Academic motivation refers to the drive, desire, and determination

that students have to engage in and succeed in their academic

endeavours. It encompasses various factors that influence students’
willingness to learn, participate, and achieve academic goals.

Basic Concept

MOTIVATION-motivation refers to the process that initiates, guides,

and sustains goal-oriented behaviors. It involves the internal and
external factors that stimulate desire and energy in individuals to
achieve specific goals. Motivation influences the direction, intensity,
and persistence of behavior, shaping how individuals prioritize and
pursue tasks or objectives.
Motivation can be categorized into different types based on its origin
and nature, such as intrinsic motivation (driven by internal factors
like personal interest or enjoyment) and extrinsic motivation (arising
from external rewards or consequences). Understanding motivation
is crucial in psychology for comprehending human behavior, learning
processes, goal-setting strategies, and the development of effective
interventions to enhance motivation in various context

TYPES OF MOTIVATION
1. Primary (Biological) Motivation

Primary motivation, also known as biological or physiological

motivation, refers to the innate drives that are essential for survival
and well-being.

• Examples:
• Hunger and Thirst: The need for food and water to maintain
bodily functions.
• Sleep: The necessity for rest to restore and maintain health.
• Sexual Motivation: The drive for reproduction and sexual
activity.
• Avoidance of Pain: The instinct to avoid harm or injury.

2. Secondary (Psychosocial) Motivation

Secondary motivation, also known as learned or psychosocial

motivation, refers to drives that are not necessary for survival but are
important for psychological and social well-being. These are acquired
through experience and social interaction.

• Examples:
• Achievement: The desire to accomplish goals, excel, and attain
success.
• Affiliation: The need for social connections, friendships, and
belonging.
• Power: The drive to influence, control, or have an impact on
others.
• Self-Esteem: The need for self-respect and the respect of
others.
• Curiosity: The desire to explore, learn, and understand new
things.

INTRINSIC MOTIVATION & EXTRINSIC MOTIVATION

Intrinsic Motivation

Intrinsic motivation refers to engaging in an activity for its inherent

satisfaction rather than for some separable consequence. When
intrinsically motivated, individuals engage in activities because they
find them enjoyable, interesting, or fulfilling.

Characteristics:

• Internal Drive: Motivation comes from within the individual.

• Enjoyment: The activity itself is pleasurable or rewarding.
• Interest: Engaging in the activity out of curiosity or personal
interest.
• Personal Satisfaction: The individual gains a sense of
achievement or fulfillment.

Examples:

• Reading a book because you find the story captivating.

• Playing a musical instrument for the sheer joy of creating music.
• Solving puzzles because you enjoy the challenge.
• Learning a new language because you are fascinated by the
culture.

Benefits:

• Higher engagement and persistence.

• Greater creativity and problem-solving ability.
• Increased satisfaction and well-being.
• Enhanced learning and deeper understanding.

Extrinsic Motivation

Extrinsic motivation refers to engaging in an activity to achieve a

separable outcome, such as receiving a reward or avoiding
punishment. The motivation comes from external sources.

Characteristics:

• External Rewards: Motivation is driven by external factors like

rewards or recognition.
• Avoidance of Negative Consequences: Behavior is influenced by
the desire to avoid punishment or negative outcomes.
• Instrumental: The activity is a means to an end, not necessarily
enjoyed for its own sake.
Examples:

• Studying to get good grades.

• Working overtime to earn extra money.
• Completing a task to receive praise or recognition from others.
• Participating in a sport to win trophies or awards.

Benefits:

• Can provide immediate incentives to perform tasks.

• Useful in situations where the task is not inherently enjoyable.
• Helps in achieving short-term goals.
• Can motivate individuals to complete necessary but
uninteresting tasks.

THEORIES OF MOTIVATION
1. Maslow’s Hierarchy of Needs

• Concept: Abraham Maslow proposed that human needs are

arranged in a hierarchical order, with basic physiological needs at the
bottom and self-actualization at the top.
• Levels:
• Physiological Needs: Food, water, shelter, and other basic bodily
needs.
• Safety Needs: Security, stability, and protection.
• Love and Belongingness Needs: Relationships, social
connections, and affection.
• Esteem Needs: Self-respect, recognition, and achievement.
• Self-Actualization: Realizing personal potential, self-fulfillment,
and personal growth.

2. Herzberg’s Two-Factor Theory

• Concept: Frederick Herzberg identified two factors that
influence motivation in the workplace: hygiene factors and
motivators.
• Factors:
• Hygiene Factors: Elements that can lead to dissatisfaction if
missing but do not necessarily motivate if present (e.g., salary,
working conditions, company policies).
• Motivators: Elements that lead to satisfaction and motivation
when present (e.g., recognition, responsibility, opportunities for
growth).

3. Self-Determination Theory (SDT)

• Concept: Edward Deci and Richard Ryan proposed that people

are motivated by a need for autonomy, competence, and
relatedness.
• Components:
• Autonomy: The need to feel in control of one’s actions and
decisions.
• Competence: The need to feel effective and capable in one’s
activities.
• Relatedness: The need to feel connected and significant to
others.

4. Expectancy Theory

• Concept: Victor Vroom suggested that motivation is influenced

by the expected outcomes of actions.
• Components:
• Expectancy: Belief that effort will lead to desired performance.
• Instrumentality: Belief that performance will lead to desired
outcomes.
• Valence: The value placed on the expected outcomes.

