Motive and motivation
One of the most important factors that lead one to their goals is the drive. This drive is referred to as motivation. It is a zest and determination with a kind of excitement that leads one to persevere to reach the higher levels in personal or professional life. The drive may come from an internal or external source. The factors that motivate an individual keep changing during his/her life and achievement of one goal sets the ball rolling for another one to be achieved. Thus, to be motivated is a constant need. (Singh, 2011)
Singh, Kulwinder. (2011). Study of achievement motivation in relation to academic achievement of students. International Journal of Educational Planning & Administration. ISSN 2249-3093 Volume 1,
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Motivation is defined as an internal drive that activates behavior and gives it direction. The term motivation theory describes the processes of why and how human. It is regarded as one of the most important areas of study in the field of organizational behavior. There are two different categories of motivation theories: content theories, and process theories. Even though there are different motivation theories, none of them are universally accepted.
The content theory of motivation (also known as need theory) mainly focuses on the internal factors that energize and direct human behavior. Some of the major content theories include Maslow's hierarchy of needs, Alderfer's ERG theory, Herzeberg's motivator-hygiene theory (Herzeberg's dual factors theory), and McClelland's learned needs or three-need theory.
Motivation is the activation of goal-oriented behavior. It is divided into two types of intrinsic and extrinsic. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. According to Arellano, Chavez, & Deffenbacher (1998), motivation should not be confused with either volition or optimism. Motivation is
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It has been studied by social and educational psychologists since the early 1970s. Research has found that it is usually associated with high educational achievement and enjoyment by students. Explanations of intrinsic motivation have been given in the context of Fritz Heider's attribution theory, Bandura's work on self-efficacy, and Deci and Ryan's cognitive evaluation theory (Bornholt & Goodnow, 1999).
On the contrary extrinsic motivation comes from outside of the individual. Common extrinsic motivations include rewards like money and grades, coercion and threat of punishment. Competition is in general extrinsic since it encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual and prizes are also considered as extrinsic incentives.
Achievement
Many different motivation theories have been created and dissected over the past century in an attempt to understand human behaviour and answer the question: “what creates the force needed to do things we want to do?”
“Intrinsic motivation is linked to the innate propensity of human beings to explore the environment, to shape their abilities, and to conquer optimal challenges” (Güntert, S., 2015, p. 75). A person with intrinsic motivation will work and perform for their personal feeling of satisfaction that comes along with accomplishing a task. The prospect of a reward for their work is not the motivation for this person’s accomplishments.
The author trusts that all humans have some level of motivation as long as they exist. In turn, there are several well-known classic approaches that consider motivation such as instinct, drive reduction, arousal, incentive, and humanistic approaches. It is beyond the scope of this paper to describe all in detail, but a brief synopsis of each follows: (1) Instinct approach theorists suggest that humans have many diverse instincts that are biologically determined and cause innate patterns of behaviors such as reproducing, territorial protection, curiosity, acquisition, and fight, flight or freeze to name a few (McDougall, 1908). (2) Drive-reduction theory proposes that individuals have needs that are essential for survival and this need cause a tension to act called a drive. These drives entail primary drives for physical needs such as water and food, and acquired drives realized through conditioning or experience such as the need for income or social acceptance; whereas, one must meet the need to reduce the drive to return to a state of homeostasis (Hull, 1943). (3) Theorists who support an Arousal approach believe that humans are motivated by stimulation and people develop an optimal level of stimulus tension; whereas, task performances may suffer if the level is too high such as severe test anxiety or even too low such as boredom
The author trusts that all humans have some level of motivation as long as they exist. In turn, there are several well-known classic approaches that consider motivation such as instinct, drive reduction, arousal, incentive, and humanistic approaches. It is beyond the scope of this paper to describe all in detail, but a brief synopsis of each follows: (1) Instinct approach theorists suggest that humans have many diverse instincts that are biologically determined and cause innate patterns of behaviors such as reproducing, territorial protection, curiosity, acquisition, and fight, flight or freeze to name a few (McDougall, 1908). (2) Drive-reduction theory proposes that individuals have needs that are essential for survival and this need cause a tension to act called a drive. These drives entail the primary drives for physical needs (water and food) and the acquired drives learned through experience or conditioning (need for money or social approval); whereas, one must meet the need to return to a state of homeostasis (Hull, 1943). (3) Theorists who support an Arousal approach believe that humans are motivated by stimulation and people develop an optimal level of stimulus tension; whereas, task performances may suffer if the level is too high such as severe test anxiety or even too low such as boredom (Teigen, 1994). (4) Incentive
