Factors within a human being or animal that arouse and direct goal-oriented behaviour. Motivation has long been a central subject of study in psychology. Early researchers, influenced by Charles Darwin, ascribed much of animal and human behaviour to instinct. Sigmund Freud believed that much of human behaviour was also based on irrational instinctive urges or unconscious motives. Walter B. Cannon proposed that basic human drives served homeostatic functions by directing energies toward the reduction of physiological tensions. Behavioral psychologists, in contrast, stress the importance of external goals in prompting action, while humanistic psychologists examine the role of felt needs. Cognitive psychologists have found that a motive sensitizes a person to information relating to that motive: a hungry subject, for example, will perceive food stimuli as larger than other stimuli. Seealso behaviour genetics; human nature; learning.
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Motivation is the reason or reasons for engaging in a particular behavior, especially human behavior as studied in philosophy, conflict, economics, psychology, and neuropsychology. These reasons may include basic needs such as food or a desired object, hobbies, goal, state of being, or ideal. The motivation for a behavior may also be attributed to less-apparent reasons such as altruism or morality. According to Geen, motivation refers to the initiation, direction, intensity and persistence of human behavior.
Rewards can also be organized as extrinsic or intrinsic. Extrinsic rewards are external to the person; for example, praise or money. Intrinsic rewards are internal to the person; for example, satisfaction or a feeling of accomplishment.
Some authors distinguish between two forms of intrinsic motivation: one based on enjoyment, the other on obligation. In this context, obligation refers to motivation based on what an individual thinks ought to be done. For instance, a feeling of responsibility for a mission may lead to helping others beyond what is easily observable, rewarded, or fun.
A reinforcer is different from reward, in that reinforcement is intended to create a measured increase in the rate of a desirable behavior following the addition of something to the environment.
Intrinsic motivation has been studied by educational psychologists since the 1970s, and numerous studies have found it to be associated with high educational achievement and enjoyment by students. There is currently no universal theory to explain the origin or elements of intrinsic motivation, and most explanations combine elements of Fritz Heider's attribution theory, Bandura's work on self-efficacy and other studies relating to locus of control and goal orientation. Though it is thought that students are more likely to be intrinsically motivated if they:
Note that the idea of reward for achievement is absent from this model of intrinsic motivation, since rewards are an extrinsic factor.
In knowledge-sharing communities and organizations, people often cite altruistic reasons for their participation, including contributing to a common good, a moral obligation to the group, mentorship or 'giving back'. In work environments, money may provide a more powerful extrinsic factor than the intrinsic motivation provided by an enjoyable workplace.
The most obvious form of motivation is coercion, where the avoidance of pain or other negative consequences has an immediate effect. Extreme use of coercion is considered slavery. While coercion is considered morally reprehensible in many philosophies, it is widely practiced on prisoners, students in mandatory schooling, within the nuclear family unit (on children), and in the form of conscription. Critics of modern capitalism charge that without social safety networks, wage slavery is inevitable. However, many capitalists such as Ayn Rand have been very vocal against coercion. Successful coercion sometimes can take priority over other types of motivation. Self-coercion is rarely substantially negative (typically only negative in the sense that it avoids a positive, such as forgoing an expensive dinner or a period of relaxation), however it is interesting in that it illustrates how lower levels of motivation may be sometimes tweaked to satisfy higher ones.
In terms of GCSE PE, intrinsic motivation is the motivation that comes from inside the performer. E.g. they compete for the love of the sport.
Extrinsic motivation comes from outside of the performer. E.g. The crowd cheer the performer on, this motivates them to do well, or to beat a PB (Personal Best). Another example is trophies or a reward. It makes the performer want to win and beat the other competitors, thereby motivating the performer.
Drives and desires can be described as a deficiency or need that activates behaviour that is aimed at a goal or an incentive. These are thought to originate within the individual and may not require external stimuli to encourage the behaviour. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food; whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others.
By contrast, the role of extrinsic rewards and stimuli can be seen in the example of training animals by giving them treats when they perform a trick correctly. The treat motivates the animals to perform the trick consistently, even later when the treat is removed from the process.
There are a number of drive theories. The Drive Reduction Theory grows out of the concept that we have certain biological needs, such as hunger. As time passes the strength of the drive increases as it is not satisfied. Then as we satisfy that drive by fulfilling its desire, such as eating, the drive's strength is reduced. It is based on the theories of Freud and the idea of feedback control systems, such as a thermostat.
There are several problems, however, that leave the validity of the Drive Reduction Theory open for debate. The first problem is that it does not explain how Secondary Reinforcers reduce drive. For example, money does not satisfy any biological or psychological need but reduces drive on a regular basis through a pay check second-order conditioning. Secondly, if the drive reduction theory held true we would not be able to explain how a hungry human being can prepare a meal without eating the food before they finished cooking it.
However, when comparing this to a real life situation such as preparing food, one does get hungrier as the food is being made (drive increases), and after the food has been consumed the drive decreases. The only reason the food does not get eaten before is the human element of restraint and has nothing to do with drive theory. Also, the food will either be nicer after it is cooked, or it won't be edible at all before it is cooked.
Another example of cognitive dissonance is when a belief and a behavior are in conflict. A person may wish to be healthy, believes smoking is bad for one's health, and yet continues to smoke.
