Difference Between Early And Contemporary Theories Of Motivation
Latrina Cobbett
The document discusses several theories of motivation from early and contemporary perspectives. It describes Maslow's hierarchy of needs theory which proposes that lower-level needs must be satisfied before higher-level needs can motivate. Herzberg's two-factor theory distinguishes between motivators like achievement that drive job satisfaction and hygiene factors like salary that prevent dissatisfaction. Contemporary theories discussed include goal-setting theory, reinforcement theory, and expectancy theory which proposes that effort, performance, and rewards are linked.Read less
There are significant differences between most theories of learning. However, what all of them share in common is that they seek to understand and explain the learning process so that educators can act accordingly, taking approaches to teaching that are appropriate, effective, and efficient.
Cognitive Constructivism is associated with Jean Piaget, while Social Constructivism is linked to pioneer Lev Vygotsky. Read more about the differences between Social and Cognitive Constructivist Theory.
Ever wonder why some students are extremely engaged, and others seem to drift? A lot of it comes down to motivation. Think of it like the fuel that keeps the learning engine running. There are two main types of motivation: intrinsic motivation, which is about internal personal interest, and extrinsic motivation, which revolves around external factors such as rewards, grades, or praise.
Continue reading to learn more about the MAE or BAECE program at National University. You can also get in touch with our friendly admissions counselors to request additional information about the programs we currently offer through the Sanford College of Education, which is accredited by the National Council for Accreditation of Teacher Education (NCATE).
Students who enroll in the Master of Arts in Education at National University may complete coursework such as Current Issues in Early Childhood Education, Best ECE Teaching Practices, Introduction to Higher Education Administration, and more, with complete course listings available on our program page. You can also contact our admissions office for additional information about the program, such as course requirements, requirements related to your GPA, information for transfer students or international students, and more.
Take the first steps toward a fulfilling career in academia, childcare, child psychology, or a related field with a regionally accredited Bachelor of Arts degree in Early Childhood Education. The BA in Early Childhood Education (BAECE) at National University is an NCATE-accredited degree program with options for students to complete coursework online, plus a range of financial support resources with additional benefits for servicemembers and Veterans.
Students who enroll in our BAECE program will complete courses such as Infant and Toddler Care, Early Language and Literacy, and Partnering with Families. In total, the program consists of 54 quarter-units (12 courses) of required coursework, plus 18 quarter-units (four courses) of elective coursework, along with four courses that are required as prerequisites to the major: The Growing Child: Zero to Eight; Child, Family, School, and Community; Diversity: Development and Education; and Health, Nutrition, and Safety. The BAECE program at NU culminates in an academic seminar or field experience component, where the student will actively practice the material covered in core classes like Children with Special Needs and Play as Pedagogy.
Want to learn more about enrolling in the online or on-campus BAECE program at National University, or transferring your undergraduate credits from another college? Contact our enrollment counselors for one-on-one support, helpful resources for applicants, and detailed program information.
By submitting this form, I agree to the terms & conditions, including to receiving automated calls and/or text messages for any reason. I understand that such consent is not a condition of any service and that I may opt-out at any time.
By submitting your information to National University as my electronic signature and submitting this form by clicking the Request Info button above, I provide my express written consent to representatives of National University and National University affiliates (including City University of Seattle) to contact me about educational opportunities. This includes the use of automated technology, such as an automatic dialing system and pre-recorded or artificial voice messages, text messages, and mail, both electronic and physical, to the phone numbers (including cellular) and e-mail address(es) I have provided. I confirm that the information provided on this form is accurate and complete. I also understand that certain degree programs may not be available in all states. Message and data rates may apply. Message frequency may vary.
I understand that consent is not a condition to purchase any goods, services or property, and that I may withdraw my consent at any time by sending an email to [email protected]. I understand that if I am submitting my personal data from outside of the United States, I am consenting to the transfer of my personal data to, and its storage in, the United States, and I understand that my personal data will be subject to processing in accordance with U.S. laws, unless stated otherwise in our privacy policy. Please review our privacy policy for more details or contact us at [email protected].
