lecture10_motivation_871409110
motivation 课程大纲
Dimensions of Motivation in Language LearningJeff TennantWEFLA 2004Universidad de Holguín“Oscar Lucero Moya”Course Overview IDefining motivationMotivation as an individual difference variable in second language acquisition (SLA)Some theories of motivation in psychologyCourse Overview IIRobert Gardner’s socio-educational modelDebates on the expansion of the modelEmpirical research studiesApproaches to motivating our studentsWhat is motivation?Brainstorming activity:What does the word “motivation” mean to you?Describe a situation in which you feel very motivated.Describe a situation in which you do not feel motivated.Dörnyei’s “10 Commandments” ISet a personal example with your own behavior.Create a pleasant, relaxed atmosphere in the classroom.Present the tasks properly.Develop a good relationship with the learners.Increase the learners’ linguistic self-confidence.Dörnyei’s “10 Commandments” IIMake the language classes interestingPromote learner autonomyPersonalise the learning processIncrease learners’ goal-orientednessFamiliarize learners with the target language cultureWHICH OF THESE ARE MOST IMPORTANT TO YOU AND WHY?Defining MotivationVast and complex concept referring to what makes people do what they doNot an easy concept to defineWays of defining it have evolved along with theories of human behavior and mindDefinition from Madsen (1959):“By motivation, psychologists mean that which gives impetus to behavior byarousing, sustaining, and directing it toward the attainment of goals.”Earlier theories of motivation IDrive theory (Hull, 1952):physiological needs which create drives; people are motivated to satisfythose drivesReinforcement theory (Skinner, 1953):behaviorist psychology: stimulus-response, behavior controlled byreinforcementsLocke & Latham (1994: 13): “based on the premise that human action could be understood without reference to consciousness. The premise iswrong…”Earlier theories of motivation IIHumanistic psychology (Maslow): satisfaction of basic needs:PhysiologicalSafetyLoveEsteemself-actualizationCurrent dominant paradigmsCognitive revolution:Chomsky’s review of Skinner’s Verbal Behavior contributed to a declineof behaviorist theories and the development of cognitive theories Cognitive and social theories:People viewed as autonomous, thinking beings with minds, who are opento influences from their environment and social context, but are not fullydetermined by those influences.Language Learning MotivationThe most influential approach to motivation in language learning: R.C. Gardner Individual difference variable reflecting affective dimension of learningMotivation:Desire + Effort + Attitude, directed toward a GoalOrientations:Integrative orientationLearning an L2 to communicate with the people who speak it, discovertheir culture, etc.Instrumental orientationLearning a language for a practical purpose, such as to obtainemployment or get by while travelingMotivation and orientationsClément & Kruidenier (1983) also add:Travel orientationFriendship orientationOxford and Shearin (1994): many examples of orientations that they confuse with motivations:Do businessMake friendsIntellectual stimulationPersonal challengeShowing off to friendsAiding world peaceLearn a private code that parents wouldn’t knowTheories in Motivational PsychologyExpectancy-value theoryGoal theorySelf-determination theoryExpectancy-Value Theory IA dominant cognitive approach in recent research on motivational psychology Focus on motivation as:A person’s expectancy of success in a taskThe value the person attributes to success in the taskThree theories of expectancy of successAttribution theorySelf-efficacy theorySef-worth theoryExpectancy-Value Theory IIAttribution theory (Bernard Weiner)Causal attributions of past successes and failures, which will affect future effortsPeople can attribute success to:AbilityEffortTask difficultyLuckOther factors.Attribution of failure to lack of effort can be less demotivating thanattributing it to lack of abilityExpectancy-Value Theory IIISelf-efficacy theory“people’s judgement of their capabilities to carry out certain specific tasks”(Dörnyei, 2001a: 22)Four factors in self-efficacy according to Bandura (1993)Previous performanceVicarious learning (by observing models)Verbal encouragement by othersPhysiological reactionsExpectancy-Value Theory IVSelf-worth theory (Covington)People are motivated to maintain a sense of self-worth (i.e. to feel goodabout themselves)This can lead them to avoid making an effort so that unsatisfactoryperformance can be attributed to lack of effort rather than lack of abilityExpectancy-Value Theory VValue (or valence) component of expectancy-value theories:“Does a person want to do the task?Elements that define the intensity of the motivation4 componentsAttainment value: importance to the person of mastering the skill or task Intrinsic value: interest, esthetic appreciation, enjoymentExtrinsic utility value: relation to goals, how it improves the person’squality of lifeCost: negative component: expended effort and time, anxiety, fear offailureGoal Theories IGoals replace the notion of needs of earlier theoriesVariables in goal setting theory:Specificity of goalDifficulty of goalGoal commitmentGoal Theories IIMain findings of goal theory research (Locke, 1996), quoted in Dörnyei (20001a: 26):The more difficult the goal, the greater the achievementThe more specific or explicit the goal, the more precisely performance isregulatedGoals that are both specific and difficult lead to the highest performance Commitment to goals is most critical when goals are specific and difficult High commitment to goals is attained when (a) the individual is convinced that the goal is important; and (b) the individual is convinced that the goal is attainable.Goal Theories IIIGoal orientation theoryMastery orientationFocus on learning, mastering content: “task-involvement goals”Performance orientationDemonstrate ability, get good grades, do better than others: “ego-involvement goals”Self-determination theory IDistinction between intrinsic and extrinsic regulation of motivationIntrinsic:To experience pleasure, satisfy curiosityExtrinsic:Means to an end, receive awards, avoid punishmentAmotivation:Lack of regulation: “there is no point”; “I don’t know why I’m doing this”feelingSelf-determination theory IIContinuum of different types of extrinsic regulation (Vallerand, Deci & Ryan, Noels et al.)External regulation (or extrinsic): least self-determined: doing somethingdue to external pressuresIntrojected regulation: doing something because you think