M OT I VAT I O N A L

FACTORS IN
LEARNING
 MECHANICS:
• The class will divided into
3 group.
• Choose 2 representative
WHISPER each group.
CHALLENGE!!!! • Pick a word that your
group will guess.
• The winning will receive 2
points in recitation.
 We will learn about motivation and
motivational problems in learning.
 To know the intrinsic and
extrinsic motivation.
 Know the theory when it comes to goal
in learning. OBJECTIVES:
 Teacher's strategy for facilitating positive
motivational process in learning.
 Self-competency belief
INTRODUCTION
• Motivational factors in learning have long recognized that
knowledge acquisition and use, both inside and outside the
classroom, are strongly influenced by the social context in
which learning occurs.
• Motivation to learn is the force that enables students to
seek out intellectual and experiential novelty and
encourages the students to approach unfamiliar and often
challenging circumstances with anticipation of growth and
expectation to succeed.
 Motivation is typically defined as
the forces that account for the
arousal, selection, direction, and

What is
continuation of behavior.

motivation? According to the McMillan

Dictionary (1981), motivation is
defined as, “the reason for the
action; that which gives purpose
and direction to behavior.”
 Motivational Problem in Learning
Many students seem to misjudge the amount of persistence (time)
and effort required to succeed. Some of this problem may be due to
"wishful thinking". Yet, regardless of the cause, it is important that you
accurately determine whether their problem is due to motivational
and if so, what kind of motivation problem they are experiencing so
that you can help them push through it succeed.
Some students may be avoiding the need to get started reading or
tackling an assignment. They may also have misjudged how long
they must study or how high a priority they must give their academic
work and so they allow themselves to get distracted away from
studying. They sometimes also try to solve new problems with old
and familiar knowledge rather than invest the mental effort to learn
the new strategies you are trying to teach them.
INTRINSIC MOTIVATION AND
EXTRINSIC MOTIVATION
Intrinsic Motivation
When you're intrinsically motivated, your
behavior is motivated by your internal
desire to do something for its own sake. For
example, your personal enjoyment of an
activity, or your desire to learn a skill
because you're eager to learn.
INTRINSIC

• Enjoyment
• Purpose
• Curiosity
• Passion
• Fun
• Self-Expression
Examples

• Reading a book because you enjoy the

story telling
• Exercising because you want to relieve
stress
• Cleaning your home because it helps you
feel organized
Extrinsic Motivation
When you're extrinsically motivated,
your behavior is motivated by an
external factor pushing you to do
something in hopes of earning a reward
– or avoiding a less-than-positive
outcome.
EXTRINSIC

• Reward
• Promotions
• Benefits
• Prizes
• Bonuses
Examples

• Doing schoolwork to earn a good

• Working hard at a task or project to receive
praise and recognition
• Doing homework to earn a reward such as a
special treat or toy
C. SELF-COMPETENCY BELIEFS

1. Self-Efficacy
2. Self-Expectation
3. Academic Self-Concept And
Outcome Expectancy Beliefs
Self-competency
• It generally refers to perceptions of ability in
board academic areas, such as how good of a
student one is in general. Also refer to perceived
ability in subject areas.
• self-competency refer only to their perceptions
related to success.
Self-Efficacy
In self-efficacy theory the beliefs
become a primary, explicit
explanatory for motivation. Self-
efficacy is the belief that you can
carry out a specific task or reach a
specific goals.
"They are able who think they are able.“

-Anonymous
Self-Efficacy by A. Bandura

• "It is people's belief about their capabilities to

produce designated levels of performance that
exercise influence over events that affect their
lives.
 What is the difference
between people who achieve
their goals and those who
don't?
 People with High Self-efficacy
• 1. Approach difficult tasks
• 2. Set challenging goals and maintain strong
commitment to them
• 3. Heighten and sustain their efforts in the face of
failures or setbacks
• 4. Attribute failures to insufficient efforts or deficient
knowledge or skills which are acquirable
• 5. Approach threatening situations with assurance that
they can exercise control over them.
 People with Low Self-Efficacy
1. Shy away from tasks they view as personal threats
2. Have low aspirations and weak commitment to
goals they choose to pursue
3. Dwell on personal deficiencies or focus on personal
feelings rather than concentrating on how to perform
successfully.
4. Give up quickly in the face of difficulties
5. Slow to recover after a failure or setbacks
6. Vulnerable to stress and depression
4 Main Sources of Influence to
Self-Efficacy.
1. Mastery experiences
2. Vicarious experiences
3. Verbal persuasion
4. Emotional arousal, physiological or
somatic states.
Strategies to Develop High Self-
Efficacy

