Theories+Of+Motivation+p.2

__**MOTIVATIONAL THEORIES 2**__

**__Abraham Maslow's Hierarchy of Motivation (Based on a Needs Theory)__** His theory remains even valid today, even though many have added, extended or re-interpreted it. Maslow took psychology and created a hierarchy of needs which he felt ordered the actions of human beings. Maslow's Hierarchy of Needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself; **Being** or **Self Actualization.** Each of us is motivated by needs. Our most basic needs are inborn, having evolved over tens of thousands of years. Abraham Maslow's Hierarchy of Needs helps to explain how these needs motivate us all. When the lower order needs of physical and emotional well-being are satisfied we then now can be concerned with the higher order needs of influence and personal development. Unfortunately, if the things that satisfy our lower order needs are swept away, we are no longer concerned about the maintenance of our higher order needs, because such psychological emotions such as frustration, depression, and anxiety have most likely taken over the mind to the extent that the higher cognitive functions of thinking about personal growth and fulfilment don’t even occur. In the case of students, if they are hungry, do not have enough money to live or get the basics for comfort, or if there is lack of personal safety (taking the bus late at night), they do become emotionally distracted, so that learning situations become difficult if not impossible. = The “Hierarchy of Needs” model developed by Abraham Maslow (USA 1940’s-50’s). =

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 * The Behaviourist Theory of Motivation ** __

Behaviour is learnt from experience, learning takes place mainly through reinforcement. (Skinner) Behaviourism focuses on what can be directly seen or heard about a person’s behaviour. They do not really have anything to say about what lies inside the learner. __** 2. The Behaviourist’s Theory About Motivation: **__ Is that motivation is __**learnt or dependant on (external) rewards**__. Positive rewards, such as appropriate praise, good marks, increases the student’s desire or and confidence and therefore promotes continued learning. Negative rewards or experiences such as criticisms, failure, or even the absence of rewards will diminish the motivation to learn. On the other hand if praise is given inappropriately, or it is not genuine, or maybe given as a habitual response, a learner will sense this and discount the praise, so their sense of reward is lost and so is the motivation. What is interesting about the reward system, is that the instructor in the classroom can reinforce certain behaviours, that she or he alone has chosen. The students of course persist in the behaviour desired by the positive reward system. (Note the similarity of the scientists who use lab animals that receive rewards when they perform the "correct desired behaviour" or performance being studied by the scientists. With this reward system, the animals are motivated to repeat the behaviour to get the positive reward)
 * __1. Behavioural Theory:__ **

__** Praise is a very important tool as it helps to motivate when it: **__
1. Is delivered in response to behaviour that warrants it. 2. Specifies why the praise is deserved. 3. Seems credible, spontaneous, varied, and in proportion to the accomplishment. 4. Attributes the learners success to effort. 5. Is given in recognition of noteworthy achievement or effort. 6. Provides student with information about their competency. 7. Is given within the context of the student’s previous work. 8 . Helps students appreciate their own productive behaviour.

A final word about rewards. I once had an instructor for one of my PIDP classes, years ago, that would give a chocolate bar reward to the student who could answer what the main criteria was in the last lesson. I even won a big handbook on evaluations, for answering a question...I was so pleased, it made me feel really good. As one that doesn't receive "rewards" too often, it remained a pleasant memory as well. Instructors have a vital role in how they may praise, reward or critisize because for the student who is in the more "vulnerable" position can be affected for many years sometimes.

Part 3 Theories of Motivation/j Behaviourist Theoery of Motivations, page 6 PIDP 3250 course material Contemporary Educational Psychology/ Chapter 6 Student Motivation/ Cautions about Behavioural Perspectives on Motivation
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