5. Goal-Setting Theory
• Concept: Edwin Locke and Gary Latham emphasized the
importance of setting specific and challenging goals to motivate
individuals.
• Principles:
• Clarity: Clear and specific goals.
• Challenge: Difficult but attainable goals.
• Commitment: Commitment to achieving the goals.
• Feedback: Regular feedback on progress.
• Task Complexity: Consideration of task difficulty and individual’s
ability.

6. Equity Theory

• Concept: John Stacey Adams proposed that individuals are

motivated by fairness and will compare their input-output ratios to
others’.
• Components:
• Inputs: What one contributes (e.g., effort, skill).
• Outputs: What one receives (e.g., salary, recognition).
• Comparison: Comparing ratios of inputs and outputs with
others to assess fairness.

7. Drive Theory

• Concept: Clark Hull suggested that behavior is driven by the

need to reduce internal tension caused by unmet biological needs.
• Mechanism: Drives (e.g., hunger, thirst) create an
uncomfortable state that individuals are motivated to reduce through
specific behaviors.

8. Incentive Theory

• Concept: Behavior is motivated by external rewards or

incentives.
• Mechanism: Positive reinforcement through rewards (e.g.,
money, praise) and negative reinforcement through avoidance of
unpleasant outcomes.

9. Arousal Theory

• Concept: Individuals seek to maintain an optimal level of

arousal for peak performance.
• Mechanism: People are motivated to engage in activities that
maintain their ideal level of arousal (e.g., seeking excitement or
avoiding boredom).

ASSESSMENT OF MOTIVATION

SELF REPORT- To understand my motivation, I examined both intrinsic

and extrinsic factors through reflection and self-assessment tools, like
the Motivation Sources Inventory (MSI). Here are the findings:

1. Intrinsic Motivation
• Interest and Enjoyment: I am deeply motivated by
activities that align with my passions and interests. For instance, I
find great satisfaction in creative tasks, like writing or designing,
which I pursue even without external rewards.
• Personal Growth: I am driven by opportunities to learn
and develop new skills. Engaging in continuous education and self-
improvement activities gives me a sense of accomplishment.
2. Extrinsic Motivation
• Recognition and Rewards: Positive feedback and tangible
rewards (e.g., bonuses, certificates) significantly boost my
motivation. I thrive in environments where my efforts are
acknowledged.
• External Pressures: Deadlines and expectations from
others can also motivate me. While not always enjoyable, the
pressure ensures that I stay focused and productive.
 DIRECT OBSERVATION

Based on my observation, my friend’s motivation is influenced by a

combination of intrinsic factors, such as passion and persistence, and
extrinsic factors, including recognition and goal-driven behavior.
Understanding these motivations can help in supporting and
encouraging them in their pursuits. Overall, my friend demonstrates
a dynamic motivational profile that adapts to different challenges
and environments, showing a strong capacity for self-motivation and
responsiveness to external incentives.

PEER REPORT

demonstrates a balanced motivational profile, driven by both

intrinsic factors like passion for learning and personal growth, as well
as extrinsic factors such as achievement orientation and recognition.
Their proactive and resilient approach to challenges, coupled with a
collaborative mindset, contributes positively to team dynamics and
overall performance. Understanding his motivational triggers can
facilitate better support and encouragement, fostering continued
growth and success in academic/work environments.

METHODOLOGY

1. Preliminaries:
i.Name-
2. Materials Required:
• Academic Motivation Questionnaire (AMQ) College Version: The primary

instrument for assessing students' academic motivation. Ensure that it is validated

and reliable for the target population.
• Consent Forms: Documents explaining the study's purpose, procedures, and

participants' rights. Obtain informed consent from all participants.

• Writing Materials: Pens, notebooks, and any other materials needed for note-

taking and recording observations.

3. Arrangement of Materials:
• Setup: Arrange a quiet and comfortable area where participants can complete the
questionnaire without distractions. Ensure that all materials are organized and
accessible.
• Technical Preparation: Check that all digital tools, such as computers or tablets, are

working correctly and that the questionnaire is ready to be administered.

• Calibration: Verify that any software or tools used for data collection are correctly

calibrated and functioning as expected.

4. Rapport Formation:
• Introduction: Greet participants warmly and introduce yourself and the research

team.
• Purpose Explanation: Clearly explain the study’s objectives and why their

participation is valuable. Use simple and engaging language to convey this

information.
• Consent Process: Provide detailed information about the consent form, ensuring

participants understand their rights, including confidentiality and the ability to

withdraw at any time without penalty.
• Comfort Establishment: Engage in light conversation to build rapport and make

participants feel comfortable and relaxed before starting the formal part of the
study.
5. Instructions:
• Verbal Instructions: Explain the procedure for completing the questionnaire.

Highlight any sections that require special attention and provide examples if
necessary.
• Written Instructions: Provide written guidelines that participants can refer to

during the completion of the questionnaire. This ensures they have a clear
understanding of what is expected.
• Clarifications: Allow time for participants to ask questions and clarify any doubts

they may have about the process.

6. Procedure:
• Step 1: Participants read and sign the consent form, acknowledging their

understanding and agreement to participate in the study.

• Step 2: Provide participants with the AMQ and guide them on how to complete it,

ensuring they are comfortable and have all the necessary materials.
• Step 3: Allow participants to complete the questionnaire at their own pace in a

quiet, distraction-free environment.

• Step 4: Collect the completed questionnaires and thank participants for their

contribution to the study.

• Step 5: Securely store the collected data for subsequent analysis, ensuring the

confidentiality of participants' responses.