MOTIVATION

Motivation is the reason or reasons for engaging in a particular behavior, especially human
behavior as studied in philosophy, conflict, economics, psychology, and neuropsychology. These
reasons may include basic needs such as food or a desired object, hobbies, goal, state of being,
or ideal. The motivation for a behavior may also be attributed to less-apparent reasons such as
altruism or morality. According to Geen,

motivation refers to the initiation, direction, intensity and
persistence of human behavior.
Motivation comes from the Latin word movere!, which means to move! or set into motion!. "an
be defined as the probability that a person will enter into, continue and adhere to a specific
change strategy.
MOTIVATIONAL CYCLE
#ome motives appear in cycles. The cycle of motivation follows a three-part repetitive chain$
%. A need creates a drive
&. Operant responses are made as attempts to reach a goal to satisfy the condition, and
'. (nce the goal has been reached, relief from the motive condition follows.
A need can be defined either psychologically or objectively. These may be connected$ the non-
satisfaction of an objective need ) the failure to *pay* a cost of being a human ) is li+ely
perceived by the needy as a *felt need.* (n the other hand, the specific manifestation of objective
needs is defined by individual preferences and psychology$ the need for food can appear in many
different ways.
A want or operant responses is something desired having to do with, distinct from a need. ,t-s
said that people have unlimited wants, but limited supplied resources. Thus, people can-t have
everything they want and must loo+ for the best alternatives sometimes that will cost them less.
This may be distressing to some people and may lead to depression which can be avoided if
other people can give them their original wants so long as it-s not a great burden on others.
Motive or relief is a stimulus or a condition that leads to actions that satisfies the need. (nce the
goal is reached, satisfaction of the need and reduction of motive follows, hence, another need
prevails over or influences our behavior.
Another Motivational Cycle we have found from the internet.
The model of motivation which has been most thoroughly researched and is most applicable to
motivation for learning and behavior is the si. stage model proposed by /rochas+a, 0orcross and
1i"lemente 2%3345. Their research into the process of personal change has shown that in any
change process it is normal for the person to go around a series of stages in a cyclical fashion
before achieving stable change. 6y discriminating different stages of change and readiness for
change, the model suggests distinct strategies to be underta+en with the young person
depending on which stage she or he is in the process of change.
Stage 1 Pre-contemplation
This is the stage which precedes change. The young person is not contemplating change, they
tend to be oblivious to the fact that there is a problem or any need for change at all. There is no
recognition that there is a need to change, and may in fact be great resistance to any change
happening.
,ndicators at this stage include$
1enial
#trong non-verbal signs of resistance 2e.g. reluctance to ma+e eye contact
7igh level of stress 2so much stac+ed up against them in life that change is not on the
agenda5
"omplacency 2the opposite of the above5 8 no need to change as the current pay offs are
heavily weighted towards the status 9uo 2e.g. peer adulation, behavior condoned by
parents, etc.5
Lac+ of awareness of the conse9uences of current actions
Lac+ of self awareness
Lac+ of awareness of the fact that they can change, or can choose to change
Strategies for wor+ing with the young person at this stage include$
Ma+ing contact and building up trust
:aising self awareness 8 initially of their own strengths and interests
;sing the language of choice 8you can choose either to carry on bothering others and
get yourself into detention, or you can choose to get on with your wor+ and go home on
time 8 the choice is yours<!
Ma+ing the youngster aware of the conse9uences of their actions
Ma+e the youngster aware of what they are doing 8 either by feeding bac+ observational
data or video recordings of their behavior
/eer feedbac+ about how they really come across 2using group wor+5
Stage 2 Contemplation
(nce some awareness of the problem arises, the young person enters a period characteri=ed by
ambivalence. They see that they need top improve and have begun to thin+ about how to do so,
but are not yet ready to do anything about it. They will often see-saw between reasons to change
and reasons to stay the same.
Indicators at this stage include$
The youngster begins to tal+ about themselves and some of the issues
"ontact has been established and a relationship is beginning to build
They become more aware that they have a choice
They are beginning to weigh up the pay-offs of change as against the pay-offs of staying
the same
They are e.periencing discomfort with the current situation
Strategies for wor+ing with the young person at this stage include$
7elp them to see the pay-offs for change, whilst at the same time being realistic about
what they will lose as they change
7elp them to envisage how it would be if they did change 8 what would their average day
loo+ li+e> 7ow would others respond> 7ow would they feel>
1evelop self awareness 8 particularly of feelings, which have often been mas+ed by
denial in pre-contemplation
Stage 3 Determination
,t is only at this stage that the young person is really ready to embar+ upon change. They begin to
focus on the solution, ta+e responsibility for problem solving and decision ma+ing in their own
lives. They develop an enthusiasm for change and begin tal+ing about how to go about it. ,t is at
this stage that they begin to be able to contemplate targets and strategies for achieving them.
,ndicators at this stage include$
An enthusiasm for change and energy to contemplate it
:eadiness to loo+ at targets to wor+ towards
#ufficient confidence to apprehend change
Strategies for wor+ing with young people at this stage include$
?urthering enthusiasm and positive thin+ing
"onsideration of pay-offs for change and possible rewards
/lanning using #MA:T targets 2specific, measurable, achievable, realistic, time limited5
Letting others +now of the targets and strategies e.g members of staff, parents, etc.
"larification of support systems, e.g. parents, peer support groups, buddying, etc.
Stage 4 Action
At this stage the young person engages with the planned strategies to bring about change.
@isible change begins and the plan of action is embraced.
Indicators at this stage include$
A more positive sense of self with clearer goals lin+ed to reasons and emotions
A certain insecurity as to whether they will be able to manage the change
(bsession with feedbac+ about how they are doing
The need for positive feedbac+ and clear monitoring of their progress
A need to tell others about their change
Strategies at this stage include$
1eveloping monitoring and feedbac+ systems
:egular opportunities for positive feedbac+
/ositive feedbac+ to relevant others, e.g. parents, staff.
Stage 5 Maintenance
At this stage change is beginning to become consolidated. There is less of an intense! feel about
the whole process. The youngster has gained confidence and the ability to reinforce themselves
for their positive attributes. They are also able to ta+e praise from others for the achievement they
have maintained.
Stage 6 Relapse
This is a phase common to all processes of change. ,t is usually triggered by some adverse event
2row with another, bad news, etc.5. The young person is thrown into a negative state and all the
previous behaviors come once more to the fore.
Indicators at this stage include$
0egative mood state., loss in confidence, tendency to blame themselves or others for the
relapse
Loss of hope or future! orientation
Tendency to catastrophise! 8 one set bac+ means that all hope of change has gone<
Strategies at this stage include$
0ormali=ation! 8 that relapse is a natural part of the cycle 8 for successful change one
has to go through the cycle several times.
:eview the monitoring and feedbac+ systems to affirm the positive changes that have
ta+en place
Ansure that significant others do not reinforce the negativity 2e.g. other members of staff,
parents, etc.5
Move swiftly bac+ to contemplation strategies

