'student motivation' .

University Degree Business and Administrative studies

There is a vast amount of literature accessible from diverse fields of economics,

sociology and psychology, sharing a common desire to understand 'student motivation'

and furthermore highlighting the implications for teaching and management of

undergraduate students. The literature demonstrates findings from several academic

articles/journals on student motivation and incorporating diverse theories of motivation,

regarding human nature in general and student motivation in particular. These materials

exemplify the outcomes of the studies conducted, along with their effects’ reported and

furthermore, the implications of studies in motivating students’.

A piece of academic study in relation to ‘student motivation’ exploited the two-

factory theory (sometimes also called motivation-hygiene theory) was proposed by

psychologist Frederick Herzberg, whose findings from the academic article “How do you

motivate” suggested that there are two factors that contribute to student satisfaction and

dissatisfaction. The first is referred to as motivators, which includes responsibility,

advancement, and recognition via intrinsic and extrinsic factors. The other is known as

hygiene factors (i.e. these factors include student studying environment, management,

benefits and university policies). Unsatisfactory hygiene factors can act as de-motivators,

but if satisfactory, their motivational affect is limited without motivators.

Robert Harris furthermore, emphasised that ‘student motivation’ rationally has to do with

students' desire to participate in the learning process in the academic literature called

“some ideas for motivating students”. The literature illustrated that many students’ do

poorly on assignments or in participation because they do not understand what to do or

why they ...

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hygiene factors (i.e. these factors include student studying environment, management,

benefits and university policies). Unsatisfactory hygiene factors can act as de-motivators,

but if satisfactory, their motivational affect is limited without motivators.

Robert Harris furthermore, emphasised that ‘student motivation’ rationally has to do with

students' desire to participate in the learning process in the academic literature called

“some ideas for motivating students”. The literature illustrated that many students’ do

poorly on assignments or in participation because they do not understand what to do or

why they should do it. Further more, it argues that teachers should spend more time

explaining why they teach, and why specific topic or approach or activity is vital and

worthwhile. In the process, it also highlights several theories of motivation, such as;

Fredrick Herzberg’s two-factory theory (i.e. students’ who do not yet have powerful

intrinsic motivation to learn can be helped by extrinsic motivators in the form of

rewards), and McClelland’s theory of needs (i.e. it indicated that students’ were driven to

achievement, power, and affiliation needs and demonstrated what needs students’ were

committed to a learning activity that has value for them.

Another vital ‘student motivation’ literature was emphasised by Ames, C. (1992)

“Classrooms: Goals, structures, and student motivation”. The literature stressed that

‘rewards’ do indeed plays an integral part towards motivating students’ (i.e. feelings of

accomplishment, responsibilities, and recognition factors are reviewed/evaluated when

setting academic goals. These above needs are also demonstrated in Fredrick Herzberg’s

two-factory theory, which included responsibility, advancement, and recognition factors

towards satisfaction or dissatisfaction of particular students’ at securing academic goals.

Finally, one of the earliest psychological theorists was Murray’s (1938) system of needs.

Initially, needs represent an internal energy force that directs behaviour towards actions

that permit the satisfaction and release of the need itself. It is what drives us to do

whatever we do. Needs can be primary or viserogenic, directly related to our biological

nature (e.g., the need for food), or they can be secondary or psychogenic, related to our

personality. Of these secondary needs, Murray initially guessed that around twenty might

exist, though McClelland suggested that only three are fundamental: need for

achievement, need for affiliation, and need for power. These needs are not stable, but

tend to fluctuate in intensity, ranging from a slumbering satisfaction to an absolute

craving (Robbins, p.204).

It is assumed that the above ‘needs’ were incorporated into the study conducted by

Anderman and Leake (2005) called “The ABCs of motivation: An alternative framework

for teaching pre-service teachers about motivation”. The academic article/journal

emphasised three basic needs, which were established into a cohesive approach to student

motivation. The academic material furthermore demonstrated that the three basic needs

were for a sense of autonomy, for belongingness, and for competence (the ABCs

motivational structure).

It is apparent that the (needs of ABCs), predominately bear a resemblance to Murray’s

system of needs and McClelland’s acquired needs theory. In addition to this, the

academic associates established that when the academic materials were organised and

presented in an appealing mode via the schools of management, the students

demonstrated a more highly stimulated performances; attaining enhanced effects and

were originally more motivated towards satisfying their specific needs for (i.e.

achievement, affiliation, and power). Furthermore, the academic material indicated that

the: need for achievement is deriving pleasure from overcoming obstacles in the

classroom; need for affiliation is deriving pleasure from socialising and sharing with

peers/family/friends; and finally, need for power is deriving pleasure from gaining

strength or prestige, particularly by affecting students’ desire to make difference in life

and to influence others.

Academic Articles/Journals

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Anderman, L. H. & Leake, V. S. (2005). The ABCs of motivation: An alternative framework for teaching pre-service teachers about motivation. The Clearing House, 78(5), 192-196.
Harris, R. (1991). Some ideas for motivating students. Journal of Educational Psychology, 86, 284-291.

Herzberg, F. (Jan – Feb. 1968). How do you motivate. Harvard Business Reviews.

Books

Robbins S P, Millett B, Cacioppe R, 3rd edition 2000, Organisational Behaviour: Leading And Managing In Australia And New Zealand: Pearson Education in Australia.