Theories of Motivation

   

  There are several theories about where motivation comes from.  First is the instinct theory which believes that people are motivated because of their biological makeup.  Motivation is first seen in babies when they cry to be fed.  Another theory about motivation is called the drive reduction theory which states that "internal biological needs" make people seek what they want such as food or sleep.  Another theory is called the arousal theory which states that people do things in order to feel comfortable when it comes to physical and psychological areas of their lives.  For example, someone might run on a regular basis because it satisfies his or her physical needs.  The next theory is referred to as psychoanalytical theory.  In this theory people do things that help them survive or prevent their demise.  For example, people eat because they want to survive.  This theory comes from Freud’s psychoanalytical theory.  The last theory about motivation is humanistic theory.  The humanistic theory means that people want to achieve as much as possible unless obstacles are in their way.  An example of this theory would be someone who wants to go to college but cannot because he or she has no money to pay for tuition (Heffner, 2004).

     Maslow's Hierarchy of needs is a humanistic view of motivation.  Maslow believed there were five levels of human needs including physiological needs, safety needs, needs of love, affection, and belongingness, need for esteem, and needs for self actualization.   The first level of needs is the physiological needs which would be a person’s basic biological needs such as food, water, and shelter.  Once these needs are met, then a person can move to the next level which is safety needs.  Safety needs include the sense of feeling safe and protected in our environment.  If someone's safety needs are met, then a person can move to the next level which is needs of love, affection, and belongingness.  This level includes the needs of inclusiveness and being part of a social structure.  If a person's needs are met on this level, then the next level is need for self esteem.   This level includes a person feeling accepted and respected by others.  The last level is self actualization in which a person becomes what he or she was meant to be such as a teacher or chef.  Maslow believed that people are motivated to achieve needs in each level and when the needs were met on a particular level, one would move to the next level of needs (Simons, Irwin, & Drinnien, 1987).

Heffner, C. (2004). Motivation and emotion. Informally published manuscript, Department of Psychology, AllPsych Online, Florida. Retrieved from http://allpsych.com/psychology101/motivation.html

Simons, J., Irwin, D., & LastDrinnien, B. (1987). Psychology-the search for understanding. Retrieved from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/maslow.htm

Usages and Applications of Motivation

 

How can we motivate students to learn?  Brody states that two students will hear the same lecture and one student will be motivated to learn while the other is not. This can occur because one student has a higher level of cognitive functioning in that particular subject area as well as already having an underlying interest in the topic.  Other reasons a student might be interested in a particular topic is that the teacher is captivating and excited with the material.  According to Brody, there must be a match between a person's cognitive level and the task at hand in order to motivate him or her to succeed in a particular area (Brody, 1999). 

Brody states that three factors need to occur to motivate students including"(a) attainment

value (the importance of attaining success on the task to affirm our self-concept or fulfill our needs for achievement, power, or prestige), (b) intrinsic or interest value (the enjoyment that we get from engaging in the task), and (c) utility value (the role that engaging in the task may play in advancing our career or helping us to reach other larger goals)" (Brody, 1999).  If we, as teachers, can try to use the three factors in working with our nurses students, then we will motivate them to learn.  For example, while lecturing about the heart, I could tell students how important this material is for their future as nurses.  Next, I could have lively slides with sounds that would captivate the audience.  Lastly, I could show students how important the heart function is by allowing students to view a heart catheritization or open heart surgery.  These activities would inspire students to learn the material. 

Brody, J. (1999). Toward a model of the value aspects of motivation in education:. 1999, 34(2), Retrieved from http://pdfserve.informaworld.com/848229__784753004.pdf

What is Motivation and Why is it Important?

Ormond defines motivation as "an internal state that arouses us to action, pushes us in particular directions, and keeps us engaged in certain activities.."(Ormond, 2008, p. 452).  What are some of the effects of motivation?  Motivation increases one's level of energy as well as level of activity.  If a person wants to succeed in a particular area, then he or she will work harder to accomplish the goal.  Next, if one is motivated then he or she will do whatever is needed in order to achieve what he or she wants (Ormond, 2008, p. 453).  Motivation is important because it is the factor that drives people to accomplish goals. 

What about motivation in nurses at the work place?  According to Toode and associates, there are five factors affect motivation including "(1) work place characteristics, (2) working conditions, (3) personal characteristics, (4) individual priorities, and (5) internal psychological states" (Toode).  Toode and associates state there is a direct correlation between positive feelings in the work place and high motivation.  If nurses feel that they are valued members of the team, then they will be more likely motivated to perform to the best of their ability.  Working conditions such as good hours affect nurses' motivation.  Toode and associates state the day shift nurses tend to be more motivated than their night shift counterparts (Toode, 2011).

