Learning motivational theories are based on the educational psychology stance that motivation is a condition based on an individual's needs, desires and wants. Two learning motivational theories, Maslow's Hierarchy of Needs and the ARCS Model of Motivational Design, outline ascending levels and steps that educators can take to improve learning in individuals by zeroing in on some key universal motivating factors.
Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs, developed by Abraham H. Maslow, is represented as a 5-level need pyramid, with each level building upon the next until an individual reaches a platform to function at one's highest level. The first level is physiological, which includes such basic needs as sufficient food, air and sleep. The second level is safety, which includes employment, health and environmental security such as safe and clean permanent housing. The third level is belongingness, which includes strong family, friendship and romantic relationships. The fourth level is esteem, which includes personal and professional achievement, self-respect, self-esteem and confidence. According to Maslow, these four lower levels must be met before the fifth and highest level, self-actualization, can be attained. Self-actualization is an individual's ability to solve problems, develop personal creativity and independently adhere to correct moral conduct.
ARCS Model of Motivational Design
The ARCS Model was developed by John Keller, who presents a 4-step theory for generating and retaining learning motivation. The first step is attention, which can either be grabbed by stimulating an individual's curiosity in the form of a question or by using a surprise element during the initial presentation of information. The second step is to establish the new material as a relevant addition that will fill a need, expand existing skills or become of future value. The third step is to instill the confidence in individuals that their personal successes are reachable goals. The fourth and final step is personal satisfaction, which may be received in any way that leaves individuals with the feeling that the learning experience was personally beneficial or useful.
Significance
Valdosta State University's Educational Psychology Interactive Overview states that many motivation theorists concur that learned behaviors will not be realized unless they are energized by motivation. The sources of motivation are either intrinsic, meaning within the person, or extrinsic, meaning outside the person. Therefore, both Maslow and Keller present their motivational learning theories as interchanges between outside and inside motivating factors.
Considerations
Although the Maslow and Keller learning motivational theories strive to motivate learners through accepted motivational internal and external belief patterns, there is no absolute certainty that all learners will experience the same emotions at the same times. Therefore, outside factors such as emotional and physical distress can always be present to deter each individual learner's motivational experience.
Potential
Learning motivational theories do not have individual's motivational learning experiences as their sole success factors. Individuals are highly sensitive to the consequences of the behavior of others and may also be influenced by the rewards and repercussions of those involved in the same motivational learning groups.
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