you should: obeya rule, conform to an external expectationIdentified regulation: doing something because you recognize its personal importance (e.g. hobby)Integrated regulation: doing something because it is considered part ofone’s self-identityMotivation as an individual difference variable in SLASome individual difference variables that have been studied:AgeAptitudeCognitive styleStrategy useAttitudes and MotivationThe role of age in SLAThe Critical Period HypothesisIs there an age after which native-like proficiency in an L2 in no longerattainable?Sometimes called “sensitive period”Research findings mixed: “yes and no”Before age 7, native-like proficiency quite certain7 to 14: more variation in degree of accentednessAfter age 14, native-like proficiency sometimes considered impossible, but some succeedNo biological evidence for critical periodAccess to Universal Grammar (UG) in SLAResearch related to role of age focuses now on learning mechanisms involved:Do L2 learners have access to Universal Grammar (specialized cognitive structures for language)?Issue still the subject of hot debateSome research supports hypothesis of UG accessOther research points to use of general learning mechanisms: e.g. gender in FrenchAptitudeDifferences in natural ability to learn an L2Partly related to general intelligence, partly distinctHas been shown to play an important role in language learning achievement Aptitude is focused on less nowadays in L2 education: preference to think in terms of what can be changedComponents of language learning aptitudePhonemic coding abilityAbility to identify sounds, establish sound-symbol linksGrammatical sensitivityAwareness of grammatical patterns, structuresInductive language learning abilityAbility to infer form-meaning links from contextRote learning abilityAbility to form and remember associations; plays role in vocabulary learningCognitive styleThe way people approach mental tasksOften seen as contrast between field dependence and field independence Field independent learners:Can focus on specific parts of what is being learned, without beingdistracted by overall pictureField dependent learners:More oriented to overall picture with less focus on smaller parts of itRole of cognitive styleIs one cognitive style better than the other for language learning? It depends on what aspects of learning we are considering…Field independent: better at analytical tasks involving grammatical accuracy;stronger on accuracy than fluencyField dependent: better at synthesis, broader picture, general communicative skills, even if not with perfect accuracy; stronger on fluency than accuracyStrategy useLanguage learning strategies: practices that aid language learningRebecca Oxford’s (1990) classification:Direct strategiesCognitive, memory, compensationIndirect strategiesMetacognitive, affective, socialLanguage learning strategiesCognitive strategies: repeating, translating, taking notes, summarizingMemory strategies: associating, using keywords, physical response or sensationCompensation strategies: using clues, switching to L1, using gestureLanguage learning strategiesMetacognitive strategies: organizing, self-monitoring, overviewing and linking already known materialAffective strategies: making positive statements, using relaxation, discussing feelings with other peopleSocial strategies: asking for correction, cooperating with peers, developing cultural understandingA study of strategy useUWO French 021 studentsMemory and cognitive strategies linked to achievement (grades) in the course Memory strategies were least used -- training in them could be helpfulStudents thought strategies could benefit them and should be integrated in curriculumThe “Good language learner” 11.Has an effective personal learning style or positive learning strategies2.Has an active approach to the learning task3.Has a tolerant and outgoing approach to the target language and empathywith its speakers4.Has technical know-how about how to tackle a language5.Has strategies of experimentation and planning with the object of developingthe language into an ordered system and revising this system progressivelyThe “Good language learner” 21.Is constantly searching for meaning.2.Is willing to practise.3.Is willing to use the language in real communication.4.Has self-monitoring ability and critical sensitivity to language use.5.Is able to develop the target language more and more as a separatereference system and to learn to think in it.Gardner’s socio-educational modelLanguage learning is different from learning another subject matterNot just learning facts, but acquiring behaviour, ways of thinking and expressing oneself, that are those of another groupA central concept contributing to language learning success: the integrativemotiveImportance of attitudes:"an attitude is an evaluative reaction to some referent or attitude object,inferred on the basis of the individual's beliefs or opinions about thereferent” (Gardner, 1985: 9)Gardner’s AMTB ISurvey instrument, questionnaire: the Attitudes / Motivation Test Battery (AMTB)Validated in dozens of studies, the only one to have such convincing proof of its validity and statistical reliabilitySeveral questions for each trait studied, e.g. for motivational intensity:I actively think about what I have learned in my French class: a) veryfrequently (3); b) hardly ever (1), c) once in a while (2)A shorter version, the mini-AMTB: one question per traitGardner’s AMTB IIMotivation (mini-AMTB items)Desire: My desire to learn French is: Weak <-> StrongMotivational intensity: I would characterize how hard I work at learningFrench as: Very little <-> Very muchAttitudes toward learning the language: My attitude toward learning French is: Unfavourable <-> FavourableGardner’s AMTB IIIIntegrativeness (mini-AMTB items)Integrative orientation: If I were to rate my feelings about learning French in order to interact with Francophones, I would have to say they are: Weak <-> StrongAttitudes toward the target language group: My attitudes towardsFrancophones is: Favourable <-> UnfavourableInterest in foreign languages: My interest in languages other than French and English is: Very Low <-> Very HighGardner’s AMTB IVAttitudes toward the learning situation (mini-AMTB items)Attitudes toward the instructor: My attitude toward my French professor is: Favourable <-> UnfavourableAttitudes toward the course: My attitude toward my French classes is:Favourable <-> UnfavourableInstrumental orientation (mini-AMTB item):If I were to rate my feelings about learning French for practical purposessuch as to improve my occupational opportunities, I