1. Acknowledge your success

2. Do your assignment
3. Surround yourself with positive and
confident people.
Self-Expectation
The relationship between expectation and value
is "multiplicative" rather than addictive because
to be motivated, it is necessary for the person to
have at least a modest expectation of success
and to assign a task at least some positive value.
If you have high expectations of success but do
not value a task at all, then you will not feel
motivated at all.
 Self-expectancy theory
• is based on the idea that an individual's beliefs and
expectations about their ability to perform a task can
significantly impact their motivation to do so.
• According to this theory, individuals with high levels of
self-efficacy the belief in their own capability to achieve
goals are more likely to be motivated to take on
challenges, put in effort, and persevere in the face of
obstacles. On the other hand, those with low self-
efficacy may feel less motivated and may give up more
easily.
Academic Self Concept
Refers to personal beliefs about their academic
abilities or skills.
Some research suggests that it begins developing
from age 3 to 5 from the influence of parents and early
educator.
By the age of 10 or 11, children assess their academic
activities by comparing themselves to their peers.
Outcome Expectancy Belief
Expectancy is the faith that better efforts
will result is better performance.
Expectancy is influence by factors such
as possession of appropriate skills for
performing the job, availability of right
resources, availability of crucial
information for completing the job.
D. Goal theory in learning

1.Goal theory in learning

2.The Four Achievement Goal
3.Goal Structure
Goals Theory in Learning
Goals theory is an overall approach to
motivation that emphasizes the need to
establish goals as intrinsic motivation. A
relationship exists between goals, difficulty, level
of performance, and effort involve.

Motivation towards goal oriented learning is

influenced by the following variables:
Mastery Goals
Understanding of concepts and content, task –
involved , and approach and avoidance.
Performance Goals
Performance ,relative ability, ego-involved ,approach
and avoidance.
Outcomes Goals
Attributes, self-efficacy ,levels of
cognitive engagement, self –regulation, affect ,interest
,persistence, and choice behavior.
The Four Achievement Goal

1. Goal Orientation

Early theorists of Achievement Goal Theory

posited that goals tend to be based on
achievement or mastery, as outlined above.
However, based on the research of A. J.
Elliot (Elliot & McGregor, 2001), the 2×2
model of goal setting was developed.
This model splits mastery and
performance goals into two parts based
on approach (seeking reward or growth)
and avoidance (avoiding punishment or
failure):
• Mastery-approach: Wanting to complete a
task for the purpose of self-improvement
and learning as much as possible.

• Mastery-avoidance: Wanting to avoid a

task because they feel they won’t learn as
much as they need to in order to complete
the task.
• Performance-approach: The desire to
complete a task in order to outperform a peer
group, achieve the appearance of superiority,
and receive an extrinsic reward.

• Performance-avoidance: The desire to avoid

the task to evade embarrassment, shame, self-
doubt, or public failure (Wolters, 2004).
2. Goal Structure

Goal structure (also known as goal

climate) refers to the institutional
environment in which goals are assigned.
• Mastery goal structure: If the institution sends signals that
it values mastery (e.g. doing a task for the sake of being good
at the task), it is considered to have a mastery goal structure.
This sort of a goal climate will encourage people to set
mastery goals.

• Performance goal structure: If the institution sends

signals that it most highly values rewards and outcomes (e.g.
a school focused on standardized test scores or workplace
enumeration based on commissions), it is considered to have
a performance goal structure. This sort of a goal climate will
encourage people to set performance goals.
 What are the Strengths and Weakness
of Goal and Theory
Goal theory is widely accepted due to extensive
empirical research and ease of use. It is broadly
applicable and has an array of data to support its
effectiveness (particularly within the business realm).
However , problems can arise when two existing goals
conflict , or one goal receives priority over another . Plus ,
there is no decisive theoretical framework for the theory
making in helpful to use in conjunction with other
theories but difficult as a stand–alone theory.
Coordinating Cognition and Motivation
of Learning
Self-regulated learning is the self–directive process
through which learners transform their mental and
physical abilities into task–related skills. This form of
learning involves metacognitive and behavioral sub
processes that are personally initiated to acquire
knowledge and skill .
Classroom environment that affects the
learning of the student
• Classroom environment that promotes active engagement can
enhance student learning and information knowledge ,critical
thinking and ect.
Classroom Environment that Affects the
Learning of the Students

