ON
MOTIVATION: CONCEPT, CHARACTERISTICS &
TECHNIQUES OF MOTIVATION
Submitted to:
D
R
.
M
EENAKSHI
Submitted by:
H
ARSUKHJINDER
S
INGH
R
OLL
N
O
.9040
DEPARTMENT OF EDUCATION AND COMMUNITY SERVICE,
PUNJABI UNIVERSITY,
PATIALA.
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INTRODUCTION
The word motivation is derived from a Latin word ‘movere’ which means to move. Anything which moves an individual to action may be described as motive, drive, urge, etc. Motivation provides driving force and direction to all types of behaviour. It is that force which impels or incites individual’s actions and determines the direction of actions. Motivation, thus may be regarded as something which prompts, compels and energies an individual to act or behave in a particular manner at a particular time for attaining some specific goal or purpose.
Broadly considered, the term motivation denotes the factors and process that impel people to act or to interact in various situations.
DEFINITIONS OF MOTIVATION
Coleman: Motivation is inner condition of the organism that initiates or directs toward a goal.
N.H. Nunn: Anything that initiates activity internal or external is motivation.
Atkinson: The term motivation refers to the arousal of tendency to act to produce one or more effects.
H.W. Bernard: 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 these goals.
Thus it is clear that the human behaviour is controlled,
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directed and modified through certain ‘motives’. They are the determinants of human conduct and behaviour. Motives create action; continue the activities till the goal is not achieved.
Hence we may define a motive “as a tendency to activity initiated by a drive and concluded by an adjustment”.
CHARACTERISTICS OF MOTIVATION
1.
Motivation involves directedness. Motivated state is often described as guided, directed and goal oriented. The motivated behaviour moves in a specific direction. The behaviour of the organism is purposeful and persistent.
2.
Motivation depicts the selective nature of behaviour.
Under motivated condition, the behaviour of the organism does not move in a haphazard way. It is directed towards a selective goal which the individual sets for himself.
3.
Motivation energises and sustains behaviour. Motives energize the behaviour of the organism and arouse him for action. Motives not only energize the behaviour but they also sustain interest and behaviour for a longer period in the activity. Efficiency and adequacy are increased in motivated state of behaviour.
4.
Motivation causes the behaviour of the organism relatively active and persistent. The stronger the motive, the greater is the organism’s activity and persistency towards goals.
5.
Motives can not be directly observed. We infer the existence of a motive from behaviour or from knowledge of certain other factors. Different motives can be expressed through a single behaviour and vice versa.
6.
Motivated behaviour is cyclical. Firstly, a motive or drive is aroused. Secondly, a sequence of behaviour occurs during which the organism seeks a means of satisfying or
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reducing the drive. Finally, some goal is reached whereby the drive is reduced or terminated.
7.
Motivation causes the behaviour to be homeostatic. In organism the process of maintaining internal physiological equilibrium is called ‘homeostasis’. When any need remains unsatisfied, the tension produced within the organism, drives it to seek the need and hence to alleviate the tension. Hence, all behaviour may be regarded as homeostatic in nature.
TECHNIQUES OF MOTIVATION
The process of motivation is a highly individualized activity. A learner may be motivated for an action in a particular situation and the other learner may not be motivated in that situation and even the same learner may not be motivated under the same situation on some different occasions. A number of variables operate in the process of motivation which causes variation in the individuals.
Psychologists have developed some common techniques which may be used by classroom teachers to motivate children in their work. Below are given some of the important techniques of motivation in the classroom teaching-learning situations.
1.
Use of Principles of Pleasure and Pain: The pleasant experiences which give satisfaction are sought and painful experiences are avoided by the organism. So the teacher must provide pleasant and satisfying experiences to his students. Such type of experiences will motivate students for further learning.
2.
Use of Rewards and Punishment: The teacher must give rewards to the students on their performance. Rewards create interest in the students. The teacher must use punishment very sparingly because punishment creates
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behaviour problems. It should also be kept in mind that the reward should not become an end in itself but it should create learning desire in the learner.
3.
Use of Praise and Blame: By nature everyone wants praise, prestige and recognition for his achievement.
Praise is more effective than blame for motivating children. The teacher should be cautious that for each and every activity children should not be praised. Blame should be sparingly used because it creates personality maladjustment. Successful use of praise and blame depends upon the students, their personality and prior learning experiences.
4.
Aspiration Level or Setting Goals: The teacher should design the level of difficulty of classroom task by keeping into consideration the level of aspiration of the class. The teacher should organize activity in such a way that students should keep striving and give a promise of goal attainment. Goals should be attainable and the students should feel that they are able to achieve them.
5.
Use of Competition and Cooperation: The teacher should use various types of competition. e.g. (i) interpersonal competition among peers (ii) group competition (iii) competition with oneself. Like competition, cooperation is also a strong incentive for motivating children. Competition and cooperation both can be used in the classroom learning for giving high scores.
6.
Knowledge of Result or Feedback: It has been proved experimentally that knowledge of result facilitates motivation and improves the learning process. Learning is faster and effective when learners are provided with the
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knowledge of their progress. Hence the teachers should provide proper feedback to the students to motivate them in learning.
7.
Novelty and Change: The teacher should present the subject matter in a variety of ways to bring novelty in his teaching. Sometimes motivation can be enhanced by changing the seating plan, using teaching learning material and adopting new strategy or method of teaching.
8.
Miscellaneous Suggestions i) Teaching should be child centred. ii) Teaching should be democratic. iii) Teaching methods should be according to the individual differences. iv) Learning experiences in the classroom should be related to the life of the students. v) Objectives of every school activity should be clear to the students. vi) Learning by doing or practical activities should be emphasized. vii) Motivating thoughts should be provided. viii) Conducive environment should be created in the classroom. ix) Use of stressful procedures should be avoided. x) The teacher must create psychological and social needs for learning in his students.
CONCLUSION
No motivation, no effective learning. Teaching-learning process in the classroom may not be effective if the students are not motivated. Inspite of all the techniques, the place of the
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teacher remains supreme, his method of teaching, warmth and his techniques of handling classroom problems play an important role in the process of motivation in classroom teaching.
References
Chauhan, S.S. (2007). Advanced Educational Psychology. New Delhi:
Vikas Publishing House Private Limited.
Dandapani, S. (2000). A Textbook of Advanced Educational
Psychology. New Delhi: Anmol Publications.
Mangal, S.K. (2007). Advanced Educational Psychology. New Delhi:
Prentice Hall of India Private Limited.
Meenakshi (2004). Advanced Educational Psychology. Patiala:
Punjabi University.
Walia, J.S. (2003). Foundations of Educational Psychology.
Jalandhar: Paul Publishers.
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