would say that theyare: Weak <-> StrongGardner’s AMTB VAnxiety (mini-AMTB items)French course anxiety: My anxiety level in my French classes is: Very Low <-> Very HighFrench use anxiety: My anxiety in speaking French outside of class is: Very Low <-> Very HighIntegrative motiveThe Integrative motive is composed of:IntegrativenessAttitudes toward the learning situationMotivationMotivation affects the success of learningAttitudes have an indirect effect on learning: their effects are mediated by motivationDebates on the expansion of the model ICrookes & Schmidt (1991): “Reopening the research agenda”, Oxford & Shearin (1994), Dörnyei (1994), criticisms of GardnerHis theory has dominated the field too muchHis approach to motivation doesn’t reflect teachers’ concernsHis theory is limited to the affective dimension from a social psychological approach, without considering other perspective from educationalpsychologyDebates on the expansion of the model IIGardner’s position:Some criticisms based on misinterpretations of his theory (e.g. the mistaken belief that the opposition between integrative and instrumental motivation isa central part of his model)Need to carry out empirical investigations to validate expanded theory« On with the challenge! »Empirical research studiesTremblay & Gardner (1995)Gardner, Tremblay Masgoret (1997): full empirical modelGardner at al. (2004): trait, state, changesGardner & Tennant: expanded mini-AMTBTremblay & Gardner (1995)Incorporation of new concepts in a causal model including socio-educational model elements:Goal-setting theory, Expectancy-value theoryStudy of students in French-language secondary schoolSome results:Language attitudes -> motivated behaviourGoal setting -> motivated behaviorAdaptive attributions -> self-efficiency -> motivated behaviourGardner, Tremblay & Masgoret (1997) I“Towards a full model of second language learning: An empirical investigation” 102 university students in intro FrenchComprehensive questionnaire including AMTB items, aptitude, field dependence/independence, self-confidenceGardner, Tremblay & Masgoret (1997) IIResults show links between:Attitudes and motivationAptitude and achievementMotivation and achievementMotivation and self-confidenceAchievement and self-confidenceStrategy use and achievement (negative correlation)Approaches to motivating our studentsWith all we know (and don’t know) about language learning motivation, can we language teachers motivate our students?We saw a number of suggestions in Zoltán Dörnyei’s “10 commandments’While these haven’t been demonstrated empirically to have definite effects on motivation, they are good tips to tryWilliams and Burden’s suggestions1.Recognize the complexity of motivation2.Be aware of both initiating and sustaining motivation3.Discuss with learners why they are carrying out activities4.Involve learners in decisions related to learning the language5.Involve learners in setting language learning goals6.Recognise people as individualsWilliams and Burden’s suggestions 21.Build up individuals’ beliefs in themselves2.Develop internal beliefs3.Help to move towards a mastery-oriented style4.Enhance intrinsic motivation5.Build up a supportive learning environment6.Give feedback that is informationalDörnyei’s Motivational Strategies ICreating the basic motivational conditions:Demonstrate and talk about your own enthusiasm for the course material, and how it affects you personallyTake the students’ learning very seriouslyDevelop a personal relationship with your studentsCreate a pleasant and supportive atmosphere in the classroomPromote the development of group cohesivenessDörnyei’s Motivational Strategies IIGenerating initial motivation:Raise the learners’ intrinsic interest in the L2 learning processPromote ‘integrative’ values by encouraging a positive and open-mindeddisposition towards the L2 and its speakers, and towards foreignness ingeneralPromote the students’ awareness of the instrumental values associatedwith the knowledge of an L2Increase the students’ expectancy of success in particular tasks and inlearning in generalIncrease your students’ goal-orientedness by formulating explicit classgoals accepted by themDörnyei’s Motivational Strategies IIIMaintaining and protecting motivation:Make learning more stimulating and enjoyable by breaking the monotony of classroom eventsPresent and administer tasks in a motivating wayUse goal-setting methods in your classroomBuild your learners’ confidence by providing regular encouragementHelp diminish language anxiety by removing or reducing the anxiety-producing elements in the learning environmentBuild your learners’ confidence in their learning abilities by teaching them various learner strategiesDörnyei’s Motivational Strategies IVEncouraging positive self-evaluation:Promote effort attributions in your studentsProvide students with positive information feedbackIncrease learner satisfactionOffer rewards in a motivational mannerUse grades in a motivating manner, reducing as much as possible theirdemotivating impactConclusionHave our ideas about motivation changed since the brainstorming at the beginning?。
Motivation Letter范文讲课讲稿
精品文档精品文档Motivation LetterDear Professor:I’m a postgraduate student from Peking University in China and I’m now a freshman. My English name is Lily, I choose this name because I want my personality as pure and peaceful as lily. During my undergraduate education, I mainly studied Tourism Management in Sun Yat-sen University, and took Business Communication as my minor. I have published a paper named "A Comparative Study on Two Models of Tourism Area Life Cycle" on Tourism Science as a second writer. When graduating, my dissertation had been honored as “outstanding”, and I was the Excellent Graduate Student of grade 06 in 2010.Now I’m studying Environmental Planning and Management in the School of Environment and Energy in Peking University, my main interests concentrate on the environmental law and policy. In my opinion, the technological methods are only one aspect to solve the environmental issues, while, sometimes the social science perspective, like law, policy, risk regulation and etc., is the effective way, maybe the only way, to achieve that goal. So if I’m lucky enough to be admitted by University of Kent, I want to learn Environmental Social Science, and I would like to follow the courses like Social science perspectives on environmental issues, Environmental Law and Policy, International Environmental Law, Environmental anthropology, Environmental Politics, Techniques of Data Analysis and so forth. Although I have limited knowledge