motivation
Functions Of Motivation And Types Of Motivation
Psychologists have analysed the maturated behavior of an organism and observed the following characteristic attributes of such type of behavior.
1.Motivation energizes and sustains behavior it energizes the behavior of the organism and arouse for action.
According to Chauhan (2002), the energy can be physiological as it drive and reintegrates resonator activity aroused by similarity between present action and resides of past ones that were emotionally significant for the person.
The energy is supplied in proportion to the amount of energy output for a task. Motivation not only energizes the behavior but it sustains our interest and behavior for longer period in the activity. According to Okoli (2000), efficiency and adequacy are increased in a motivated state of behavior.
2.Motivation directs and regulates our behavior, motivated state as often descried as guided, directed and goal – oriented. Osorenren, 2000), they motivated behavior moves in a specific direction. The behavior of the organism is purposeful and persisted. The direction of motivational behavior is no doubt very complex because of the structure of the present situation and the action services which determine the behavior.
3.Behavior is selective – under motivated condition, the behavior of the organism does not move in haphazard way. It is directed toward a selective goal which the individual sets for himself. For instance, the student who is motivated to secure high grades in the examination, concentrates on his studies by selecting appreciate means to reach his goal. The motive is terminated by the achievement of goal, (Chauhan, 2002).
Types of Motivation
According to Olajide and Gbadesere (1992) motivation can be classified according to the source from which it originated. For instance, if an individual becomes motivated from a source within him, it is intrinsic motivation, but if the source of motivation is an external influence, it is termed extrinsic motivation.
Intrinsic Motivation
This type of motivation occurs when an individuals participation in an activity is as a result of self conviction, in the course, the urge to continue, the readiness and willingness to persist even when the task becomes very difficult and challenging remain high. Basically, because of the fact that this types of motivation arises as a result of a source within an individual, such individual experience satisfaction and a sense of accomplishment, thus participation carried it own reward for such individual. Some of the factors that livens up intrinsic motivation according to OLajide and Gbadesere (1992) includes curiosity, emotional urge, desire to learn, mental stimulation, inquisitiveness and ambition.
If for instance, a student realizes the relevance of credit pass in a school subject to his future ambition, such student would hardly need an external pressure to spur his study. The motivation to excel is therefore stronger and more effective unlike a situation where he has to be forced to pick his books against his wish.
The implication of this is that an individual who does not see reason to go to school to work hard in a particular school subject or even as outright lackluster for an activity is to be encourage to change his attitude and develop interest in his work which bring us to the second types of motivation.
Extrinsic Motivation
This is the motivational effect of external factors to elicit desirable behavour in an individual because at times lack of intellectual maturity or lack of sensitivity may stand in the way of intrinsic appeals and the individual may not readily respond favourably to the task at hand. The implication of this is that the individual would otherwise not take part in the activity but for the presence of the external stimulus which should have a striving effect as well as a source of spontaneous attention for the individual. Thus the extrinsic motivator is a sort of bad to entire or lure the individual into action.
It includes the use of praises, reward, punishment, blame, presence of interesting apparatus, stimulating. Curiosity, competition and feed back on progress of activity Chauchan (2002).
It should be noted however that those motivations should not be used indiscriminately or haphazardly, but should be based on the nature of the individual needs or the age and level of student teacher is dealing with.
1.Motivation energizes and sustains behavior it energizes the behavior of the organism and arouse for action.
According to Chauhan (2002), the energy can be physiological as it drive and reintegrates resonator activity aroused by similarity between present action and resides of past ones that were emotionally significant for the person.
The energy is supplied in proportion to the amount of energy output for a task. Motivation not only energizes the behavior but it sustains our interest and behavior for longer period in the activity. According to Okoli (2000), efficiency and adequacy are increased in a motivated state of behavior.
2.Motivation directs and regulates our behavior, motivated state as often descried as guided, directed and goal – oriented. Osorenren, 2000), they motivated behavior moves in a specific direction. The behavior of the organism is purposeful and persisted. The direction of motivational behavior is no doubt very complex because of the structure of the present situation and the action services which determine the behavior.
3.Behavior is selective – under motivated condition, the behavior of the organism does not move in haphazard way. It is directed toward a selective goal which the individual sets for himself. For instance, the student who is motivated to secure high grades in the examination, concentrates on his studies by selecting appreciate means to reach his goal. The motive is terminated by the achievement of goal, (Chauhan, 2002).
Types of Motivation
According to Olajide and Gbadesere (1992) motivation can be classified according to the source from which it originated. For instance, if an individual becomes motivated from a source within him, it is intrinsic motivation, but if the source of motivation is an external influence, it is termed extrinsic motivation.
Intrinsic Motivation
This type of motivation occurs when an individuals participation in an activity is as a result of self conviction, in the course, the urge to continue, the readiness and willingness to persist even when the task becomes very difficult and challenging remain high. Basically, because of the fact that this types of motivation arises as a result of a source within an individual, such individual experience satisfaction and a sense of accomplishment, thus participation carried it own reward for such individual. Some of the factors that livens up intrinsic motivation according to OLajide and Gbadesere (1992) includes curiosity, emotional urge, desire to learn, mental stimulation, inquisitiveness and ambition.
If for instance, a student realizes the relevance of credit pass in a school subject to his future ambition, such student would hardly need an external pressure to spur his study. The motivation to excel is therefore stronger and more effective unlike a situation where he has to be forced to pick his books against his wish.
The implication of this is that an individual who does not see reason to go to school to work hard in a particular school subject or even as outright lackluster for an activity is to be encourage to change his attitude and develop interest in his work which bring us to the second types of motivation.
Extrinsic Motivation
This is the motivational effect of external factors to elicit desirable behavour in an individual because at times lack of intellectual maturity or lack of sensitivity may stand in the way of intrinsic appeals and the individual may not readily respond favourably to the task at hand. The implication of this is that the individual would otherwise not take part in the activity but for the presence of the external stimulus which should have a striving effect as well as a source of spontaneous attention for the individual. Thus the extrinsic motivator is a sort of bad to entire or lure the individual into action.
It includes the use of praises, reward, punishment, blame, presence of interesting apparatus, stimulating. Curiosity, competition and feed back on progress of activity Chauchan (2002).
It should be noted however that those motivations should not be used indiscriminately or haphazardly, but should be based on the nature of the individual needs or the age and level of student teacher is dealing with.
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