2. أد/السيد النجار تحت اشراف أد/هاله البرعي
MOTIVATION
أد/السيد النجار
تحت اشراف أد/هاله البرعي

3. Definition an internal process that provides energy for
behaviour and directs it towards a specific goal. Drive refers to biological motivation like hunger.
Motives refer to psychological and social needs
that are assumed to be learned through personal
experience.

4. Models of Motivation Drive Model A need is something that is required physiologically, for example, the need for food, water, and the elimination of bodily wastes. When a sufficient amount of time passes during which a need is not satisfied, a relevant drive is aroused.

5. Once the individual is in a high drive state, there is a readiness to respond to external stimuli that are related to the aroused drive. These stimuli are known as incentives. When our drives are activated, we move toward such incentives as the food or water.

6. Drive cycle

7. The Homeostatic Model Homeostasis refers to the regulatory process that impels us to eat when we are hungry and to stop eating when we have had enough. There is a natural tendency toward balance that serves to keep our internal environment at a relatively constant state with respect to the various needs.

8. Anxiety as a drive The concept of anxiety as a drive was based on the assumption that this is a relatively stable characteristic in which individuals differ. Anxiety has been classified as: Trait anxiety is considered as a personality variable. Those who were anxious would be expected to experience anxiety in a variety of situations.

9. State anxiety: refers to a temporary condition of arousal in response to particular situations. It has been proposed that individuals who are characteristically anxious and tense must ordinarily experience a higher drive level than calm, placid individuals. If so, those high in anxiety should, when compared with those low in anxiety, demonstrate greater response strength with respect to various habits.

10. Humanistic Model Abraham Maslow has classified motivation into a hierarchy consisting of seven separate needs. these range from the most necessary requirements for survival to the most important expressions of the human potential.

11. Physiological needs: These are the primary motives that serve to keep the individual alive and to permit the continuation of the species. Safety needs: to avoid pain, to obtain bodily comforts, and to be free from fear and insecurity. These are said to be powerful, lower-order needs. Need to belong and to love: The higher order needs begin with the desire to obtain security by means of identification with a group.

12. Esteem needs: Include the feeling of
competence or mastery of the environment, and
also the need to accomplish and achieve. Cognitive needs: Form the need for knowledge and understanding.
Aesthetic needs: These constitute the needs for order and beauty. Self-actualisation needs: The highest of all needs are met if an individual can achieve self actualisation. This is a rather complex concept involving the need to know all that we can, about ourselves and about the world around us.

13. Social Cognitive Model share the concept that human motivation comes not from objective realities but from our subjective interpretation of them. That means what we do is controlled by what we think is responsible for causing our action, what we believe we can do and anticipate the outcome of our efforts.

14. Social cognitive model gives importance to higher mental processes that control motivation rather than physiological arousal or biological mechanism. According to this model an individual will engage in a given behaviour is determined by two factors. One is expectations of attaining a goal and the other is the personal value of that goal.

15. Expectations of a future occurrence are based on our past experience, which helps in developing a personal sense of locus of control which may be: internal control: When a person thinks the outcome of our actions can be controlled by our efforts. External control: if one believes that the outcome is controlled by external factors for example, a student thinks that his poor marks are due to teacher’s bias.

16. Classification of Motives The primary or physiological necessities : hunger, thirst, a desire for sex, temperature regulation, sleep, pain avoidance and need for oxygen. The secondary or learned, acquired desires : achievement,power, affiliation, aggression, autonomy, nurturance and play.

17. The secondary motives are also called as social motives because they are learned in social groups, in the family, in the school, and with peer group. The social motives are general, persisting characteristics of a person and they differ in strength from individual-to individual because they are learned.

18. Hunger Motive While most of us take for granted the daily activity of eating, food means more than fuel for the body with symbolic associations. Food may symbolise love and social bonding. The way we eat may reflect our attitudes toward our families, our society, and ourselves.

19. Achievement Motive Achievement is task oriented behaviour that allows the individual’s performance to be evaluated according to some internally or externally imposed criterion. Achievement motivation can be seen in school, job, sports or art performance such as painting, singing, dancing. Achievement motivation is learned, children copy from their parents and other important persons in their lives.

20. Aggression Motive An aggression is intended to hurt someone or something. In most places aggression leads to violence, destructive action against people or property. At other times the aggressive impulse is confined to competition, verbal attack, or some other expression of hostility short of physical injury.

21. How do we learn to be aggressive
How do we learn to be aggressive? We learn aggressive behaviour from the people around us. Parents usually teach their children not to hit other children especially smaller children, and other adults. But when parents themselves behave aggressively, they become role models for their children.

22. Arousal and Curiosity basic motivational system underlies exploratory behaviour and curiosity and arousal are related in important ways. We want to know about everything in our lives—why people act as they do, why events occur, how things work, what is on the other side of a hill, a mountain, and an ocean.

23. Motives and Conflict you have to choose one between two attractive offers, both of them being motivating to some degree. such competing motives are classified into: 1. Approach approach conflicts occur when you are simultaneously attracted to two desirable outcomes or activities.

24. 2. Avoidance avoidance conflicts arise when you are repelled by two or more undesirable outcomes or activities. 3. Approach avoidance conflicts come up when a single option has both positive and negative elements. .

25. 4. Multiple approach avoidance conflicts are the ones we most often face in life. These involve situations in which several options exist, with each one containing both positive and negative elements. Not surprisingly, these are the hardest to resolve, and the most stressful.

26. THANK YOU