HELLO!

We are the Group 4.

Crissel Anthony
Maria Jane Cerujano
Fatima Aiza Asiri
Nida Opulencia
MOTIVATIONAL AND
AFFECTIVE
FACTORS THAT
INFLUENCE
LEARNING
 1. Discuss the role of motivation as a tool
for learning.
2. Compare types of motivation.
3. Illustrate principles of motivation that
LEARNING teachers can apply in teaching.
OBJECTIVES
4. Demonstrate skills in using effective
motivational techniques.
5. Explain self-reputation, self-efficacy,
and self-concept.
 “
You can lead a horse to
water, but you can't make
him drink.
 ◦ Without motivation, not much
learning or no learning at all will
take place.
INTRODUCTION
◦ Motivation can mean the
difference between success and
failure in the classroom.
 1.
WHAT IS MOTIVATION?
 ◦ the process of arousing and sustaining
interest in an activity in order to
achieve a goal
◦ the creation of a desire on the part of
Motivation
the learner to perform an activity to
satisfy a need
◦ a force that energizes and directs
behaviour toward a goal
 STUDENT MOTIVATION
This has to do with students' desire to participate in the
learning process. Although students may be equally
motivated to perform a task the sources of their motivation
may differ.
 2.
Motivational and Emotional
Influences on Learning
  What and how much is learned is
influenced by the learner’s
Motivational motivation.
and Emotional
Influences on
 Motivation to learn is influenced
Learning by the individual's emotional
states, beliefs, interests, and goals,
and habits of thinking
 interest
in the
subject
There is no matter perception
patience of its
single Factors
affect a usefulness
magical given
student's
formula for motivation to
work and to general
motivating self- learn
desire to
esteem
students. achieve
self-
confidence
 Motivational and emotional
Motivational factors influence both:
and
Emotional
the quality of thinking
Influences on
information processing
Learning individual's motivation
to learn
 “
What motivates
you?
 It is extremely important to
motivation and success.

BIG CONCEPT
 3.
Intrinsic and Extrinsic
Motivation
 Actions to Increase Student’s
Motivation

Intrinsic Motivation Extrinsic Motivation

Internal stimulus that Comes from outside the

arouses one to action learner

Based on motive Based on incentive

 4.
GENERAL PRINCIPLES OF
MOTIVATION
These principles should always be considered by
teachers and students alike:

1. The environment can be used to focus the student’s

attention on what needs to be learned. 
2. Incentives motivate learning. 
3. Internal motivation is longer lasting and more self-
directive than is external motivation.
These principles should always be considered by
teachers and students alike:

4. Learning is most effective when an individual is

ready to learn.
5. Motivation is enhanced by the way in which the
instructional material is organized. 
Success is more predictably motivating than is
failure.
 5.
THEORIES OF
MOTIVATION
  Helpful in understanding the variety of
pupils' motives, their emergence and
Abraham
their interrelationships
Maslow's
 One of Maslow's most famous concepts
Hierarchy of
is that of self-actualization or the use of
Needs
one's abilities to the limit of one's
potentialities.
  Proposed that an individual's specific
needs are acquired over time and are
David shaped by one's life experiences
McClelland’s  A person's motivation and effectiveness
Need in certain job functions are influenced
Achievement by three needs
Theory  Sometimes is referred to as the three
need theory or as the learned needs
theory
 “
Quotations are commonly printed as a
means of inspiration and to invoke
philosophical thoughts from the reader.
 ◦ A cognitive theory of
Attribution motivation that attempts to
Theory describe learners’
(B. Weiner) explanations for their
successes and failures
 Locus

Attribution
Theory Attributions
(B. Weiner)

Control Stability
 Effort Luck

Attribution
Task
Theory Ability Difficult
(B. Weiner) y
 Low
ability
Attribution or effort
Theory
(B. Weiner)
High
ability
or effort
 Assumptions:
People want to know the
causes of their own and
others’ behavior.
Attribution
Theory They do not randomly assign
(B. Weiner) causes to their behavior.

