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1.8 Learning Man: Problem 1. Motivation in Learning (English Summary) $7.30
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1.8 Learning Man: Problem 1. Motivation in Learning (English Summary)
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  • Course
  • 1.8 Human Learning
  • Institution
  • Erasmus Universiteit Rotterdam (EUR)

1.8 Learning Man: Problem 1. Motivation in Learning . Detailed english summary of points discussed in tutorials, including all the mandatory readings of the course

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Document information

  • June 7, 2021
  • 13
  • 2017/2018
  • Summary

Subjects

  • psychology
  • educational psychology
  • erasmus
  • english summary
  • 18 learning man
  • problem 1 motivation in learning

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  • Erasmus Universiteit Rotterdam (EUR)
  • BSc Psychology
  • 1.8 Human Learning
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Motivation
Motivation: An internal state that arouses directs and maintains behavior. (Capability of
learning, motivation determines the extent and if we actually learn + whether someone will
continue) It leads to cognitive, emotional and behavioral engagement in certain activities.

o The choices that people make-goals
o Effort and energy to pursuit the goals
o Initiation and persistence
o Cognitive processes and emotions
o It determines which if the consequences are reinforcing or punishing
 Situated motivation: Motivation is partly a function of the learning environment.
Reciprocal influence between environment and learners.

Intrinsic motivation
Exists when the source of motivation lies within the individual or the task. The person finds
a task enjoyable or worthwhile and does not need incentives.

 Flow: a specific form of intrinsic motivation that includes a state of complete
absorption, focus, concentration, to a point that the learner loses track and ignores
all other tasks.
o Own initiative, cognitive engagement, creativity, conceptual change, achieve
at high levels etc.

Extrinsic motivation
Exists when the source of motivation lies outside the individual or the task e.g. punishment
like a fine.
 External regulation: completely controlled by the outside consequences
 Introjected regulation: engaging in task to avoid guilt or negative self-perception
 Identification: participating despite the lack of interest because it serves a larger
goal
 Integrated regulation: participating in the task because it has both interesting and
extrinsic rewards.
o Successful learning, productive behavior
o Minimal behavior in order to execute the task (negative)



Locus of causality: Difference between extrinsic and intrinsic motivation is the reason for
acting and if it is internal or external.

Learners can be intrinsically and extrinsically motivated at the same time

, Different approaches
Behavioral approach
Based in the rewards and incentives present in classroom or punishments. They all can be
positive of negative.

 Reward: an attractive object or event supplied as consequence of a particular
behavior (receiving an A)
 Incentive: an object or event that engage or disengage behavior (promise of A+)

Humanistic approach
Energize human’s inner resources like self-actualization, autonomy, self-esteem etc.

Maslow’s hierarchy of needs


Se  Deficiency
lf
ac needs:
tu physiological,
ali
za safety, love
Aesthetic
ti and esteem
needs
o e.g.
beauty needs.
n in art,
symmetry o When
Cognitive needs e.g.
knowledge and they
understanding, curiosity, are
exploration
met
Esteem needs e.g. self esteem and self
respect, a sense of competence the
person
Love and belonginess e.g. receiving and giving love
and affection, trust, acceptance affiliation is no
longer
Safety needs e.g. shelter, protection form potential
threats
Physiological needs
motivated to achieve them
 Being-growth needs: cognitive, aesthetic, self-actualization
o When they are satisfied the motivation does not decrease, it increases to
reach full fulfillment.


Criticism: people move back and forth within many levels of needs. Therefore, they do not
progress according to the theory.



Self-determination (Competence, autonomy, relatedness)

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