Theories+About+Motivation


 * THEORIES ABOUT MOTIVATION**

In an attempt to understand how people learn and the complex process of learning; the //Theories of Motivation// were coined. Learning theories have two main values, according to Hill (2002). First, they provide us with a vocabulary and ability to study examples of learners learning, and secondly, to guide us in problem solving when learning barriers are encountered. Two theories are discussed further here:


 * Behaviourist:**

One of the Behaviorist Theories main influences was physiologist, Ivan Pavlov. Pavlov used his dogs in an experiment to prove what he phrased "conditioning". Rachel Shirley wrote an article in 2009, which illustrates the story of Pavlov's dogs. She also goes on to talk about the two types of conditioning: classical and operant. In the classical method, no extrinsic reward is used, and the operant method would involve a treat or praise of some sort, or conversely, some sort of punishment.

According to Wikipedia, the term Behaviourism is defined as meaning that all things humans and animals do, is a "behaviour". It goes on to say that all "behaviour" can be examined and studied as to why humans and animals behave the way they do. "The behaviorist school of thought maintains that behaviours as such can be described scientifically without recourse either to internal physiological events or to hypothetical constructs such as the mind." (Wikipedia, 2010).

In the Behaviorist theory of motivation the motivation to learn is contingent upon external rewards, or operant conditioning. The basic jist of this theory is that positive rewards will promote learning, while negative experiences will diminish learning. One of the keys to successfully deliver a positive reward is authenticity. The praise/reward has to be proprtionally appropriate to the event; it must be given in a timely manner; it must be specific as to why the praise/reward is being given; and, it must appear spontaneous and credible. If rewards and praise are erratic, or disproportioned to the events being praised, they will very quickly lose their effectiveness (Vancouver Community College: School of Instructor Education. PIDP 3106, 2010).

BF Skinner (1970), an American psychologist, also a founding father of the behaviourism theory, described some of the main priciples of the theory:
 * continuous reinforcement increases the rate of learning
 * intermittent reinforcement contributes to longer retention of what is learned
 * both positive and negative reinforcement can shape behaviour
 * a lack of any reinforcement can also shape behaviour; for example, if a person received no acknowledgment of theie behaviour, they will likely adjust their behaviour until they receive some sort of reinforcement about their behaviour (Skinner, 1970. as cited in Wikipedia).


 * Cognitive**

Cognitive motivation is the "**study of human motivation.** Cognitive theories of motivation assume that behaviour is directed as a result of the active processing and interpretation of information. Motivation is not seen as a mechanical or innate set of processes but as a purposive and persistent set of behaviours based on the informationvavailable. Expectations, based on past experiences, serve to direct behaviour toward particular goals" (Cognitive Motivation. (n.d.) In Encyclopedia Britannica [electronic version]).

Cognitive motivation is a theory of  motivation  that states that behavior is an active result of the analysis and processing of available information, rather than an innate and mechanical set of rules that the mind uses to respond to situations. The theory assumes that behavior is based on a process of thought rather than on a preprogrammed set of mental instructions. The term //cognition// refers to any process of thought, and // motivation  // is the activation of behavior or action.

There are two different forms of cognitive motivation  : intrinsic and extrinisic motivation. Intrinsic motivation refers to tasks that are rewarding in and of themselves, such as the pleasure of solving a puzzle, learning, or playing a game. The motivating factors for taking such actions are not external, but internal. Extrinsic motivation  is the opposite and involves engaging in a task because of external factors. This can mean working for money and food, or it can involve taking actions to avoid harm (Liden, 2010).

A great example of how powerful intrinsic motivation can be: media type="youtube" key="_tjYoKCBYag?fs=1" height="385" width="480"