The classroom environment seems to be an important motivating

factor that makes the teaching and learning process. Classroom
environment also plays a crucial role in shaping the learning
experience of students.
Factors can affects students learning in a
classroom environment
1. Classroom culture
2. Teacher student relationship
3. Classroom management
4. Learning resources
5. Emotional climate
Classroom culture
The overall classroom culture, including the relationships between
the teacher and students, as well as among the students themselves,
can significantly impact learning. A positive and inclusive classroom
culture promotes collaboration, respect, and active participation,
which can enhance student learning outcomes.
Teacher student relationship
The quality of the relationship between the teacher and
students can influence student motivation, engagement, and
overall learning.
Classroom management
• Effective classroom management strategies help create a structured
and organized learning environment. Clear expectations, rules, and
routines promote a sense of order and minimize distractions,
allowing students to focus on their learning.
Learning resources
• The availability and accessibility of learning resources,
including textbooks, technology, and supplementary
materials, can impact student learning.
• It is important for educators to create a conducive
classroom environment that addresses these factors
to optimize student learning and promote their
overall development.
Emotional resources
• The emotional climate of the classroom, including the
support for students’ social and emotional well-being, can
impact their ability to learn. A
 SELF- REGULATION: COORDINATING
COGNITION AND MOTIVATION IN LEARNING
OBJECTIVES
At the end of the lesson the students should be able
to;
• Determine what is self-regulation in terms of
coordinating cognition and motivation in learning.
• Demonstrate their understanding about self-regulation.
• Understand the essence of self-regulation and apply it
to themselves.
 SELF- REGULATION
Self-regulation refers to a person’s ability to master
himself .

Indicators of Self-regulation:
• Set standards for one self.
• Monitor and evaluate one’s own behavior.
• Impose consequences on oneself for one’s successes or
failures.
How does self-regulation relate to
motivation?
• A student who is capable of self-regulation is
more likely to be more intrinsically motivated
because he sets his goals and standards, he
monitors his progress, and evaluates his own
performance.
• A student who is capable of self-regulation is not
only capable of regulating his behavior, he is also
capable of his own learning.
 PROCESSES INVOLVING SELF-REGULATION
• Goal Setting
Self-regulated learners know what they want to accomplish
when they read or study.
• Planning
Self-regulated learners determine ahead of time how best
to use the time they have available for learning.
• Attention Control
Self-regulated learners try to focus their attention on the
subject matter at hand and clear their minds potentially
distracting thoughts and emotions.
PROCESSES INVOLVING SELF-REGULATION
• Application of Learning Strategies
Self-regulated learners choose different learning
strategies depending on the specific goal they hope to
accomplish.
• Self- monitoring
Self-regulated learners continually monitor their progress
towards their goals and they change their strategies or
modify their goals, if necessary.
• Self- evaluation
Self-regulated learners determine whether what they have
learned is sufficient for the goals they have set.
FOUR PROCESSES OF SELF-REGULATION
BY ALBERT BANDURA
1. Standards and goals – As mature human beings we
tend to set standards for our own behavior.
2. Self-observation – An important part of self-
regulation is to observe oneself in action.
3. Self- judgement – Thoughts of individuals about
themselves.
4. Self-reaction – As people become increasingly self-
regulating, they begin to reinforce themselves.
THE COGNITIVE SIDE OF SELF-REGULATION

• Cognition – is the process of learning in the broadest sense

that includes perception, memory, judgement, and
thinking. It is both a mental activity and behavior that
provides an understanding of the world arising from
biological, experiential, motivational and social influences.
• Cognitive (Knowledge) – Concerned with act or process of
knowing or perceiving. According to Winnie, 1996, self-
regulation involves cognitive processes as well as behavior.
 TEACHER
STRATEGY FOR
FACILITATING
POSITIVE
MOTIVATIONAL
PROCESSES IN
LEARNING
The Teacher's Strategy for Facilitating
Positive Motivational Process in Learning
It is the teacher's road map of what students need to
learn and how it will done effectively during the class
time

