CHAPTER 3: LESSON

Motivational and
1

Affective Factors
 Nature of Motivation
the following characteristics of motivation can
be identified:
1. Motivation is a psychological concept. It is
based on human need which generate within an
individual. Needs are feelings, influence
2. Motivation is total, not piece-meal. the
behavior and activities of the individual.
Motivation cannot be divided into parts. There
is no separation between an employee and
their needs. Partly satisfying his needs will not
 3. Motivation is a continuous process. It
is not a time bound program or a touch-
and-go affair. Human needs are infinite.
A soon as one need is satisfied new
ones arise.
4. Motivation causes goal-directed behavior.
When a person behaves in such a way that
he can achieve his.
 5. Motivation may be financial or non-financial.
Depending on the type of need, motivation
takes different forms. Financial incentives
include pay, allowance, bonus and
prerequisites. Non-financial incentives consist
of recognition, praise, responsibility,
6. Motivation in
participation is adecision-making,
complex process.challenging
Motivation does
not have a universal theory or approach.
job, etc.
Furthermore, what motivates individuals differs.
Therefore, a manager
needs and use must analyze
various and to
rewards understand
satisfy
variousthem. He should not expect overnight
 Theories of Motivation
1. Abraham Maslow’s “Need Hierarchy Theory”:
The hierarchy of needs theory, which was
developed by psychologist Abraham Maslow, is
widely cited as a theory of motivation. In Maslow's
theory, human needs are arranged in a hierarchy,
He breaks
ascending these
from the needs
lowest intohighest,
to the five stages with
and once
a need.the idea that one's motivations can only
escalate when one's needs are met at the
immediate stages.
• Physiological needs: Meeting the physiological
needs of students is crucial for their ability to
focus on learning. Adequate lighting, space,
ventilation, refreshments, drinking water, and
restroom breaks should be provided by teachers
to ensure these needs are met.
• Security or Safety needs: A safe classroom
environment should protect students from
physical and emotional harm. Emotional safety
is essential to promote student partic-pation and
• Social needs or Need to Belong: Students have
a natural need for social connection and a sense
of belonging. To foster an inclusive learning
environment, teachers can establish ground
rules for respecting everyone and use group
work techniques.. needs, particularly the need
for belonging.
• Esteem needs: According to Maslow's
hierarchy of needs, once the need for belonging
is met, individuals tend to hold themselves and
• Need for self-actualization: Maslow's self-
actualization need is the most important and
drives individuals to develop their potential,
achieve self-fulfillment and accomplish
something. Students at this level take a
proactive approach to fulfilling their learning
potential, strive for higher learning goals, help
one another, and engage with the learning
process.
2. Drive reduction theory
This theory posits that individuals have
needs that drive their actions to reduce tension
or arousal. Primary needs include basic needs
like food and sleep, while secondary needs
involve social identity and personal fulfillment.
Failure to satisfy needs or frustration can lead to
negative emotions like anxiety. For example, a
student may feel unappreciated or frustrated if
they are not given the opportunity to showcase
3. Attribution theory
When we make a mistake or fail, we tend to
first blame ourselves (internal attribution),
followed by an attempt to identify external
factors to blame. This desire to protect our self-
image can hinder self-improvement. Successful
athletes, however, tend to make self-serving
attributions and address their internal errors.
(Roesch and Amirkham, 2017)
4. Self-determination theory; Intrinsic and
Extrinsic motivation
There is a difference between individuals in
terms of their PLOC (personal locus of causality).
The internal locus is connected with intrinsic
motivation, while the external locus is extrinsic.
In some cases, the actions are initiated and
sustained by the individuals, and the PLOC is
internal to them. Those who perceive external
forces as controlling their lives will see them as
5. McClelland's Need for Achievement, Affiliation
and Power
In his 1961 book named as "The Achieving
Society", David McClelland identified three basic
needs that people develop and acquire from
their life experiences.