The following theories are considered contemporary or modern not only because they necessarily were developed recently, but because they represent the current state of the art in explaining employee motivation.
In a nutshell, we can say that motivation is a means of inspiring people to intensify their desire and willingness to discharge their duties efficiently and to co-operate for the achievement of common objectives.
There are quite a few numbers of theories explaining human motivation. A thorough review of all theories of motivation is not possible in this short span of our book. We shall concentrate on three of the important theories explaining consumer motivation. They are: (1) Psychoanalytic theory; (2) Gestalt theory; and, (3) Cognitive theory. Let us now discuss them in turn
Ego refers to the act of weighing consequences and tries to reconcile with reality. It is an equilibrating device that leads to socially acceptable behavior and imposes rationality on the id. The ego weighs the consequences of an act rather than rushing blindly into the activity.
According to Adler, the basic human motive is the urge to achieve superiority. He thought that from the very childhood, an individual develops inferiority complex. Latter part of his life, thus, is shaped by the desire to become superior. Fromm thought that, individuals have urges toward love, affection, and companionship.
According to him this urge is the strongest motivation of individuals. Horney thought that individuals develop anxieties from the very childhood, and the rest of the lives is shaped by the struggle to reduce anxieties developed in the childhood.
It includes both positive and negative consequences involved in the satisfaction of the unmet need. He makes an equation in his mind on the positive and negative consequences. His ultimate behavior is dependent on
Several major theories have been established in research on motivation in education to describe, explain and predict the direction, initiation, intensity, and persistence of learning behaviors (cf. Linnenbrink-Garcia & Patall, 2016). Each theory has its own terms and concepts to designate aspects of motivated behavior, contributing to a certain inaccessibility of the field of motivation theories. In addition, motivation researchers create their own terminology, differentiate, and extend existing theoretical conceptions, making it difficult to draw precise boundaries between the models (Murphy & Alexander, 2000; Schunk, 2000). This leads to the question of whether it would be possible to consider the most important theories of academic motivation against a common background to gain a deeper understanding of the similarities and differences among these prominent theories.
In this contribution, we present an integrative framework for theories of motivation in education based on an action model (Heckhausen & Heckhausen, 2018). The action model is a further development of an idea by Urhahne (2008) to classify the most commonly cited theories focusing on academic motivation, including expectancy-value theory, social cognitive theory, self-determination theory, interest theory, achievement goal theory, and attribution theory, into a common frame (Schunk et al., 2014). We begin with introducing the basic motivational model and then sort the main concepts and terms of the prominent motivation theories into the action model. Associated recent meta-analyses will illustrate the empirically documented value of each theory in explaining academic achievement.
The basic motivational model in Fig. 1 shows the determinants and course of motivated action. The model is grounded on the general model of motivation by Heckhausen and Heckhausen (2018, p. 4) to introduce the universal characteristics of motivated human action. Heckhausen (1977) had worked early on to organize constructs from different theories into a cognitive model of motivation. The initial model differentiated four types of expectations attached to four different stages in a sequence of events and helped group intrinsic and extrinsic incentive values of an action as well (Heckhausen, 1977). Later, Heckhausen and Gollwitzer (1987) extended the model to the Rubicon model of action phases to define clear boundaries between phases of motivational and volitional mindsets (Achtziger & Gollwitzer, 2018; Gollwitzer et al., 1990). The four phases of the Rubicon model can be described as follows: In the predecisional phase of motivation, individuals select or set a goal for action on the basis of their wishes and desires. The postdecisional phase of volition is a time of preparation and planning to translate the goal into action. This is followed by the actional phase of volition that involves the actual process of action. Once the action is completed or abandoned, the postactional phase of evaluating the outcome and its consequences has begun (Heckhausen & Heckhausen, 2018). Since the Rubicon model depicts the entire action process from an emerging desire to the final evaluation of the action outcome, it provides a broad basis for classifying various current motivational theories.
b1e95dc632