Motivation

Utkarsh Education

 

Motivation 

Meaning and Definition of Motivation

Motivation is commonly meant to be encouraged for doing an activity, in this sense it symbolizes a process. However in the field of psychology, this term is used in two forms, as a process and as a product. As a process, it is used in the form of such a psychophysical process which inculcates such energy in an individual that he is encouraged to do a particular task. This process has a unique synthesis of affective and conative domains; in it, an individual becomes eager emotionally, then this eagerness takes the form of energy and fills encouragement and vigour in him, and ultimately, it inspires him to do a particular task. As a product, it is used in the form of that energy or power which is created from affective eagerness and which inspires an individual to do a particular work.

Historically, the word motivation comes from the Latin root 'movers' which means to move. It means motivation is the process of arousing movement in the organism which is produced and regulated through the release of energy within the tissues.

Different psychologists have defined this in different ways. 

1. Good has defined: Motivation is the process of arousing, sustaining and regulating an activity. 

2. Good, Blair, Jones and Simpson have defined : Motivation is the process of in which the learner's internal energies or needs are directed towards various goal objects in his environment. 

3. F.J. Medonald defined: Motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction.

4. Guilford defined "A motive is a particular internal factor or condition that tends to initiate and to sustain activity". Thus motivation includes all those internal conditions which begin an activity or sustain it.

5. Bernard defined "Motivation refers to all those phenomena which are involved in the stimulation of action towards particular objectives where previously there was little or no movement towards those goals". 

6. Atkinson defined "Motivation is the arousal of tendency to act or to produce one or more effects".

Meaning and Definitions of Motives

The factors which inculcate motivation in an individual towards doing an activity are called motives. Motives are generally divided into two classes internal motives and external motives.

By internal motives is meant physiological or biological motives in an individual, as self-defence, hunger, love, sex.

By external motives is meant environmental or psychological motives of an individual, as self-esteem, social level and aspiration for attaining a particular achievement.

So, motives can be defined in the following form:

Motives are those internal and external conditions of a person which motivate him to perform a particular task and keep him active until the realization of objective.

Theories of Motivation

Different psychologists have opined differently about the inculcation of motivation in people. These opinions are recognized as theories of motivation. Some of the important ones are as follows:

1. Instinct Theory: This theory was laid down by McDougall According to this theory, each behaviour of man is governed by his instincts, the emotions inherent behind instincts work as motives. In the context of this theory the first thing is that the psychologists are not in agreement about the number of instincts, and second, this theory does not stand on its own test. Instincts are identical in all individuals, then their behaviour too should be identical, but so is not the case.

2. Psychoanalytic Theory: This theory was propounded by Freud According to this theory, there are two basic factors of the motivation that influences man's behaviour instincts and unconscious mind According to Freud, basically there are only two instincts-life instind (eros) and death instinct (thanatos) which incline an individual toward constructive or destructive behaviour respectively. His unconscious mind also influences his behaviour unknowingly. In the context of the theory, the first thing is that the views of Freud regarding instinct are n acceptable to psychologists, and secondly, human behaviour is governed not by unconscious mind alone, but also by his sub-conscious mind and conscious mind.

3. Drive Theory: This theory was laid down by Klark L. Hull. According to this theory, physical needs of man create stress in him. which is called drive in psychological terminology, and these drives motivate an individual to work in a particular way later. Later the psychologists added psychological needs to these physical needs also, yet this theory remains incomplete in itself because this does not explain the higher cognitive behaviour of man.

4. Incentive Theory: This theory was laid down by Bolles and Pfaffman. According to this theory, man is influenced by the object, situation or activity located in his environment to act. They have considered all these factors in the environment as incentive. According to them, incentives are of two types-positive and negative. Positive incentives, such as food and water, push an individual towards the goal, while negative incentives, such as punishment and electric shock, prevent an individual from proceeding towards the goal. Because this theory lays emphasis only on external factors, so it is incomplete in itself.

5. Physiological Theory: This theory was propounded by Morgan. According to this theory, motivation is not created by any external stimulus, rather it is created due to the changes occurring in the physiological systems within the body. This theory overlooks the effect of environmental factors on man, so it is also incomplete in itself.

6. Need Theory: This theory was propounded by Maslow. According to this theory, human behaviour is inspired by his needs. Maslow has presented needs in a particular sequence. According to Maslow, so long man does pot fulfill his needs of one level, he does not proceed towards the needs of the next level. This is true for Maslow to say that man is motivated by his needs, but this is not true that man meets his needs in a particular sequence. Therefore, this theory is also incomplete in itself.

Functions of Motivation

Motivation has four fundamental functions in learning. These are:

(a) Motivation energizes the behaviour of the organism (the child) and arouse him/her for action (initiates the activity).

(b) Motivation direct and regulate our behaviour (the child's activity).

(c) Motivation controls behaviour and does not allow the child to move in haphazard way.

(d) Motivation directed toward a selective goal (not all the activities) which the individual sets for himself/ herself. It provides satisfaction after completion or achievement of goals.

Types of Motivation

Different classifications of motives have been effected from different view points. These are innate or intransic or natural and outward or acquired or extransic or artificial. When motivation arise from within the individual and is not linked with external forces and motivate the individual to perform some task or behave in a manner is called intransic motivation or Motivation is intrinsic when an individual recognises an activity as self-rewarding or derives satisfaction from the activity. Here motives come directly from within the person and no external pressures are necessary.

Similarly when outside forces such as praise/blame. rewards/punishment, and competition/cooperation, etc.. compel the individual and provide incentives to achieve the goal is called extrinsic motivation. Or when a child does not perceive the inherent value in an activity and pursues the activity not for its own sake but for the sake of some external reward is called extransic motivation.

Functions of Motivation

Motivation has four fundamental functions in learning. These are:

(a) Motivation energizes the behaviour of the organism (the child) and arouse him/her for action (initiates the activity).

(b) Motivation direct and regulate our behaviour (the child's activity).

(c) Motivation controls behaviour and does not allow the child to move in haphazard way.

(d) Motivation directed toward a selective goal (not all the activities) which the individual sets for himself/ herself. It provides satisfaction after completion or achievement of goals.

Techniques of Classroom Motivation

Psychologists have developes several techniques in order to keep students fully motivated. We shall discuss some special techniques in brief.

1. Understanding the Degree of Maturation Required for Learning

2. Bringing Assignments within Child's Experience

3. Respect for Personality of the Child, Appealing to Ego-Maximization

4. Securing Attention, Creating Interest and Enthusiasm

5. Attitude In Motivation

6. Praise and Reproof In Learning

7. Emphasis on Positive Guidance

8. Clear Assignments and Definite Goals

9. Encouraging Self Motivation among Children

10. Making Unconscious and Semiconscious Needs and Wants Conscious

11. Development of Self-Appraisal

12. Developing Values, Ideals and Life Goals

13. Setting a Good Example

14. Emphasis on Group Dynamics

15. Competition vs. Cooperation

16. Participation Through Participation

17. Appealing to as Many Motives as Possible and to the Total Personality

18. Token Economy

19. Knowledge of Progress

20. Effective Repetition and Active Participation.

Factors of Motivation