ED 103 Foundations of Education

MOTIVATION

The arousal of interest that directs

the learner towards a goal
The process of arousing and
sustaining interest in an activity in
order to achieve a goal
The creation of a desire on the part
of the learner to perform an activity to
satisfy a need

IMPORTANCE OF MOTIVATION
1. Directs activities towards the
achievement of a goal
2. Controls and directs human behavior
3. Inculcates spiritual and moral values
in the minds of the young
4. Gives satisfaction and happiness to
the individual
MOTIVATION AS DIFFERENTIATED FROM
MOTIVE AND INCENTIVE
1. Motivation is a process.
2. Motive is a disposition, tendency,
desire, or aspiration
3. Incentive is an external benefit or
reward of some kind derived from an
activity and may come in the form of
social approval as praise, good grades,
honors, scholarships, medals, and the
like.
CLASSES OF MOTIVATION
1. Intrinsic motivation
- An internal stimulus that arouses one
to action.
- Based on motive, which is always
intrinsic
2. Extrinsic motivation
- An external stimulus to action
- Based on incentive
CLASSIFICATION OF MOTIVES
1. Biological and physiological drives
- Innate or inborn stimuli such as the
desire for food, water, shelter, and
other comforts of the body
- The lowest but the most important in
the hierarchy of motives
2. Psychological drives
- Social drives which are acquired,
learned or derived
- The need for social approval, security,
safety, belongingness, love, esteem,
prestige, power, and the like
- The second level in the hierarchy of
motives
3. Creativity or self-actualization
drives

General or unconscious drives or

motives
The desire to do something not out of
necessity but simply the urge to
achieve something exceptional for the
good of humanity
The highest class or level in the
hierarchy of motives

ED 103 Foundations of Education

MOTIVATION
-

The arousal of interest that directs

the learner towards a goal
The process of arousing and
sustaining interest in an activity in
order to achieve a goal
The creation of a desire on the part
of the learner to perform an activity to
satisfy a need

IMPORTANCE OF MOTIVATION
1. Directs activities towards the
achievement of a goal
2. Controls and directs human behavior
3. Inculcates spiritual and moral values
in the minds of the young
4. Gives satisfaction and happiness to
the individual
MOTIVATION AS DIFFERENTIATED FROM
MOTIVE AND INCENTIVE
1. Motivation is a process.
2. Motive is a disposition, tendency,
desire, or aspiration
3. Incentive is an external benefit or
reward of some kind derived from an
activity and may come in the form of
social approval as praise, good grades,
honors, scholarships, medals, and the
like.
CLASSES OF MOTIVATION
1. Intrinsic motivation
- An internal stimulus that arouses one
to action.
- Based on motive, which is always
intrinsic
2. Extrinsic motivation
- An external stimulus to action
- Based on incentive
CLASSIFICATION OF MOTIVES
1. Biological and physiological drives
- Innate or inborn stimuli such as the
desire for food, water, shelter, and
other comforts of the body
- The lowest but the most important in
the hierarchy of motives
2. Psychological drives

Social drives which are acquired,

learned or derived
The need for social approval, security,
safety, belongingness, love, esteem,
prestige, power, and the like
The second level in the hierarchy of
motives

3. Creativity or self-actualization
drives
- General or unconscious drives or
motives
- The desire to do something not out of
necessity but simply the urge to
achieve something exceptional for the
good of humanity
- The highest class or level in the
hierarchy of motives

4. Cognitive theory
- An individual takes an action that is
most favorable to his perception and
rational thinking
- This is on the level of decision-making
or making a choice
5. Psychoanalytic theory
- Sigmund Freud, the proponent of this
theory, claims that the libido or
psychic energy is sexual in origin and
is the primary driving force of behavior
- A person chooses an activity that best
expresses his psychic energy

Prepared by:
MOTIVATIONAL CYCLE
First Stage
- Starts with a need which turns into a
motive
- Tension or stress then arises
Second Stage
- Action
- The motive spurs the individual into
action and the activity continues until
the motives has been satisfied and the
goal achieved.
Third Stage
- The satisfaction of the individual
- Tension vanishes and stability or
equilibrium takes its place
- Homeostasis the absence of tension
and satisfaction, stability and
equilibrium
SOURCE THEORIES OF MOTIVATION
1. Need-drive-incentive theory
- Need is probably the greatest source
of motivation and the desire to satisfy
the need is the strongest motive
2. Cue-stimulus (non-drive) theory
- The stimulus to activity does not come
from within the individual but from
outside
- Given the necessary incentives, the
individual performs an act repetitively
until the act becomes a habit and a
motivating factor.
3. Affective arousal theory
- An application of the law of effect of
Thorndike
- Pleasant experiences tend to be
repeated and unpleasant experiences
tend to be avoided

DARIA GAY M. MARIQUIT, MAEd 1

Reporter

MOTIVATIONAL CYCLE
First Stage
- Starts with a need which turns into a
motive
- Tension or stress then arises
Second Stage
- Action
- The motive spurs the individual into
action and the activity continues until
the motives has been satisfied and the
goal achieved.
Third Stage
- The satisfaction of the individual
- Tension vanishes and stability or
equilibrium takes its place
- Homeostasis the absence of tension
and satisfaction, stability and
equilibrium
SOURCE THEORIES OF MOTIVATION
1. Need-drive-incentive theory
- Need is probably the greatest source
of motivation and the desire to satisfy
the need is the strongest motive
2. Cue-stimulus (non-drive) theory
- The stimulus to activity does not come
from within the individual but from
outside
- Given the necessary incentives, the
individual performs an act repetitively
until the act becomes a habit and a
motivating factor.

3. Affective arousal theory

- An application of the law of effect of
Thorndike
- Pleasant experiences tend to be
repeated and unpleasant experiences
tend to be avoided
4. Cognitive theory
- An individual takes an action that is
most favorable to his perception and
rational thinking
- This is on the level of decision-making
or making a choice
5. Psychoanalytic theory

Sigmund Freud, the proponent of this

theory, claims that the libido or
psychic energy is sexual in origin and
is the primary driving force of behavior
A person chooses an activity that best
expresses his psychic energy

Prepared by:
DARIA GAY M. MARIQUIT, MAEd 1
Reporter