Achievement motive theory (McClelland, 1999) focuses on achievement motive rather than any other factors because he thought that it is the most important key for students to succeed in their study. Any student who has high achievement motive will have
An extrinsic reward, in comparison, is something the athlete receives from an external source. Some sources of external motivation that influence athletic performance can include praise from others, tangible rewards such as trophies and/or money prizes, or recognition. All of
Once stated by Dwight D. Eisenhower, “Motivation is the art of getting people to do what you want them to do because they want to do it.” The aforementioned ideology places an emphasis on an individual’s internal desires, rather than an outside/external force driving the individual’s consciousness (cognitive evaluation.) Therefore intrinsic motivation is one in which an individual 's own desire comes from within; a relentless and genuine passion for an intended goal. On the contrary, when an individual relies on external factors such as, a reward or any other form of external reinforcement, an extrinsic motivation is exhibited. Although society likes to stress the importance in pursuing an internal motivation, in today 's modern world, an extrinsic factor far outweighs an internal desire to accomplish an objective. As humans, we are too diverse in the way we think and develop, lending the mere classification of an internal motivation to become redundant. Furthermore, as
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
DESCRIPTION AND EVALUATION OF RELEVANT THEORIES Intrinsic and Extrinsic Motivation Vallerand (2004) explains that psychologists have come to realise there are various types of motivation. The two main types are intrinsic and extrinsic. Vallerand (2004) and Biddle et al. (2015) teach us that Intrinsic motivation means taking part in an activity just for the enjoyment of participation. Vallerand et al. (1992) tell us that there are three main categories of instrinsic motivation are to know, motivation to try and better oneself and motivation to experience stimulation (sensory and aesthetic).
What is motivation? According to text, motivation is defined as a set of factors that activate, direct, and maintain behavior, usually toward a certain goal. Motivation is the energy that makes us do things: this is a result of our individual needs being satisfied so that we have inspiration to complete the mission. These needs vary from person to person as everybody has their individual needs to motivate themselves. Depending on how motivated we are, it may further determine the effort we put into our work and therefore increase the standard of the productivity. There have been a wide variety of theories about motivation developed over the years. Several are drive-reduction theory, arousal theory, psychosocial (both incentive and cognitive) theory, and Maslow’s H...
Intrinsically motivated behaviors are those that one does for enjoyment of the activity itself. There is no external reward for these behaviors, and it is seen as a prototype for autonomous behaviors. Extrinsically motivated behaviors are those that one does to illicit a direct consequence. In some cases, one might behave a certain way to avoid punishment, or alternatively, to receive a reward. Most people are extrinsically motivated to go to work every day. There are four different types of extrinsic motivation: External, introjected, identified, and integrated. For certain activities, Amotivation can occur, which usually has negative effects. This occurs when people’s needs aren’t being satisfied by whatever they are doing. Each of the types of motivation can be located on The Self-Determination
Furthermore, there are three theories which explain the different factors in how employees are motivated based on their needs. The first theory, Maslow’s Hierarchy of Needs, was proved by Abraham Maslow in the years of 1943 and 1954 (McLeod, 2013). Maslow believed that society developed their motivations depending on their needs. Maslow’s Hierarchy of Needs is a theory in which five motivational needs( self-actualization,esteem, belongingness and love, safety, and psychological) are demonstrated in a hierarchy pyramid. The five motivational needs are divided into three categories(basic, psychological, and
Motivation is therefore the force that transforms and uplifts people to be productive and perform in their jobs. Maximising an employee's motivation is necessary and vital to successfully accomplish the organisation's objectives and targets. However this is a considerable challenge to any organisation's managers, due to the complexity of motivation and the fact that there is no ready made solution or an answer to what motivates people to work well (Mullins, 2002).
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
According to Greenberg (1999), motivation is defined “as a process of arousing, directing and maintaining behavior towards a goal.” Where “directing” refers to the selection of a particular behavior; and ‘maintenance” refers to the inclination to behave with consistency in that manner until the desired outcome is met.