• Needs for achievement: People with a high
need for achievement strive for challenging
goals and strive to achieve them. Feedback
regarding achievement and progress is
• Needs for affiliation: It is important to have
harmonious relationships with people and to be
accepted by others if you have a high need for
affiliation. (Emphasizing people over tasks).
• Needs for power: A person with a need for
power wants to command and direct others. It is
common for managers to have a high need for
power. In spite of the fact that these three
categories of needs are not exclusive, most
individuals tend to favor one of them over the
Student’s Diversity
in Motivation
1. Age
Age differences can affect students' preferences,
feeling, and motivation levels. Younger students tend
to view their teachers as role models, while older
students may prioritize independent thinking and
seek recognition by answering questions and
becoming the teacher's favorite. Students of all ages
tend to value activities that are relevant to their lives
and interests over those that are unrelated.
2. Gender
Gender identity and expression can impact students'
3. Developmental Stage
Social and cultural practices strongly impact
students' development and learning styles. Each
student has different developmental stages and
begins school with skills and information based
on their home culture. Basic computer skills,
second language proficiency, spelling and
writing their names may be required. A child's
home environment also teaches them habits,
4. Socio-economic Status
SES refers to a combination of education,
income, and occupation and can affect student
well-being and academic performance. Poverty
can lead to absenteeism in school and
negatively impact learning. Teachers can create
inclusive teaching methods and an accessible
classroom environment to support students of
varying SES.
5. Cultural Background
Acknowledging students' cultural
differences creates a "safe" learning
environment. Teachers should adjust their
methods to be diverse in theory and practice as
every group of students responds differently to
the curriculum. Culturally responsive teaching
promotes inclusion; awareness, and prepares
students to thrive in an increasingly diverse
world. Recognizing and acknowledging
Factors Affecting
Motivation
1. Home Environment
A supportive home environment can lead to
increased motivation in the classroom, while adverse
home environments may lead to negative emotions
and decreased motivation. It is essential to recognize
and address these factors to encourage student
performance.
2. School Environment
A positive school environment that meets
students' basic needs and fosters healthy social
relationships can help them feel safe and secure. This
3. Class and Curriculum Structure
Structure helps students thrive, while chaos
makes them struggle. As students see or sense that
classes follow a structure and that the curriculum
and class materials have been prepared beforehand,
they feel more secure.
4. Teacher
It is crucial for teachers to motivate students and
maintain their motivation. A teacher is the most
visible figure in the classroom, representing the
group conscience as well as providing a standard
Additionally, Dörnyei and Cohen (2018) argue that
teachers' personal characteristics, their relationship with
students, and the specific way they present tasks or give
feedback and praise can influence students' commitment
to learning.
5. Teaching Methods
By using different teaching methods, educators can
encourage students to remain motivated in education.
Thus, students are not bored and are provided with a
variety of activities. Allowing confident choices, such as
which partner they wish to work with, can also be
beneficial. One class of students may have students with
6. Parental Habits and Involvement
Parents' habits can indirectly affect students'
motivation, especially intrinsic motivation. Among
them are:
• Engaging the child in the learning process.
• Engaging them in conversation about their day,
• Engaging in active listening,
• Assisting with schoolwork or specific skills taught,
• Participating in parent meetings,
• Studying for a test or completing homework with
children.
7. Peer Relationships
Students are more likely to be influenced by
their peers as they grow older. Due to this, students
may feel less secure about their social status within
their peer group, experience higher levels of stress,
and be less motivated to succeed academically.
Serious problems can be avoided by keeping an eye
on conflicts, bullying, and other peer issues.
Forms of Bullying
• Physical
This type of maltreatment involves physically
• Verbal
It involves name calling, insults, offensive and
threatening language.
• Social
It could include gestures or comments,
spreading rumors, graffiti, defacing property, or social
isolation.
• Cyberbullying
Cyberbullying has become a growing issue with
the use of technology, including cell phones and the
Internet. It involves sending malicious messages,