Motivational+Theories

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Introduction: What is Motivation?
====Motivation is an internal state that steers individuals to put energy and sustained effort into what they do. Motivation is of particular interest to educators because of the crucial role it plays in student learning. What motivates people to learn? To engage in tasks? To excel? ==== = = = Motivational Theories: = Dozens of motivational theories have sprung into existence since the twentieth century. This proliferation of theories can be attributed to the growth of psychological research in every field of every discipline. Some of the more common theories applying to education are briefly described below.

Adam's Equity Theory:
There must be a fair balance between employer's inputs and employee's outputs.

Behaviourist Theory:
Behaviourists believe that motivation is dependent upon reward, either positive or negative.

Cognitive Dissonance Theory:
A student will become motivated to learn when presented with new information that disagrees with longstanding beliefs.

Expectancy Theories:
How does an individual's expection of success influence their actual level of success? Students search for reasons to explain their level of success. Internal state of student dictates how they view the need for success. Some students must get "As" and are classified as high achievers. Even if the student has a low expectation of success, their motivation may improve if the course has high enough "value" for them, e.g., the course is a requiredment for completeion of a larger program.
 * =====**Attibution Theory: **=====
 * =====**Achievement Theory: **=====
 * =====**Expectancy-Value Theory: **=====

Herzberg's Theory:
There are [|certain specific factors] that lead to job satisfaction/dissatisfaction.

Needs Theory (Maslow):
The hierarchy of needs dictates that certain types of needs must be met before we are ready to satisfy other types of needs. Maslow defines self-actualization as a person's need to do what they were "born to do".



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1. Relevance - adults engage in learning by choice. The circumstances that prompt the learning may be external, such as a job loss or radical change inone’s personal life; but the decision to participate in education or training is nearly always an individual’s decision. As instructor’s, we must make our adult learners aware of the relevance of the learning they are undertaking. =====

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2. Competence – adult learners are independent and self-fulfilled. Learning is one of the primary means of expanding that sense of personal teaching and learning that enhances a learner’s immediate ability. =====

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4. Utility - Adults are for the most part pragmatic learners. They look for ways to apply what they are learning almost immediately once a course of study begins. This strong need to use knowledge in either their career or personal lives is another =====

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5. Environment - How students view the people, place and processes of learning are unquestionably important factors that influence the willingness to learn. When we speak of environment, we mean both the physical and emotional one in which learning takes place. Is the classroom, building or school a pleasant and comfortable place to be? Is the learning atmosphere a safe one free of intimidation and put-downs? Are fellow students supportive and fun to work with? =====