Personal characteristics that affects motivation among nursing include age, sex, and educational level.  Toode and associates state that the more educated a nurse is creates higher levels of motivation.  Sex of the nurse does not impact motivational levels.  In non-ICU areas, nurses under the age of 30 were more motivated in their work tasks than their counterparts.  In ICU areas, age does not impact motivation (Toode, 2011). 

Individual priorities affect motivation in nursing.  If a nurse feels he or she has control over her time, he or she is more motivated to complete tasks.  Nurses who are motivated to help others which in turn causes them to be more motivated in their work duties.  Toode and associates state that nurses who chose nursing as a career in order to make a difference in the lives of others were more motivated than their counterparts. 
Internal psychological states affects motivation in nursing.  If a nurse feels what he or she does has meaning and significance, then he or she will more likely be motivated to perform tasks in a conscience manner (Toode, 2011) . 

Motivation is important for numerous reasons.  It allows people to accomplish goals.  It can create happiness in the workplace.  Motivation allows people to succeed at their careers, the level of fitness, and diet.  Motivation is the driving force of life. 

Toode, K., Routasalo, P., & Suominen, T. (2011). Work motivation of nurses: a literature review. International Journal of Nursing Studies, 48(2), 246-257. Retrieved from EBSCOhost.

Ormrod, J. E. (2008). Human learning. (5th ed.). Upper Saddle River, NJ: Pearson Education Inc.

http://ezproxy.una.edu:2062/science?_ob=MImg&_imagekey=B6T7T-5178VVF-3-1&_cdi=5067&_user=422674&_pii=S0020748910003147&_origin=gateway&_coverDate=02%2F28%2F2011&_sk=999519997&view=c&wchp=dGLbVzz-zSkWb&md5=dabbf58a241b145babf3a33e50ee1c9a&ie=/sdarticle.pdf

Advantages and Disadvantages

Ormond defines two types of motivation:  intrinsic and extrinsic.  Intrinsic motivation is motivation that comes from within a person.  This type of motivation arises from the joy of participation in a particular activity or job.  For example, one is motivated to read books because one loves to read.  Another example is one who volunteers to cook dinner on most occasions, loves to cook.  Extrinsic motivation is when the desire to perform a task lies outside of an individual and the task at hand.  An example would be studying for a test in a subject one did not care for.  The person wants to study in order to pass the class, but does not actually enjoy the activity of studying the material. 

Ormond states that intrinsic motivation has many advantages in comparison to extrinsic motivation.  One advantage is that a person will perform a task without the threat of punishment.  Another advantage is that a person who likes something will try to discover as much as possible about that subject.  For example, I love the Kennedy's; therefore, I am motivated to read books about them.  Another advantage of intrinsic motivation is one will be persistent with a task he or she enjoys even if failure is involved.  For example, I might not succeed at winning a 5K, but I love running and will continue to train for a half marathon. 

Ormond states that extrinsic motivation presents problems in the classroom in regards to learning.  "Extrinsically motivated students may exert only the minimal behavior and cognitive effort they need to execute a task successfully (occasionally this may mean copying someone else's work), and they may stop the activity as soon as reinforcement ceases" (Ormond, 2008, p. 454).  If one does not like a particular subject at school, then he or she might perform the bare essentials in order to pass the class.  The information learned would be lost because there would be no joy in learning and retaining the material.

Motivational Quotes

It was a high counsel that I once heard given to a young person, "Always do what you are afraid to do."
Ralph Waldo Emerson

Storms make oaks take roots.
Proverb

We are all inventors, each sailing out on a voyage of discovery, guided each by a private chart, of which there is no duplicate. The world is all gates, all opportunities.
Ralph Waldo Emerson

Without inspiration the best powers of the mind remain dormant. There is a fuel in us which needs to be ignited with sparks.
Johann Gottfried Von Herder

We are what we repeatedly do. Excellence, therefore,
is not an act but a habit.
Aristotle

If you do not hope, you will not find what is beyond your hopes.
St. Clement of Alexandra

The best way out is always through.
Robert Frost

Fortune favors the brave.
Publius Terence

We are still masters of our fate.
We are still captains of our souls.
Winston Churchill

Nothing contributes so much to tranquilize the mind as a steady purpose--
a point on which the soul may fix its intellectual eye.
Mary Shelley