David McClelland’s achievement motivation theory envisions that a person has a need for three things, but differs in degrees to which the various needs influence their behavior: Need for achievement, Need for power, and Need for affiliation.
The theory can be summarized as thus:
The needs, listed from basic (lowest, earliest) to most complex (highest, latest) are as follows:
He distinguished between:
The name Hygiene factors is used because, like hygiene, the presence will not make you healthier, but absence can cause health deterioration.
The theory is sometimes called the "Motivator-Hygiene Theory."
Clayton Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory (existence, relatedness and growth). Physiological and safety, the lower order needs, are placed in the existence category, while love and self esteem needs are placed in the relatedness category. The growth category contains our self-actualization and self-esteem needs.
Douglas Vermeeren, has done extensive research into why many people fail to get to their goals. The failure is directly attributed to motivating factors. Vermeeren states that unless an individual can clearly identify their motivating factor or their significant and meaningful reasons why they wish to attain the goal, they will never have the power to attain it.
Some psychologists believe that a significant portion of human behavior is energized and directed by unconscious motives. According to Maslow: "Psychoanalysis has often demonstrated that the relationship between a conscious desire and the ultimate unconscious aim that underlies it need not be at all direct ." In other words, stated motives do not always match those inferred by skilled observers. For example, it is possible that a person can be accident-prone because he has an unconscious desire to hurt himself and not because he is careless or ignorant of the safety rules. Similarly, some overweight people are not really hungry for food but for attention and love. Eating is merely a defensive reaction to lack of attention. Some workers damage more equipment than others because they harbor unconscious feelings of aggression toward authority figures.
Psychotherapists point out that some behavior is so automatic that the reasons for it are not available in the individual's conscious mind. Compulsive cigarette smoking is an example. Sometimes maintaining self-esteem is so important and the motive for an activity is so threatening that it is simply not recognized and, in fact, may be disguised or repressed. Rationalization, or "explaining away", is one such disguise, or defense mechanism, as it is called. Another is projecting or attributing one's own faults to others. "I feel I am to blame", becomes "It is her fault; she is selfish". Repression of powerful but socially unacceptable motives may result in outward behavior that is the opposite of the repressed tendencies. An example of this would be the employee who hates his boss but overworks himself on the job to show that he holds him in high regard.
Unconscious motives add to the hazards of interpreting human behavior and, to the extent that they are present, complicate the life of the administrator. On the other hand, knowledge that unconscious motives exist can lead to a more careful assessment of behavioral problems. Although few contemporary psychologists deny the existence of unconscious factors, many do believe that these are activated only in times of anxiety and stress, and that in the ordinary course of events, human behavior — from the subject's point of view — is rationally purposeful.
Most electronic to-do lists have this basic functionality, although the distinction between completed and non-completed tasks is not always clear (completed tasks are sometimes simply deleted, instead of kept in a separate list).
Other forms of information organization may also be motivational, such as the use of mind maps to organize one's ideas, and thereby "train" the neural network that is the human brain to focus on the given task. Simpler forms of idea notation such as simple bullet-point style lists may also be sufficient, or even more useful to less visually oriented persons..
Converging neurobiological evidence also supports the idea that addictive drugs such as cocaine, nicotine, alcohol, and heroin act on brain systems underlying motivation for natural rewards, such as the mesolimbic dopamine system. Normally, these brain systems serve to guide us toward fitness-enhancing rewards (food, water, sex, etc.), but they can be co-opted by repeated use of drugs of abuse, causing addicts to excessively pursue drug rewards. Therefore, drugs can hijack brain systems underlying other motivations, causing the almost singular pursuit of drugs characteristic of addiction.
Motivation in education can have several effects on how students learn and their behavior towards subject matter (Ormrod, 2003). It can:
Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.
There are two kinds of motivation:
Note also that there is already questioning and expansion about this dichotomy on motivation, e.g., Self-Determination Theory.
Motivation has been found to be a pivotal area in treating Autism Spectrum Disorders, as in Pivotal Response Therapy.
Motivation is also an important element in the concept of Andragogy (what motivates the adult learner).
Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money.
The average workplace is about midway between the extremes of high threat and high opportunity. Motivation by threat is a dead-end strategy, and naturally staff are more attracted to the opportunity side of the motivation curve than the threat side.
The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall Motors' UK manufacturing plant. This introduced the concept of orientation to work and distinguished three main orientations: instrumental (where work is a means to an end), bureaucratic (where work is a source of status, security and immediate reward) and solidaristic (which prioritises group loyalty).
Other theories which expanded and extended those of Maslow and Herzberg included Kurt Lewin's Force Field Theory, Edwin Locke's Goal Theory and Victor Vroom's Expectancy theory. These tend to stress cultural differences and the fact that individuals tend to be motivated by different factors at different times.
According to the system of scientific management developed by Frederick Winslow Taylor, a worker's motivation is solely determined by pay, and therefore management need not consider psychological or social aspects of work. In essence scientific management bases human motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards.
In contrast, David McClelland believed that workers could not be motivated by the mere need for money-- in fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto "To make everyone productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life with their fundamental motivations.
Elton Mayo found out that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups. Mayo named the model the Hawthorne effect. His model has been judged as placing undue reliance on social contacts at work situations for motivating employees.