about environmental law and policy, I have learnt some basic knowledge about data analysis and anthropology, so I feel confident in myself to learn this subject well.There are two reasons why I want to study abroad: For one reason, In Peking University, my tutor is engaged in the research of environmental law and risk regulation, since I don’t have the background of law and policy, It’s proper for me to take this chance to study environmental social science systematically and to accumulate some research experience, which will makes me competent to do better research in this field in my home university. For another reason, Studying abroad has been a dream since my junior high school, I keenly want to experience foreign education and foreign culture. Imagination and creativity can be stimulated through cross-cultural communication, and my mind will be widened by different training modes, I think there’s also a responsibility for me to introduce my homeland, China, to the foreign friends, which will results to more understanding for Chinese culture and more exchange of ideas.University of Kent is my first choice of the host university. Firstly, it has wonderful study program that is perfectly fit for me; Secondly, Canterbury was rated as the safest University city in England in the 2009 Complete University Guide, safety is always important for travel in my parents and my mind; Thirdly, I already have learnt some basic knowledge about English history and culture through studying the course “Intercultural Communication”, I tend to go to the place which I’m familiar with, thus I can quickly adapt to the life in the UKIn the future, I prefer to take a job in environmental protection department in my homeland, so I need to learn related knowledge both at home and abroad to grasp different but advanced methods, notions, and the ways of thinking. Being an exchange student is an ideal way to help me realizing this dream faster.Yours sincerelyLily。
国外教育心理学课件2-10
Educational Psychology 302
Session 10 Motivation
Motivation
Definition: Forces which energize, direct, and sustain behavior Situated Motivation: The influence of the ___________ to motivate a person to behave in particular ways.
Elements of Flow (cont.)
• • • • One is not worried about failure Self-consciousness disappears One’s sense of time is distorted The activity becomes autoelic (an end in itself)
Masteபைடு நூலகம்y Orientation
vs.
Learned Helplessness
• Attribute successes to to • Attribute outside and accomplishments to uncontrollable factors own abilities and • Students generally efforts underestimate their own • Seek challenging goals, ability seek challenges, • Students set easy goals, persist in failure avoid challenges, and • Achieve better over respond to failure in counterproductive ways. the long run.
Motivationaltheories,动机理论
Contents of this page include:•Maslow•Hertzberg•Elton Mayo•Handy•Mcgregor theory X and Y•Ouchi theory Z•Lean and mass productionMaslow, s hierarchy of needs:moved from basic to the higher needs. The needs at the bottom must be satisfied to move at the higher ones. Needs do not have to be completely satisfied before higher needs emerge, a sufficient level of satisfaction is acceptable as opposed to the maximum or optimum level.Maslow’ s theory may be summarized and simplified by saying that everyone wa ntscertain things throughout life, and these things can be placed in five ascending categories namely:Basic or physiological needs: the things needed to stay alive: food, shelter and clothing. Such needs can be satisfied by money.Safety or security needs: people want protection against, unemployment, retirement as well as being safeguarded against unfair treatment. These needs can be satisfied by the rules of employment i.e pension scheme, sick fund, employment legislation.Social needs: the vast majority of people want to be part of a group and it is only through group activity that this need can be satisfied. Thus it is up to the organization to make the employee feel part of a group.Ego or Esteem needs: e.g. can include employee being asked to lead a group in a project. This enables the employee to think well of himself and in his abilities. This can be satisfied if the say or suggestion of the employee is taken into account and/or he is asked to lead or be part of an important task.Self-actualization or self-fulfillment needs: this is quite the need to achieve something worthwhile in life. It is a need that is satisfied only by continuing success, for example opening and running a new office.EVALUATION OF MASLOW:The significance of maslow’ s hierarchy of needs is that if underlines the relative importance of money. Status gives little satisfaction to a person desperate for food and shelter.On the other hand it demonstrates that money alone is not enough, and indeed as basic needs are satisfied people are likely to concentrate their attentions on social and ego needs.Herzberg’ s theory of motivation:Herzberg attempted to find out what motivated people at work. He developed the two-factor theory that was based on the idea that motivation is based on two needs, namely hygiene factors and motivational factors.Hygiene factors: are those that have to do with non-job related features such as the working environment.Motivational factors: are those concerned with a need for personal development.Hygiene factors: factors that need to be met to prevent dissatisfaction. Will not motivate in themselves, they are concerned with extrinsic factors associated with thejob itself but are not directly a part of it. The important fact to remember is that attention to these hygiene factors prevents dissatisfaction but does not necessarily provide positive motivation.•Pay•Conditions•Company policy•Relationships with higher levels, such as management•Treatment at work•Inability to develop•Feelings of inadequacyMotivators: factors which motivate: the main motivation factor are not in the environment but in the intrinsic value and satisfaction gained from the job itself. Motivation factors include:•Sense of achievement•Chance of promotion•Chance of improvement•Recognition of effort•Responsibility•Nature of job itselfElton Mayo (Hawthorne Studies)Mayo’ s most important contribution was to identify the basis of work satisfaction as non-economic and to connect it more with the interest taken in the worker ' s performance than with the financial reward.Okay here’ s what happened in plain simple words:• A test was conducted on 6 women which lasted for five years•The test was conducted so as to observe the effect on output and morale of various changes in working conditions.