The causes that the individual

assigns to behavior influence
their subsequent behavior.
  It examines both extrinsic and intrinsic
motivation
Self-
Determination
Theory  It describes a continuum of increasing
(R. Ryan & E. Deci) self-determination that proceeds though
stages of extrinsic motivation and ends
in intrinsic motivation.
 ◦ It is concerned with the
motivation behind choices people
Self- make without external influence
Determination and interference.
Theory
(R. Ryan & E. Deci)
◦ It suggests that people tend to be
driven by a need to grow and gain
fulfillment.
 Human’ Innate
Psychological Needs

Self-
Determination Control or
Competence Relatedness
Autonomy
Theory
(R. Ryan & E. Deci)
Need to be Need to Need to have a
close,
effective in control the
affectionate
dealing with course of their relationships
environment lives with others
 6.
SELF-CONCEPT &
SELF-EFFICACY
 Self-efficacy describes Self-concept is typically
the belief that one is depicted as pervading a
capable of executing wide variety of activities:
behavior or performing people are generally
tasks successfully and is described as having
an essential driving force generally high or low
of human nature. concepts.
  the cognitive or thinking aspect of self
 generally refers to "the totality of a
Self- complex, organized, and dynamic
system of learned beliefs, attitudes and
Concept opinions that each person holds to be
true about his or her personal
existence"
 Academic Social

Physical Transpersonal
Components
of
Self-Concept
  defined as people's beliefs about their
capabilities to produce designated levels
of performance that influence over
Self-
events that affect their lives
Efficacy
 the focal point of Albert Bandura’s
social cognitive theory
 ◦ Self-efficacy beliefs determine how
people feel, think motivate themselves
Self-
and behave. Such beliefs produce
Efficacy diverse effects through four major
processes.
Cognitive Motivational Affective Selection
Processes Processes Processes Processes
• The stronger • People motivate • The stronger the • Beliefs of
the perceived themselves and sense of self- personal self-
guide their efficacy the efficacy can
self-efficacy, actions bolder people shape the course
the higher anticipatorily by are in taking on lives take by
the goal the exercise of taxing and influencing the
challenges forethought. threatening types of activities
people set They form beliefs activities. and
about what they environments
for can do. They people choose.
themselves anticipate likely
and the outcomes of
firmer is their prospective
commitment actions.
to them.
The higher the the wider the
level of range of career
people's options they
perceived self- seriously
efficacy consider
The greater their interest in The greater is
them, and the better they their success
prepare themselves
educationally for the
occupational pursuits they
choose
 Self-efficacy is more specific to
particular domains, tasks, or situations.
 7.
How Self-Efficacy Affects
Behavior
 Goals

How Self-
Choice of Efficacy Effort and
Activities Affects Persistence
Behavior

Learning &
Achievement
 8.
Factors in the Development of
Self-Efficacy
 Factors in the Development of
Self-Efficacy

Successes
Messages
Previous Successes and
that
successes and failures of
others
and failures of the group
communi
failures. others. as a
cate.
whole.
 9.
Self-Regulation
  systematic efforts to direct
thoughts, feelings, and actions
toward the attainment of one's
Self-
goals
Regulation
 the process of accepting
responsibility for one's own
learning, begins with goals
  a developmental process that
with teacher support,
gradually increases
Student Self-
Regulation  begins with accepting
personal responsibility
 Self-regulation entails at least four processes:

Self-
Reaction
Self-
Judgment
Self-
Observation
Setting
standards
& goals
 10.
Using Technology to Increase
Learner Motivation
  Technology is changing education
and its motivating characteristics
Using can be explained using self-
Technology efficacy, and self determination
to Increase
theory.
Learner
Motivation
 Technology may be unique in its
ability to increase self efficacy.
 ◦ From a self-determination
perspective, technology can keep
Using learning activities challenging by
Technology to
adapting the level of difficulty
Increase
Learner problems, decreasing the time
Motivation available as expertise develops,
and providing immediate and
customized feedback.
It is an accepted fact that because technology allows
students the pace of the activity and choose the kind
and amount of they receive, they achieve more
control over their learning.
SUMMARY
  That the learner must be motivated
to learn is a basic principle in the
teaching-learning process.

SUMMARY
 Motivation to learn is influenced by
the individual's emotional states,
beliefs, interests and goals, and
habits of thinking.
  There are different theories of
motivation. One of the most popular is
the Maslow's hierarchy of human needs.
SUMMARY
 Other theories of motivation are David
McClelland's need achievement theory,
self-determination and attribution
theory.
  Self-efficacy, self-concept, self-
SUMMARY regulation and cognition are
also bases for motivated
behavior according to research.
THANKS!