certain period tends to be forgotten or becomes weak in
strength, efficiency and promptness. makes it more prompt, easy and certain. Regarding the
law of disuse, it is said that when a modifiable connection is not made between a stimulus and
a response over a length of time, the strength of that connection is decreased. This means that
any act that is not practised for some time gradually decays. Anything that is not used
exercised or practised for a certain period tends to be forgotten or becomes weak in strength,
efficiency and promptness.
LAW OF EXERCISE
Educational Implications Exercise occupies an important place in
learning. Teacher must repeat, give sufficient drill in some subjects
like mathematics, drawing, music or vocabulary for fixing material
in the minds of the students.
Thorndike later revised this law of exercise and accordingly it is
accepted that practice does bring improvement in learning but it in
itself is not sufficient. Always practice must be followed by some
reward or satisfaction to the learner. The learner must be motivated
to learn.
LAWS OF LEARNING
3. Law of Effect This is most important of Thorndike’s laws, which state
that when a connection between stimulus and response is
accompanied by satisfying state, its strength is increased. On the
other hand, when a connection is accompanied by an annoying state of
affairs, its strength is reduced or weakened.
The saying ‘nothing succeeds like success’ goes very well with this
law. In other words, the responses that produce satisfaction or comfort
for the learner are strengthened and responses that produce annoyance
or discomfort for the learner are weakened.
Thorndike revised this law in 1930 and according to this revision, he
stated that reward strengthened the response but punishment did not
always weaken the response. Then he placed more emphasis on the
reward aspect than on the punishment aspect of Law of Effect.
LAW OF EFFECT
Educational Implications This law signifies the use of reinforcement
or feedback in learning. This implies that learning trials must be
associated with satisfying consequences.
The teacher can use rewards to strengthen certain responses and
punishment to weaken others.
However, the use of reward is more desirable than the use of
punishment in school learning.
The teacher for motivating the students for learning situations can
exploit the use of reward.