•Initially, an incentive payment scheme was introduced; then rest periods in different forms. Changes were made in the hours of work etc.•CONCLUSION: it was found that whatever changes were made including a return to the original conditions, output still rose!•The output recorded over time kept on increasing.Evaluation: it was apparent that the changes in working conditions could not account for the increase in output - this was due to the enhanced work satisfaction that the girls enjoyed, the development of personal friendships, and a new social atmosphere, which brought a marked change in their attitude towards work.Mcgregor, s theory X and theory Y:Mcgregor’ s theories:Theory X: assumes that people dislike work and responsibility. Therefore they must be coerced, controlled, directed or threatened with punishment to get them to make an effort towards achievement of organizational objectives. However modern employment laws have made this difficult for managers. For this reason a 'carrot’ approach is used. People have to be persuaded to carry out tasks by promises or rewards. In many ways this is similar to Taylor’ s view.Theory Y：assumes that most people are motivated by those things at the top of Maslow’ s hierarchy. In other words, people are responsible, committ ed and enjoy having control over work. Most people, given the opportunity, will get involved in work and contribute towards the solution of a problem that may arise.IN OTHER WORDS:THEORY X is pessimistic and rigid. Control is primarily external i.e. imposed on the subordinate by the superior.THEORY Y is optimistic, dynamic and flexible, with an emphasis o self-direction and the integration of individual needs with organizational demands.Ouchi theory ZIn theory Z there is an emphasis on the interpersonal skills that form the basis of group working, where decision making is by consensus, but responsibility remains with the individual.There is emphasis on building trust through informal and democratic relationships.The characteristics of the theory z organizations are:•Long term employment•Slow evaluation and promotion•Moderately specialized careers•Consensual decision making•Individual responsibility- this could mean giving greater responsibility lower down the line•Concern for the employeeLEAN PRODUCTIONLean production is divided into the following sectors:•Kaizen•Just in time manufacturing•Time based management •Empowerment •TeamworkingKaizen is perhaps the most concept in Japanese management. It means continuous improvement. In western businesses productivity remains the same for long periods of time, then suddenly rises. The increase is followed by another period of stability, before another rise. Increases in productivity may result from new working practices or new technology. The dotted line below shows the Japanese approach. Improvements are continuous. They result from changes in production techniques.continuousimprovementsone ofjmprovementstimethe kaizen is said to be an umbrella concept. A wide range of different production techniques and working practices must be carried out for it to be effective. These include:•Zero defect policies•Total quality management•Quality control circles•Automation•Just in timeIt is difficult for workers in the business to look for continuous improvement all the time. In order to solve this problem a system was introduced namely PDCA (plan, do, check, action)Plan: business must identify where improvement is needed. Data must be gathered and used to develop a plan which will result in improvement.Do: once the plan has been finalized it must be carried out.Check: the next stage in the cycle is to check whether or not there has been an improvement.Action: if the plan has been successful, it must be introduced in all parts of the business.Just in time manufacturing:JIT: just in time manufacturing is an important part of lean production. It is defined as for example in any manufacturing and selling organization: ‘raw materials being delivered JIT to be made into parts, parts were delivered JIT to be made into goods and goods were produced and delivered JIT to be sold./Advantages:•It improves cash flow as money is not tied up in stock•The system reduces waste•Since no stock is held the excess factory space can be used for something else •Links with and the control of suppliers is improvedDisadvantages:• A lot of faith is placed in the reliability and flexibility of suppliers•Increased order costs•Advantages of bulk discounts is lost•Difficult to cope up with sharp increases in demandTime-based management:Time based mgt involves reducing the amount of time businesses take carrying out certain tasks, such as launching new products or cutting lead times in production. Time based mgt is a feature of lean production because it involves eliminating a type of waste i.e. time.Advantages:•Customers will benefit. A wider range of products will be available and there will be faster delivery times.•Increased efficiency will benefit the company by improving it’ s image in the eyes of the people•The time spent on range of production tasks is reduced. This helps to improve productivity and reduce unit costs.Empowerment:Empowerment involves giving employees the power to make decisions in a business. The aim of empowerment is to give employees more control over their own work conditions.Businesses have now learnt that efficiency will improve if workers are given theopportunity to involve themselves in decision making. Workers will be better motivated and the business may gain from the creativity of its workers.Empowerment is not without difficulties. Some workers may not be able to make their own decisions and training may be required to teach them such skills. Mangers may resent giving up authority. Some staff may even abuse their power to make decisions.Team working:A growing number of businesses are introducing team working. This involves dividing the workforce into fairly small groups. Each team will focus on particular areas of production and team members will have the same common aims.Effective teamworking requires cooperation between workers and management. Both the business and employees can benefit from team working. Workers should develop relationships with colleagues and a team spirit which may improve motivation and productivity. Flexibility will improve. For example team members might be more willing to cover for an absent colleague.MASS production。
激励._Motivation
paths towards them, by a conscious or unconscious process of
5
calculation.
A Stroll Down Needs Lane…
BASIC NEEDS CAFE
FIRSห้องสมุดไป่ตู้ LIFE INSURANCE Co.
