Theories+of+Motivation

Theories of Motivation
Also known as need theory, the content theory of motivation mainly focuses on the internal factors that energize and direct human behavior.1 Most motivation theorists assume that motivation is involved in the performance of all learned responses; that is, a learned behavior will not occur unless it is energized. The major question among psychologists, in general, is whether motivation is a primary or secondary influence on behavior. That is, are changes in behavior better explained by principles of environmental/ecological influences, perception, memory, cognitive development, emotion, explanatory style, or personality or are concepts unique to motivation more pertinent.2

Here is a great video that uses humor to show three of the theories, while also clearly representing how learners can be motivated through creativity.

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= Five Orientations to Learning 4 = There are dozens of motivation theories and the following table summarizes different orientations to learning which include motivation theories.


 * ~ **Aspect** ||~ **Behaviorist** ||~ **Humanist** ||~ **Cognitivist** ||~ **Social Cognitive** ||~ **Constructivist** ||
 * = //Learning Theorists// || Guthrie, Hull, Pavlov, Skinner, Thorndike, Tolman, Watson || Maslow, Rogers || Ausubel, Bruner, Gagne, Koffka, Kohler, Lewin, Piaget || Bandura, Rotter || Candy, Dewey, Lave, Piaget, Rogoff, von Glaserfeld, Vygotsky ||
 * = //View of the Learning Process// || Change in behavior || A personal act to fulfill development || Information processing (including insight, memory, perception, metacognition) || Interaction with and observation of others in a social context || Construction of meaning from experience ||
 * = //Locus of Learning// || Stimuli in external environment || Affective and developmental needs || Internal cognitive structure || Interaction of person, behavior, environment || Individual and social construction of knowledge ||
 * = //Purpose of Learning// || To produce behavioral change in desired direction || To become self-actualized, mature, autonomous || To develop capacity and skills to learn better || To learn new roles and behaviors || To construct knowledge ||
 * = //Instructor's Role// || Arrange environment to elicit desired response || Facilitate development of whole person || Structure content of learning activity || Model and guide new roles and behaviors || Facilitate and negotiate meaning-making with learner ||
 * = //Manifestation in Adult Learning// || * Behavioral objectives
 * Accountability
 * Performance improvement
 * Skill development
 * HRD and training || * Andragogy
 * Self-directed learning
 * Cognitive development
 * Transformational learning || * Learning how to learn
 * Social role acquisition
 * Intelligence, learning, and memory as related age || * Socialization
 * Self-directed learning
 * Locus of control
 * mentoring || * Experiential learning
 * Transformational learning
 * Reflective practice
 * Communities of practice
 * Situated learning ||

Each is based on different assumptions about the nature of learning and you will have to decide which strategy you will use to motivate and enhance your instruction.