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Motivational Factors in Learner-Centered Teaching

The document provides guidance for a lesson on motivational and affective factors that influence learning. It discusses three learner-centered psychological principles: 1) Motivational and emotional influences on learning are shaped by individual states, beliefs, interests, and goals. 2) Intrinsic motivation to learn comes from creativity, thinking skills, and natural curiosity. Tasks should be novel, relevant, and give choice. 3) Acquiring complex skills requires extended effort, and motivation is needed to sustain that effort over time. The document encourages reflecting on what motivates you as a student to be successful.

Uploaded by

Jamaica Haduca Ballera
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© All Rights Reserved
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212 views5 pages

Motivational Factors in Learner-Centered Teaching

The document provides guidance for a lesson on motivational and affective factors that influence learning. It discusses three learner-centered psychological principles: 1) Motivational and emotional influences on learning are shaped by individual states, beliefs, interests, and goals. 2) Intrinsic motivation to learn comes from creativity, thinking skills, and natural curiosity. Tasks should be novel, relevant, and give choice. 3) Acquiring complex skills requires extended effort, and motivation is needed to sustain that effort over time. The document encourages reflecting on what motivates you as a student to be successful.

Uploaded by

Jamaica Haduca Ballera
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lesson

LESSON OBJECTIVES
At the end of the lesson, you will be expected to:
1. Explain the three learner-centered psychological principles
along motivational and affective factors;
2. Differentiate intrinsic and extrinsic motivation; and

Hello dear student! I hope you are still well. Be ready with the lessons for the
week. Set your time, read carefully, understand the lesson, take quick breaks if
you need to refresh! I can be a message away if you need my assistance. Please
stay home and be safe. Good luck!

EXPLORE

Read what is written on the


picture. Express your own
thoughts and ideas about
this.
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MARIAN LOREN B. VALERA, ED.D. – MODULE IN FACILITATING LEARNER-CENTERED TEACHING 1


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Your journey in learning as a student goes a long way. It is you that will
make your life more meaningful and successful. Your family, friends, teachers and
the rest of the community are just second in the background. Your emotions, beliefs,
goals and dreams in life are your bases to climb the ladder of your success.

Let’s move on to our lesson!

EXPLAIN

Let us continue our discussion on the learner-centered psychological


principles now focused on motivational and affective factors. Here, there are three
principles.

Principle 7. Motivational and emotional influences on learning. What


and how much is learned is influenced by the learners’ motivation. Motivation to
learn, in turn, is influenced by individual states, beliefs, interests, goals, and
habits of thinking (Lucas and Corpuz, 2013).

Let us define what is motivation. Motivation describes the wants or needs


that direct behavior toward a goal. It is an urge to behave or act in a way that will
satisfy certain conditions, such as wishes, desires, or goals (https://
[Link]/boundless-psychology/chapter/ introduction-to-
motivation/). This is a person’s desire to do something because he or she wants
it. So how does motivation affect learning? The extent of learning by an individual
may depend on his or her wants or needs or, simply, his or her motivation.
Learning has always been a challenge for everyone especially for children and
young adults in school. As mentioned by Lucas and Corpuz (2013), learning may
be influenced by several factors to include emotions or feelings, interests, goals
and other habits.

For you to understand more of this part, scan the QR code


on the left and see what’s inside. Tell me what you learned here:
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MARIAN LOREN B. VALERA, ED.D. – MODULE IN FACILITATING LEARNER-CENTERED TEACHING 2


Principle 8. Intrinsic motivation to learn. The learner’s creativity, higher
order thinking, and natural curiosity all contribute to motivation to learn.
Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty,
relevant to personal interests, and providing for personal choice and control
(Lucas and Corpuz, 2013).

Intrinsic motivation is the act of doing something without any obvious


external rewards. You do it because it’s enjoyable and interesting, rather than
because of an outside incentive or pressure to do it, such as a reward or deadline.
An example of intrinsic motivation would be reading a book because you enjoy
reading and have an interest in the story or subject, rather than reading because
you have to write a report on it to pass a class ([Link]
health/intrinsic-motivation).

If learners are curious enough to look more, they give more time, they are
insightful and become more creative, these are already signs of intrinsic
motivation to learn. Tasks that are perceived to be meaningful, relevant, and
appropriate in complexity and difficulty can best enhance intrinsic motivation. In
the same way, tasks in which they believe they can succeed and tasks that are
comparable to real world situations develop intrinsic motivation (Lucas and
Corpuz, 2013). A good learner does not wait for rewards in order to learn more.
They strive hard to perform well. These kinds of learners are bound for success.
However, nowadays, children are encouraged to learn by their parents through
rewards which sometimes are effective too. This is called extrinsic motivation.
Other examples for this are the grades that the learners expect as well as the
awards.

To better understand intrinsic and extrinsic motivation,


scan the QR code on the left. Write below what you have learned
from the given reading. ________________________________________
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Principle 9. Effects of motivation on effort. Acquisition of complex


knowledge and skills requires extended learner effort and guided practice.
Without learner’s motivation to learn, the willingness to exert this effort is unlikely
without coercion (Lucas and Corpuz, 2013).

Teachers guide students to learn but this will not be successful unless the
learner has no interest or motivation to make an effort to study. Success is
measured through the sacrifices of the learner himself so that in the end,

MARIAN LOREN B. VALERA, ED.D. – MODULE IN FACILITATING LEARNER-CENTERED TEACHING 3


fulfillment will be felt. Again, the beliefs, attitude or interest of the learner is very
important. Without these, learning is wasted.

What do I value?

Reflect and answer the questions rationally and wisely.

Many things around us influence the way we behave. Our actions, values,
beliefs and emotions may break or make us. As a student, what motivates you to
be successful? Cite your personal experiences to supplement your answer. (10
points)
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EVALUATE
Take the test!
I. Define the following concepts in not more than two sentences. You may
give an example to illustrate your point. (2points each)

1. Motivation
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2. Intrinsic Motivation
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3. Extrinsic Motivation
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MARIAN LOREN B. VALERA, ED.D. – MODULE IN FACILITATING LEARNER-CENTERED TEACHING 4
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4. Effort to learn
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MARIAN LOREN B. VALERA, ED.D. – MODULE IN FACILITATING LEARNER-CENTERED TEACHING 5

Common questions

Powered by AI

Intrinsic motivation, which involves engaging in activities for the inherent pleasure and interest they bring, fosters deeper engagement and better learning outcomes because it encourages creativity, higher-order thinking, and sustained effort without reliance on external rewards . Extrinsic motivation, on the other hand, relies on external rewards such as grades or approval and may not lead to long-lasting or independent engagement with the material .

Motivational and emotional influences are critical because they significantly affect the amount and type of learning that occurs. They shape an individual's willingness to engage with content, influence the development of interests and goals, and affect how individuals process information and solve problems. Without proper motivation and positive emotions, the effort required to acquire complex knowledge and skills is unlikely to be sustained .

Emotions and feelings can significantly shape a learner's motivation by influencing their interests, beliefs, and goals. Positive emotions lead to increased engagement and willingness to take on challenges, whereas negative emotions can hinder motivation and reduce participation in learning activities. Consequently, creating a supportive emotional environment can enhance motivation and improve learning outcomes .

Beliefs and attitudes are foundational to motivation as they shape how learners perceive learning tasks and influence their expectations of success. Positive beliefs and an optimistic attitude can enhance motivation by increasing engagement and persistence, while negative beliefs can lead to a lack of effort and disinterest. Cultivating positive self-beliefs and attitudes is thus crucial for maintaining motivation .

Effort in learning is crucial for acquiring complex knowledge and skills, and motivation directly affects the willingness to exert this effort. Without intrinsic or extrinsic motivation, learners may lack the drive to engage deeply with the content, which is necessary for prolonged learning and skill acquisition. Therefore, motivated learners are more likely to invest the necessary effort and practice required for mastering a subject .

Educators can assess task complexity by considering students' current skill levels and ensuring tasks are neither too easy (leading to boredom) nor too difficult (leading to frustration). Effective tasks are those that align with students' interests and existing knowledge, provide opportunities for choice and autonomy, and encourage higher-order thinking and creativity, thus maintaining intrinsic motivation .

Intrinsic motivation is stimulated by tasks that are novel, optimally challenging, and aligned with personal interests, allowing for personal choice and control. Educators can foster intrinsic motivation by designing activities that connect to students' interests, providing autonomy in learning, and presenting challenges that are neither too easy nor too daunting, making the learning process enjoyable and satisfying .

Motivational factors are critical in complex knowledge and skill acquisition as they determine the learner's engagement level and willingness to persist through challenges. High motivation results in greater effort and more prolonged practice, essential for mastering complex concepts. Without motivation, learners are less likely to invest the necessary effort, leading to superficial understanding and skill development .

Personal choice and control are significant because they provide learners with a sense of ownership over their learning process, making tasks feel more relevant and personalized. This autonomy promotes intrinsic motivation by aligning learning activities with personal interests and goals, which increases satisfaction and engagement with the learning material .

Relying heavily on extrinsic motivation, such as grades and rewards, can lead to passive learning, where students engage with material solely for rewards rather than understanding or interest. This can reduce intrinsic motivation, decrease willingness to pursue learning independently, and might lead to increased stress or anxiety if rewards are not achieved. Over time, it may undermine the development of a genuine interest in learning .

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