BRIGHT PROSPECTS SOCIAL CLUB
Motivation
Lecture 5: Motivation
Kavin S. Kanagasabai, B.A., M.A., M.Phil., MBA., NLP Coach & Practitioner
1
Learning Objectives
• At the end of this session, you should be able to:
• Managers should allow workers greater latitude, and create an organization to stimulate the workers. 11
Douglas McGregor – Theory X, Theory Y
12
Herzberg – Motivator-Hygiene Theory
a) Receiving praise from the manager. b) A family party. c) An artist forgetting to eat. d) A man washed up on a desert island. e) A pay increase. f) Joining a local drama group. g) Being awarded a Knighthood. h) Buying a house.
motivation理论讲义
Strength is focus on job design Influential on reward systems
Case Study
A loan company, Purple Loans, invested in Special Air Service (SAS) military style training to improve the motivation of staff. The company hoped, in particular, to improve team-working and communication, and that this would, in turn, result in increased sales. At the end of the training, one of the staff members said she felt that, if she were to set her mind to any task, she would be able to do it. The training made her feel more confident and motivated to achieve. Question: Using the previous content theories how can this increased motivation be explained?
Process Theories
Equity theory (Adams, 1963; 1965) Expectancy theory (Vroom, 1964) Goal-setting theory (Locke, 1968; 1975)
Lecture_5-_What_is_Motivation__Needs_The
Maslow’s Hierarchy
• 5 Basic Categories of Human Need • Account for much or most of human behavior, but not all of it • Vary in terms of urgency for survival, which is how “hierarchy” comes into play • As the most urgent becomes relatively satisfied, the less urgent ones become increasingly important in terms of causing behavior.
The Role of Needs in Work Motivation
1.
2. They can only be partially satisfied habitually, either by choice or force 3. Need frustration is experienced as pain, discomfort or illness 4. Different needs signal different degrees of urgency
Maslow’s Hierarchy
• Safety
o
o When unfulfilled, they possess the same sort of potential for dominating behavior as physiological needs
o o Only effective when combined with the ability and opportunity
Lesson_11_Motivation_(动机,诱因)
16
Herzberg’s Two Factor Theory
Herzberg’s Two Factor Theory identifies 2 factors which may affect staff – satisfiers and dissatisfiers
Satisfiers (motivators): achievement, recognition, growth, responsibility Dissatisfiers (hygiene factors): company policy, salary, status, security
Process theories- emphasize how and by what goals theoriesindividuals are motivated Equity Theory
Reinforcement theories- of operant conditioning theoriesReinforcement Theory
Maslow’s Hierarchy of Needs
Main propositions The five needs are arranged in order of hierarchy
The Progression Principle: Lower level needs must be Principle: substantially satisfied before higher level needs are activated The Deficit Principle: People act to satisfy deprived needs; Principle: hence a substantially satisfied need no longer motivates
武汉理工大学：管理学原理 教学课件(英文)Chapter 10 Motivation
Theory Y
Theory Y assumes that employees are creative, seek responsibility, and can exercise self-direction. It is a positive view about people.
A manager who view employees from a Theory Y perspective believes:
Selfactualization
Esteem
Social
Safety
Physiological
Exhibit10-2 Maslow’s Hierarcy of Needs
Theory X
Theory X offered by McGregor assumes that employees dislike work, are lazy, seek to avoid responsibility, and must be coerced to perform. It is a negative view about people.
2 motivationPPT课件
If you want to motivate someone, you need to understand what level of the hierarchy that person is currently on and focus on satisfying the needs at or above that level.
Self-actualization needs are at the fifth and highest level of the hierarchy.
尊严，高贵； 自我价值
Summary:
The theory say that although no need is ever fully satisfied, a substantially satisfied need no longer motivates.
产生，出现
2.The theory content
Self-actualization needs
Esteem needs
Sociality needs
HigherOrder Needs
LowerOrder needs
Safety needs Basic or physiological needs
Motivation
Main Contents
➢ Defining motivation
界定动机/激励
➢ Early Theories of Motivation
早期的动机理论
➢ Contemporary Theories of Motivation
现代的动机理论
Defining motivation
外国优秀人力资源培训课件之员工自发激励策略
Safety needs (shelter, job security, retirement plan, insurance)
Physiological needs (air, water, food, rest, exercise,etc)
➢ Learning Opportunities to learn new skills
➢ Feedback, especially for stars Coaching and feedback by managers
➢ Bad Bosses conflict with the boss as one of the top most reasons for the departure of top performing employees
THEORIES ON MOTIVATION
Maslow’s McGregor’s McClelland’s
MASLOW’S HIERARCHY OF NEEDS
Self actualization (Confidence, achievements,
freedom) Self esteem (fame, recognition, reputation, dignity)
In addition to: • Job content • Level of responsibility • Company culture • Caliber of Colleagues • Low growth potential • Lack of challenge • Lack of autonomy • Not enough money • Work environment issues
词汇学motivation的定义
词汇学motivation的定义
Motivation 在词汇学中通常指词汇的动机或激励。
它指的是一个人学习和使用词汇的原因和动力。
词汇动机可以是内在的，也可以是外在的。
内在词汇动机是指个人对学习和使用词汇的兴趣和愿望，例如对语言、文化或阅读的热爱。
外在词汇动机是指外部因素，例如通过考试、工作需要或与他人交流的需要来学习和使用词汇。
词汇动机对于有效学习和记忆词汇至关重要。
具有强烈词汇动机的人更有可能投入时间和精力来学习新词汇，并在实际使用中运用它们。
The Influence of Motivation and Depression in Seco
Sino-US English Teaching, ISSN 1539-8072February 2014, Vol. 11, No. 2, 89-93The Influence of Motivation and Depression inSecond Language LearningWANG QianDalian Ocean University, Dalian, ChinaDepression is one of the most common illnesses affecting college students today. It is often related to lowmotivation. It can affect the ability to function, think, and feel. In learning process, learners are strongly affected bymotivation. However, there is a group of students that is worthy of being noticed, and it seems that they have nomotivation and lose interest in their study and other activities. According to a case study of Mr. WANG, thesymptom of his depression was described, and the paper employing motivation theory aims at analyzing thedepression severity and what causes depression, in order to uncover the students’ inner problems and tries to findproper ways to motivate them and help them overcome the feeling of depression. Besides, the paper offers otheroptions for solving the problem, such as speaking with a friend, partner, minister, professional counselor, orpsychiatrist to canvass a different perspective.Keywords: motivation, depression, arousal, curiosityAll Rights Reserved.IntroductionIn recent teaching experience, there are a group of students whom are worthy of being noticed, and it seems that they have no motivation and lose interest in their study and other activities. They are despondent, dejected,and downhearted. Sometimes, they spend a whole night in a net bar to play cyber games, however, they do notenjoy them. What they want is to kill time. They almost have no friend. They are a very special group on thecampus, but they actually exist and they can be recognized almost in every class. Obviously, such condition doesharm to them physically and psychologically. The problem of them is depression.Depression is one of the most common illnesses affecting college students today. It is often related to low motivation. It can affect the ability to function, think, and feel. More specifically, it is a mood problem noted bypervasive sadness, disappointment, and hopelessness. The depressed person usually has difficulty findingpleasure in life, has feelings of intense loneliness, and has limited energy to engage in life activities. Most peoplehave periods when they feel discouraged about their circumstances. However, true depression goes deeper bylasting longer and impacting one’s whole existence.A Case StudyWANG was a male student and he was a sophomore. From the beginning of the class, he sat in the WANG Qian, associate professor, School of Foreign Languages, Dalian Ocean University.90THE INFLUENCE OF MOTIVATION AND DEPRESSIONfurthest corner of the classroom. He was always quiet. It seemed that he was thinking about something, andsometimes, he even fell asleep in the class. He usually refused to participate in the group discussion. He wasuncomfortable when questioned publicly. Most of the time, he would say sorry to the teacher. Actually, hewas not involved in the class.What impressed the teacher was that he had no interest in everything. He was obviously unhappy and alone. Nobody could understand why he was so depressed. Once, the teacher had a long talk with him. Fromthe conversation, she knew he was an A-student in senior middle school, and wished he could enter the firstclass university. However, he began to indulge in computer from the second year in senior middle school. Heused “crazy” to describe his state at that time. He bought many books on computer, spending most of his timeand energy, and dreaming one day he would be an expert on computer. His parents and teachers stronglydisagreed with him and forced him to throw all the computer books. He had no other choice and had to give uphis dream. From then on, he lost interest and could not find happiness in life. Although he had been placed ina highly competitive situation, he seemed to lack motivation. He wanted to get out of depression, but couldnot find a right way.According to the case of WANG, he has very typical symptom of depression. To a large extent, people dealing with depression often wish for a better day, but have lost hope that it will come. They do not know howto “feel” better. Those suffering from depression may experience extreme mood fluctuations or a desire towithdraw from interactions with others. Frustrated with the inability to snap out of it, they become morediscouraged. In some cases, depression can last for extended periods of time—months or even years. One way todeal with depression is to determine the severity of the experience, understand the influence that prompts its All Rights Reserved.onset, and secure treatment options.Depression SeverityDepression can impact a person’s life in many different ways. To a large degree, the expression of depression depends on the person’s coping style, personality, and previous level of functioning. Following aresome symptoms of depression: (1) emotions: (a) profound feelings of guilt or shame, (b) feelings of hopelessnessor helplessness, (c) cold or distant feelings toward family or friends, and (d) difficulty in finding pleasure in lifeactivities; (2) behavior: (a) decreased interest in participating in activities previously enjoyed, (b) diminishedinterest in maintaining healthy, (c) neglecting responsibilities, (d) reduced coping ability, and (e) impairedcommunication with others (e.g., irritating, sarcastic); and (3) physical complaints: (a) lack of energy, (b)compulsive eating or loss of appetite, (c) headaches, backaches, or general muscle aches without a specific cause,and (d) insomnia or excessive sleeping.From those descriptions, it is not difficult to find that WANG has got some of the most typical symptoms of depression. He has been seriously depressed.What Causes Depression?However, what causes depression? To WANG’s situation, it is the ruin of his illusion that brings him great pain and develops into further depression. The disagreement of his parents and teachers is the primerof his depression. Under their pressure, he had to give up his dream. The loss of his dream contributes tohis depression.THE INFLUENCE OF MOTIVATION AND DEPRESSION91Scientists say when a person is depressed, his or her brain chemistry changes. Despair and hopelessness may powerfully color their perceptions of life, while they experience such other depressive symptoms as persistentfeelings of worthlessness, increased anxiety or irritability, constant fatigue, difficulty concentrating, unexplainedaches and pains, or thoughts of death and suicide.Depression can be prompted by a variety of factors. The stresses of life, study, and work can trigger dark thoughts and moods. Some episodes of depression are situation-induced, for example, the death of a loved one,the loss of one’s job, or the disappointment of failed efforts to get into graduate school can all initiate an episodeof depression. When someone can discern the source of depression, the outlook is more favorable. Specificmeasures can be incorporated to deal with the pain. However, when no source is clear, the depression mayworsen due to lack of treatment.In addition to situational factors, there are other stressors that prompt depression. Chemical imbalances, personality factors, drug and alcohol use, physical illness, and inadequate dietary practices can influence theonset of depression. Given that so many influences can impact one’s mental health, it is important to monitorone’s lifestyle and health practices.Motivation TheoryDepression is often related to low motivation. Thus, it is better if we try to solve depression problems from a