MODULE 21
Students’ Diversity in Motivation
(Integrated PPT Content and Semi-Detailed Lesson Plan with Author
Attribution)
I. Learning Objectives (PPT Slide 1 | Lesson Plan: Objectives)
At the end of the lesson, students are expected to:
1. Reflect on personal learning experiences related to motivation.
2. Present the social and cultural influences on cognitive and motivational
processes using a graphic organizer.
3. State and explain two principles regarding social and cultural influences on
students’ motivation.
II. Introduction (PPT Slide 2 | Lesson Plan: Introduction)
Students differ not only in abilities but also in motivation. According to
Ormrod (2004), variations in age, gender, socioeconomic status, cultural
background, and special educational needs contribute to differences in
students’ motivational patterns. This lesson focuses on how these social and
cultural factors influence learning motivation.
III. Engage: Research-Based Situations (PPT Slides 3–8 | Lesson Plan:
Motivation)
A. Age and Developmental Stage (Slide 3)
- Juvonen and Weiner (1993, as cited in Ormrod, 2004) found that young
children are often motivated by teacher approval, whereas older students
seek peer approval.
- Harter (1992, as cited in Ormrod, 2004) observed a decline in intrinsic
motivation as students advance in school.
- Harter (1992) and Igoe and Sullivan (1991) reported that performance goals
may replace learning goals, leading students to prefer easier tasks.
- Wigfield (1994, as cited in Ormrod, 2004) noted that students increasingly
value subjects with clear personal or professional usefulness.
B. Attribution of Success and Failure (Slide 4)
- Nicholls (1990) and Paris and Cunningham (1996, as cited in Ormrod, 2004)
explained that elementary students tend to attribute success to effort.
- By adolescence, students increasingly attribute outcomes to fixed ability,
viewing effort as a sign of low competence.
C. Cultural Background (Slide 5)
- Lillard (1997) and Peak (1993, as cited in Ormrod, 2004) emphasized that
cultural background shapes motivational beliefs.
- Students from Asian backgrounds are more likely to attribute achievement
to effort and situational factors than those raised in mainstream Western
cultures.
D. Gender Differences (Slide 6)
- Block (1983, as cited in Ormrod, 2004) reported that females generally
have a stronger need for affiliation.
- Halpern (1992) and McCall (1994, as cited in Ormrod, 2004) found that
females often show greater academic effort, earn higher grades, and
complete high school at higher rates.
- Research also indicates that underachievement is more commonly
observed among male students.
E. Socioeconomic Background (Slide 7)
- According to Ormrod (2004), students from low-income families are at
higher risk of academic failure and school dropout.
- Early lack of learning-related experiences may contribute to persistent
academic difficulties.
F. Special Educational Needs (Slide 8)
- Friedel (1993) and Turnbull et al. (1999, as cited in Ormrod, 2004) noted
that gifted students may display high intrinsic motivation but experience
boredom without adequate challenge.
- Deshler and Schumaker (1988), Jacobsen et al. (1986), and Seligman
(1975) explained that repeated failure can lead to learned helplessness.
- Heward (1996, as cited in Ormrod, 2004) stated that students with
emotional and behavioral disorders may attribute social failures to
uncontrollable causes.
IV. Synthesis: Diversity in Motivation (PPT Slide 9 | Lesson Plan:
Discussion)
Based on the synthesis of studies presented by Ormrod (2004), students’
motivation varies as a function of age, gender, cultural background,
socioeconomic status, and special educational needs. Because classrooms
are composed of learners with diverse motivational profiles, differentiated
motivational strategies are necessary.
V. Principles on Social and Cultural Influences on Motivation (PPT Slide
10 | Lesson Plan: Presentation)
Principle 1 (Ormrod, 2004)
Students are most likely to model behaviors they believe are relevant to their
own situation.
Principle 2 (Ormrod, 2004)
Students develop stronger self-efficacy when they observe individuals similar
to themselves performing tasks successfully.
VI. Derived Conclusion (PPT Slide 11 | Lesson Plan: Analysis)
From these principles, Ormrod (2004) concluded that students need models
who are similar to them in terms of race, cultural background, socioeconomic
status, gender, and disability, when applicable. Such modeling strengthens
motivation and belief in personal success.
VII. Application of Modeling (PPT Slide 12 | Lesson Plan: Application)
According to Ormrod (2004), models need not be limited to live examples.
Teachers can use biographies and autobiographies of individuals who
succeeded despite facing similar life circumstances to motivate learners.
VIII. Extend: Synapse Strengtheners (PPT Slides 13–14 | Lesson Plan:
Enrichment)
Factors Influencing Achievement (Slide 13)
Based on the Survival Kit of St. Louis University Guidance Office, academic
success depends on:
- Intelligence and special abilities
- Industry, effort, and effective study methods
- Chance and environmental factors
The contribution of effort increases as students advance to higher levels of
education.
Reflection and Comparison (Slide 14)
These findings support earlier attribution research by Nicholls (1990),
emphasizing that effort becomes increasingly important in academic success
and motivation over time.
IX. Assessment (PPT Slide 15 | Lesson Plan: Assessment)
Students will construct a graphic organizer illustrating social and cultural
influences on motivation and explain how the two principles by Ormrod
(2004) apply to classroom situations.
X. Closure (PPT Slide 16 | Lesson Plan: Closing)
Research presented by Ormrod (2004) demonstrates that motivation is
shaped by diverse social and cultural factors. Effective teaching requires
recognizing these differences and applying flexible, differentiated
motivational approaches to support all learners.
End of Integrated PPT Content and Semi-Detailed Lesson Plan