Factors+That+Affect+Motivation


 * FACTORS THAT AFFECT MOTIVATION**

MASLOW'S HEIRARCHY OF NEEDS //Adapted from A.H. Maslow (1943) A Theory of Human Motivation.//

Maslow suggested that motivation stems from our basic human needs. They are listed here from least important to most important: Examples: Is the need and desire to act as they pleased according to their talents and interests.
 * **1. Self-actualization Needs**

Examples: praise, promotion, service marks, and prizes.
 * 2. Esteem Needs**

For example were: friends, family, and love.
 * 3. Social Needs**

Examples such as: free from the threat, pain, and terror.
 * 4.Safety Needs**

Examples are: clothing, food, shelter, and biological needs. || ||
 * 5.Physiological Needs**

** Alderfer's ERG theory ** Alderfer (1972) organizes needs into 3 categories:  G - growth needs (development of competence & realization of potential) R - relatedness needs (relationships) E - existence needs (physical well-being) This motivational theory is a simpler or concise version of Maslow’s. However there are two distinct differences: it is rational verses survival based and needs intensify as they are satisfied (similar to an addiction).

If we assume that our students' physiological and safety needs are met outside of the classroom, we can begin to focus on the social, esteem, and self-actualization needs. Here are some opinions about how we can acheive this.
 * MOTIVATING FROM THE TOP OF THE PYRAMID DOWN **


 * Reward success. ** Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students' self-confidence, competence, and self-esteem. (Cashin, 1979).


 * Make students active participants in learning. ** Students learn by doing, making, writing, designing, creating, and solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. (Lucas, 1990).


 * Instill the value of what the students are learning. **"We have forgotten many important truths about human motivation. Study after study confirms that people are motivated by work that provides growth, recognition, meaning, and good relationships” (Margaret Wheatley, 2006, p. 151).

Wlodkowski (1993) discovered that motivating instructors share four core characteristics: “expertise, empathy, enthusiasm, and clarity” (p. 17). A motivating instructor can be defined as someone who:
 * Develop and demonstrate expertise, empathy, ethusiasm, and clairy. **


 * Offers expertise, both in knowledge and preparation.
 * Has empathy, which includes understanding and consideration.
 * Shows enthusiasm, for the course, content, students, and profession of teaching.
 * Demonstrates clarity, whether it be in classroom teaching, explanation of assignments, or classroom discussion

SOMETIMES MOTIVATION COMES FROM WHAT IS UNEXPECTED