MOTIVATION A model for understanding why we do things

First, lets clarify some common terms:  Internally motivated  Externally motivated  Intrinsic motivation  Extrinsic motivation

Having a model of motivation gives us a framework to examine and think about it. It also might act as a framework for analysis of motivation problems. Exploring the Basic model

Levels of motivation:  Intrinsic motivation  Integrated regulation  Identified regulation  Introjected regulation  External regulation  Amotivation

All of the previously described levels of motivation are directed toward an action. Is it possible to be negatively motivated? For consideration

The level of motivation does not necessarily seem to reflect the strength of the motivation. What does? For consideration

Needs Self actualization Esteem, approval Love, belonging, affiliation Security, stability, freedom from fear Basic Physiological Needs

There seem to be other needs that move us, other than those listed by Maslow. For consideration

There seem to be other needs that move us, other than those listed by Maslow. The most relevant to educators: Curiosity – the need to learn For consideration

Is it possible to have more than one type of motivation for a single action? For consideration

Are we always conscious and purposeful in undertaking our actions? For consideration

Have you ever done something purely based on emotion, without any real need of any sort…based on emotion? For consideration

Problem Solving – filling in the matrix Putting the model to use

Curriculum Design Putting the model to use

Curriculum Design Lessons from sport psychology suggest maximal intrinsic motivation when external pressures are minimized, when students are offered true choice, when they are given empathic support, optimal challenges and informational feedback. Putting the model to use

Motivation is one of the most important gifts that an educators can foster in their students. It can last far beyond the retention of knowledge, and offers more utility than any technical skill. If we aren’t able to motivate our learners, the least that we can do is to ensure we aren’t inadvertently immotivating them or creating barriers… their innate curiosity and opportunity will take care of the rest. Final thought: