Matakuliah
Tahun
: E1122 - Psikologi Pendidikan
: 2007
Motivation, Teaching, and Learning
Pertemuan 10
What is Motivation?
The processes that energize, direct and sustain behavior
• If students don’t complete an assignment because they are bored,
lack of motivation is involved
• If students encounter challenges in researching and writing a paper,
but persist and overcome hurdles, motivation is involved
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PERSPECTIVES ON MOTIVATION
- The Behavioral Perspectives -
 The behavioral perspective emphasizes external rewards and
punishments as keys in determining a student’s motivation
 Incentives are positive or negative stimuli or events
that can motivate a student’s behavior
 In the classroom teachers use include numerical scores and letter
grades, checkmarks or stars for competently work
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- The Humanistic Perspectives  A view that stresses student’s capacity for personal growth,
freedom to choose their destiny, and positive qualities
 Maslow’s concept (HIERARCHY OF NEEDS), that individual need
must be satisfied in this sequence, psychological, safety, love and
belongingness, esteem, and self actualization
 Self actualization, the highest and most elusive of Maslow’s needs, is
the motivation to develop one’s full potential as a human being
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HIERARCHY OF NEEDS
SELF
ACTUALIZATION
ESTEEM:
feeling good about oneself
LOVE & BELONGINGNESS:
security, affection, attention
SAFETY: ensuring survival, job, money,
PSYCHOLOGICAL: hunger, thirst, sleep, sexual
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- The Cognitive Perspectives  This interest focuses on such ideas as student’s internal motivation
to achieve, their attribution (perceptions about the causes of success
and failure, especially the perception that effort is an important factor in
achievement)
and their beliefs that they can effectively control their environment
 Recommends that students should be given more opportunities
and responsibility for controlling their own achievement outcomes
(Perry, Turner, & Meyer, 2006)
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 Competence motivation, the idea that people are motivated to deal
effectively with their environment, to master their world, and to
process information efficiently
 The concept of competence motivation explain
why humans are motivated to achieve
science and technological innovation
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- The Social Perspectives -
 Are you the kind of person who is motivated to be around
people a lot? Or would you rather stay home and read a book?
 The need for affiliation or relatedness is the motive to be securely
connected with other people
 This involves establishing, maintaining, and restoring warm, close
personal relationships
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 Students in schools with caring and supportive interpersonal
relationships have more positive academic attitudes and values
and more satisfied with school
 One of the most important factors in students motivation and
achievement was their perception of whether they had a positive
relationship with the teacher
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EXTRINSIC AND INTRINSIC
MOTIVATION
• Extrinsic motivation is ofter influenced by external
incentives such as rewards and punishments. Involved
doing something to obtain something else
• Intrinsic motivation involves the internal motivation to
do something for its own sake.
• Four types of intrinsic motivation: (1) self-determination
and personal choice, (2) optimal experience and flow, (3)
interest, (4) cognitive engangement and self
responsibility
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1. Self determination and Personal
choice
• Student want to believe that they are doing
something because of their own will, not because of
external success or rewards
• Researchers have found that students internal
motivation and intrinsic interest in school tasks
increase when students have some choice and some
opportunities to take personal responsibility for their
learning
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2. Optimal Experiences and Flow
Student’s perceived level
of their own skill
Low
Student’s perceived Low Apathy
level of challenge
High Anxiety
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High
Boredom
Flow
3. Interest
• Research on interest has focused mainly on how interest
is related to learning
• Interest is especially linked to measure of deep
learning, such as recall of main ideas and responses to
more difficult comprehension questions, than to surface
learning, such as responses to simple questions and
verbatim recall of text
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4. Cognitive Engagement & Self
Responsibility
• The importance of creating
learning environments that encourage student to
become cognitively engaged and take responsibility for their learning
• The goal is to get students to become motivated to expend the effort to
persist and master ideas rather than simply doing enough work to just
get by and make passing grades
• Especially important is to embed subject matter content and skills
learning within meaningful contexts, especially real world situations
that mesh with student’s interests
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