MOTIVATION

Introduction
One of the most important factor in learning is motivation. Without motivation, not
much or no learning at all will take place. For us nurses, in order that we will be able to
help our patient obtain their outmost well-being, we should be attentive and responsible
to the needs of our patients. Motivation keep nurses on the go and directs them towards
achieving the desired outcome for the patients.
Objectives:
o Discuss the definition of motivation
o Explain the importance of motivation
o Describe the different classification of motivation

Definition of Motivation
According to Ruch, motivation means complexes of internal conditions which
serve to direct organisms toward specific goals. While Hilgard defines motivation as
something that incites the organism to action or that sustains and gives direction once
the organism has been aroused. Bruners first principle is motivation, he states that
motivation specifies the conditions that predispose an individual toward learning. He
believes that reinforcement, or external reward, may be important for initiating certain
actions for making sure they are repeated. He insists, however, that is only through
intrinsic motivation that the will to learn is sustained. Bruner is far more concerned with
intrinsic motivation than with what he believes bi be the more transitory effects of
external motivation.
All the definitions of motivation have certain things in common such as: (1) it
comes from within the individual; (2) it directs toward a goal (3) it arouses interest in the
activity. (Lardizabal,2005)
Importance of Motivation
1. Directs activities towards the achievement of a goal. If the goals is to acquire oral
proficiency, then all efforts must be directed towards the learning of the rules of
grammar of the language. The goal itself may be a motivation
2. Controls and directs human behavior. Instead of engaging in unworthy, anti-
social activities, socially approved activities with effective motivation techniques.
3. Inculcates spiritual and moral values in the minds of the young. With proper
motivation, the young may be induced to form spiritual and moral values as their
lifelong assets.
4. Gives satisfaction and happiness to the individual. For instance, a learner sets
the completion of a course as his goal that promises lucrative job. Properly
motivated, all his efforts are directed toward his goal. Upon completion, he
experiences satisfaction and happiness. (Calderon, 1998)
Motivation is important because it controls and directs behavior. Behavior must
be controlled for the good of the individual and society. Example is when thieves and
robbers should be prevented from getting what does not belong to them for societys
welfare, if a person steals something that belongs to his neighbor, he should not just
get it. In this way, quarrels will be prevented, and even wars, for nations and just like
individuals. (Lardizabal, 1998)
Classification of Motives
According to Lardizabal, It is classifies by (1) biological drives: physiological,
primary, unlearned, basic (2) psychological or social drives: secondary, acquired,
learned, derived, (3) unconscious motives or general drives.
Desire for water is a biological drive/need, but desire for alcohol is a
psychological drive. Sometimes a psychological drive may be stronger than a biological
drive. Desire to be rich, an acquired drive, may be strong that a person may economize
strictly on food. The general drives such as the maternal tendency and curiosity.
Theories of Motivation
1. Cue-stimulus (non-drive) theory according to this theory, incentives or other
stimulating conditions motivate behavior. Repetition of motivated behavior
externalizes the drive and incentives assume the strength of drives. In reality,
habit takes the place of drive in the cue-stimulus theory. The motive for a
behavior does not come from within the individual, but from outside.
2. Affective arousal theory behavior may be accompanied by pleasant or
unpleasant connotations. Activity that is pleasant tends to be repeated. The
reverse is true. Hence, emotion or affect may be a determinant of behavior.
Feelings and emotions, therefore, serve as motive. Ex. People have killed
because of jealousy or anger.
3. Cognitive theory this involves the mind or a reason as the motive for behavior.
Understanding or anticipating of events through perception, thought, or judgment
may decide a persons action. Making a choice on the basis of relative values,
also involves rational thinking. Ex. After reading in the newspaper that the
Philippines has imported rice, a person may forecast that the price of rice will go
up and guide him to buy a sack. Weighing the pros and cons of different courses
may guide a person to decide on his life work.
4. Psychoanalytic theory the libido or psychic energy which is sexual in origin is
the primary driving force of behavior, according to Sigmund Freud. Therefore the
libido serves as the motive for behavior.
Lesson Learned:
Students were able to:
Discuss the definition of motivation
Explain the importance of motivation
Describe the different classification of motivation

Reference:
Calderon, Jose E. (1998). Motivation. Foundation of Education. 1
st
Ed. Rex Book
Store, Inc. pp. 204
Hilgard, Ernest R. (1953). Introduction to Psychology, New York: Harcourt, Brace and
Company.
Lardizabal, Amparo Santamaria (1988) Motivation. Foundations of Education
(Psychological, Sociological and Anthropological. 1
st
Ed. Rex Book Store, Inc. pp.
252