/rochas+a, 0orcross and 1i"lementeBs research has shown that unless these stages are
systematically followed through change is unli+ely to be consolidated.
KINDS OF MOTIVES
Motives often are divided into categories of primary or unlearned motives and secondary
or learned motives. /sychologists have classified many motives using these designations but
have found that some motives appear to result from the combined effects of unlearned and
learned characteristics, while others cannot be classified as either unlearned or learned and have
origins that remains matters of debate.
UNLEANED MOTIVES
#ome unlearned motives are called survival motives because they must be satisfied for an
organism to continue to live. The list of survival motives is short$
%. hunger
&. thirst
3. the need for air
4. the need to maintain body temperature
5. the need to relieve fatigue
C. the need to eliminate body waste products.
D. #e.
The responses that satisfy these motives are eating, drin+ing, breathing, sheltering, sleeping and
eliminating.
An additional motive condition, that of pain, appears to be unlearned but is not a survival motive.
,t is possible to live without relief from pain for many years, while relief of any of the other
unlearned motives must occur relatively 9uic+ly or death will follow. ,n the case of the survival
motives, the time span may vary from minutes to wee+s, depending on which motive is involved.
7owever, relief is essential in all cases while it is not for pain.
LEANED MOTIVES
Learned motives often are called social motives because they develop from social
interactions. ,n many societies, they become the predominant motives because survival motives
are satisfied readily and easily. Learned motives generally develop as a result of societal rewards
and punishments and include motive conditions such asE
%. need for achievement
2. the need for friendship or affiliation
3. the need for dominance or power
4. and the need for relief from an.iety
0one of these conditions is necessary for survival or seems to have an unlearned component, yet
all may be very important determinants of behavior.
,t should be +ept in mind that the list is learned motives given in this section is illustrative
but incomplete. A complete list of all learned motives would be e.ceedingly long. ?or e.ample,
other learned motives include needs for play, approval, autonomy, and aggression.