Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

MOTIVATION

No description
by

chris fulghum

on 18 March 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of MOTIVATION

Pursuit of Happiness
Motivation is:

internal state or condition that activates behavior and gives it direction;
desire or want that energizes and directs goal-oriented behavior;
influence of needs and desires on the intensity and direction of behavior.

It involves the biological, emotional, social and cognitive forces that activate behavior.
Intrinsic vs. Extrinsic
MOTIVATION
What is motivation?
Explain or show why learning a particular content or skill is important
Allow students some opportunities to select learning goals and tasks
Create and/or maintain curiosity
Provide a variety of activities and sensory stimulations
Provide games and simulations
Set goals for learning
Relate learning to student needs
Help student develop plan of action
Provide clear expectations
Give corrective feedback
Provide valuable rewards for simple learning tasks
Make rewards available
Allow opportunities for students to observe more correct exemplars
Allow for opportunities to engage in social learning activities
Provide for scaffolding of corrective feedback
Intrinsic
Extrinsic
Research by psychologists Richard Ryan, PhD, and Edward Deci, PhD, on Self-Determination Theory indicates that intrinsic motivation (doing something because it is inherently interesting or enjoyable), and thus higher quality learning, flourishes in contexts that satisfy human needs for competence, autonomy, and relatedness
Theory on Self-determination Theory
Achievement emotions play important role in motivation
With the exception of test anxiety, achievement emotions have been neglected in the research on motivation and academic performance.
Students experience achievement emotions during task preparation and task engagement and those emotions can be predicted by students’ achievement goal orientations (e.g., a mastery orientation, a performance orientation or an avoidance orientation toward tasks)
The study involved 218 undergraduates (147 females and 71 males).
Researchers assessed students’ achievement goals one week prior to a midterm exam and achievement emotions one day before the exam.
Above and beyond cognitive ability or motivation, researchers found that emotions (boredom, anger, enjoyment, hope, pride, anxiety, hopelessness and shame) affect performance in positive or negative ways.
Some of the effects are not the predictable ones–e.g. enjoyment of learning did not predict performance, the researchers say. It may be that the enjoyment associated with a mastery goal orientation led students to de-emphasize the rote-level learning necessary for performance.
While negative emotions of anger and shame can depress performance, they need not always do so. For some tasks and some individuals and under some circumstances, these emotions may have a positive effect on performance.
Motivation in the workplace
1. Self-regulation is a requirement if you want to lead differently—and better.
2. Admit when you are trying something new.
3. Remember that as a manager you cannot motivate anyone.
APA References
Alexander , K. (2006). Intrinsic v.s. Extrinsic Motivation. Retrieved from http://p2pfoundation.net/Intrinsic_vs._Extrinsic_Motivation

Chiew, K., & Braver, T. (10, 2011 9). Positive affect versus reward: Emotional and motivational influences on cognitive control. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3196882/

Fowler, S. (2013). A mini case study on motivation. Retrieved from http://leaderchat.org/2013/03/04/a-mini-case-study-on-motivation/

Gautam , S. (2012). The Fundamental Four. Exlporing the deepest motivational drives. Retrieved from http://www.psychologytoday.com/blog/the-fundamental-four/201205/emotions-and-motivations


Huitt, W. G. (2011). Motivation to Learn: An Overview Retrieved from http://www.edpsycinteractive.org/topics/motivation/motivate.html

Pekrun, R. (2009). Achievement emotions play important role in motivation. Retrieved from http://www.ernweb.com/educational-research-articles/achievement-emotions-play-important-role-in-motivation/

Rackwitz, R. (Designer). (2014, FEB 12). GAMIFICATION MOTIVATION [Web Graphic]. Retrieved from http://engaginglab.com/2014/02/taz-artikel-virtuellen-mohren-hinterherhecheln/

Sharfstein, E. (2012). Psychology Professor Studies Science of Motivation. Retrieved from http://news.columbia.edu/research/2685

Tah, H. (Photographer). (2014). MOTIVATION Whats Yours? [Web Graphic]. Retrieved from http://coaching-journey.com/2013/09/are-you-proud-of-your-work-whats-your-motivation/

Full transcript