3 components
1. Objectives for student learning
2. Teaching /learning activities
3. Strategies to check students understanding
Steps for preparing lesson plan
1. Outline learning objectives
2. Develop the introduction
3. Plan the specific learning activities
4. Plant to check for understanding
5. Develop a conclusion and a preview
6. Create a realistic timeline
Suggestion in making a lesson plan
• A lesson plan is an aid to teaching
• A lesson plan should not be planned with in
time allotment for the subject
• The textbook should not be regarded as
infallible
• The lesson plan may serve as a basic for future
and a means of evaluation the success learning
MOTIVATING STUDENTS
Understanding student motivation is crucial
for instructors. Factors like expectancy,
value, cost, and self-determination
influence it. Models like expectancy-value-
cost, ARCS, and self-determination theory
help to enhance motivation by addressing
these factors.
Expectancy-Value-Cost Model
• Expectancy – refers to a student's expectation
that they can actually succeed in the assigned
task.
• Value - involves a student's ability to perceive
the importance of engaging in a particular task.
• Cost - points to the barrier's that impede the
student's ability to be successful on the
assignment, activity and/or the course at large.
Strategies to Enhance Expectancy, Value,
and Cost
Expectancy
Perceptions of ability/skill
Effort attributions
Success experiences
Support and scaffolding
Clear expectations
Appropriate challenge
Feedback
Value
Intrinsic benefits
Relevance
Context and rationale
Variety and novelty
Enthusiastic models
Growth experiences
Choice and control
Positive relationships and sense of belongingness
Extrinsic benefits
Cost
Effort and time needed for the activity
Effort and time needed for other competing
activities
Loss of valued alternatives
Psychological and physical reactions to the
activity
ARCS Model of Instructional Design
The ARCS model of instructional design
enhances motivation by linking activities to
personal needs and success expectancy. It helps
instructors identify strategies to improve student
motivation.
ARCS is an acronym that stands for four factors,
according to the model, that influence student
motivation: attention, relevance, confidence,
and satisfaction.
• Attention refers to getting and sustaining student attention and
directing attention to the appropriate stimuli.
• Relevance involves making instruction applicable to present
and future career opportunities, showing that learning in it of
itself is enjoyable, and/or focusing on process over product by
satisfying students’ psychological needs (e.g., need for
achievement, need for affiliation).
• Confidence includes helping students believe that some level
of success is possible if effort is exerted.
• Satisfaction is attained by helping students feel good about
their accomplishments and allowing them to exert some degree
of control over the learning experience.
Strategies to Enhance ARCS
ATTENTION STRATEGIES RELEVANCE STRATEGIES

Ø Incongruity, Conflict EXPERIENCE

Ø  PRESENT WORTH
Concreteness
 FUTURE USEFULNESS
Ø Variability  NEED MATCHING
Ø Humor  MODELING
Ø Inquiry  CHOICE
Ø Participation
CONFIDENCE SATISFACTION
STRATEGIES STRATEGIES

 Learning Requirements  Natural Consequences

 Difficulty  Unexpected Rewards
 Expectations  Positive Outcomes
 Attributions  Negative Influences
 Self-Confidence  Scheduling
Self-Determination Theory
Self-determination theory (SDT) explores what
drives human motivation and development. It’s
often used to understand why students engage
and persist in learning. SDT looks at factors
affecting both intrinsic and extrinsic motivation,
centered on satisfying basic psychological
needs.
Another Teaching Strategies
Classroom Management Strategies
Flexible Seating
Summative Assessment
Formative Assessment
Active Learning
Differentiated Instruction
Personalized Learning
Response to Intervention
Classroom Technology
Strategies for Motivating Teachers
Supporting teachers is crucial as they face
numerous challenges beyond teaching, such as
managing student behaviors and personal
pressures. Administrators must motivate and
provide support, as motivated teachers foster an
engaging learning environment for students.
Continuous improvement is vital for a school’s
success. Administrators must motivate teachers
as they play a key role in students’ lives.
1. Offer praises - Praising and honoring teachers
boosts motivation and inspiration. It shows
appreciation for their hard work and skills,
reinforcing their value to the school.

2. Recognize teachers who go above and

beyond expectations - Identifying and
recognizing teachers who go above and beyond
boosts morale and encourages others to do the
same.
3. Be available for the teaching staff - Maintain
an open-door policy and be visible to address
teachers’ concerns and provide support, fostering
a positive and motivated environment.

4. Create a compelling reward program for

teachers - When creating student reward
programs, remember to design equally great ones
for teachers. Rewarding teachers boosts morale
and motivation, creating a more joyful and efficient
school environment.
5. Listen to your teacher's concerns - Listening
to teachers’ feedback and concerns is crucial,
especially during the implementation of new
initiatives. Acknowledging their viewpoints fosters
a collaborative and trusting work environment,
enhancing morale and effectiveness.

6. Uplift their ideas - Establish a platform for

educators to share innovative ideas and celebrate
them. This validates teachers’ expertise, fosters
learning opportunities, and promotes collaboration.
7. Schedule fun events on the teacher's
calendar - Organize team-building social events
for teachers to foster deeper relationships. Even
simple gatherings like holiday parties can help
teachers de-stress and improve collaboration.

8. Give your teachers the gift of time - Support

teachers by providing extra time for work or
breaks.
9. Encourage collaboration - Promote collaboration
among teachers to boost motivation and share
effective teaching strategies. Experienced mentors
can validate beginner teachers’ ideas, boosting their
confidence and fostering equality. Establish skilled
learning communities within your school to
encourage collaboration and support.

In conclusion keeping you teaching staff motivated

can be a challenging task. However motivated staff
is essential and in best interests your students and
your educational institution.
 THANK YOU
FOR
PARTICIPATING
AND LISTENING