motivation angle. It will help people who deal with depression find the pleasure of life and have energy to investin their study and work. To a teacher in particular, if they can arouse the motivation of these depression students,they will help these students overcome depression.All Rights Reserved.In trying to make sense of motivation theory, it is helpful to distinguish three stages, which are shown in Figure 1. First, there are reasons for undertaking a particular activity. These will probably involve a mixture ofinternal and external influences which will be personal to different individuals, who will make their own sense ofthe various events surrounding them. Second, what is actually involved in deciding to do something is considered:What makes people choose to embark on a particular task and to invest time and energy in it. An individual mayhave strong reasons for doing something, but not actually decide to do it. Third, people need to sustain the effortrequired to complete the activity to their own satisfaction. This will, of course, take place within a social contextand culture which will influence choice made at each stage.Figure 1. A three-stage model of motivation.It is important to emphasize here that to a person dealing with depression, the first stage—reasons for doing something—is the key stage to solve the problem. How to arouse the motivation and find the reason for doingsomething is the first step for them to put themselves into a meaningful life.One major component of arousal is curiosity. It was the identification of curiosity as a motivating variable by John McVicar Hunt in 1961 who provided a significant landmark in cognitive theory. It held up to questionwhether humans or even animals always sought to achieve a state of equilibrium, and postulated instead that they92THE INFLUENCE OF MOTIVATION AND DEPRESSIONmight actually have an inclination to explore the unknown just because it was unknown. This, in turn, has led tothe suggestion that curiosity can be provoked by making tasks unsurprising, incongruous, or discrepant fromexisting ideas or beliefs. However, in order to be motivating, it would appear to be important to ensure anoptimum level of arousal and complexity. If a task is too complex or incongruous, it is likely to induce confusionand an avoidance response rather than prove appealing.Through the theory, in the class, it is better for the teacher to design exercises which can arouse the learners’ curiosity. It is necessary for the teacher to understand what the students need. If learners are attracted by a kind ofactivities, they would like to invest their time and energy in it. Of course, they will find joy and fun from it. At thistime, give them proper encouragement, and they may decide to do something to achieve more, thus, they go intothe second stage of motivation. To a person who suffers from depression, if something can appeal their attention,it is a good step to help them conquer the feeling of no interest.To WANG and other suffers of depression, they need to evoke their motivation by themselves, too.Sometimes, they need to find a compelling reason for doing something. They should understand that we eat, sleep,and respond to other biological drives because our bodies compel us to do so. For everything else we do in life,we have to invent reasons that compel us to take action. So, “I want to succeed” or “I want to live a happy life inthe future” are good reasons for helping them to do something.Other Treatment OptionsBesides, other treatment options are essential to people dealing with depression. They have to recognize thatall forms of depression are serious if they affect the ability to function. Careful attention to determining the source All Rights Reserved.of inner conflict, strained emotions, and behavioral changes are critical for addressing the development ofdepression and highlighting treatment options.Other suggestions for offsetting depression include exercising to work off tension, meditating to clear the mental impurities of the day, changing the routine aspects of your life, developing a support system, and findinga healthy way to release emotions.We already know that the most important step is related to motivation. Besides finding a compelling reason to do something, other steps include: (1) try to incorporate into the society you belong to; (2) always tell yourselfyou are optimistic and energetic; and (3) force yourself to take part in social activities.If these initial steps do not provide relief from the pain, other options are available. Consider speaking witha friend, partner, minister, professional counselor, or psychiatrist to canvass a different perspective.ConclusionsThe depression syptoms are not uncommon on campus, with the motivation theory, the depression severity and what causes depression can be analyzed, and the students’ inner problems can be uncovered. In this way,teachers can find proper ways to motivate them and help them overcome the feeling of depression.ReferencesGUO, J. Y. (2007). Motivation and second language learning. Science Education, (4), 54-55.GUO, Y. L. (2008). How to stimulate college students’ English learning motivation. Journal of Chongqing University of Technology (Social Science), (2), 173-176.THE INFLUENCE OF MOTIVATION AND DEPRESSION93Skehan, P. (1999). A cognitive approach to language learning. Shanghai: Shanghai Foreign Language Education Press.TIAN, Y. J. (2008). A quantitative study of the first-year non-English major college students’ motivation in learning English.English Square, (9), 70-72.Williams, M., & Burden, R. L. (1997). Psychology for language teachers. London: Cambridge University Press.YANG, N. D. (1999). The relationship between EFL learners’ beliefs and learning strategy use. System,27, 85-88.YU, R. X. (2003). How motivation affects foreign language learning. Teaching English in China,26(4), 71-72.ZHU, H. (2006). Application of motivation in English teaching. Technology Information, (5), 101-103.All Rights Reserved.。
Motivation Theory(英文版)(ppt 17页)
1.Hierarchy of Needs Theory
Abraham Maslow
• There is a hierarchy of 5 needs---physiological, safety,social,esteem,& self-actualization---and as each need is sequentially satisfied,the next need becomes dominant
• Need:some internal state that makes certain
outcomes appear attractive • Process:unsatisfied need---tension---drives---
search behavior---satisfied need----reduction of tension
• Maslow: a rigid steplike progression. ERG:contains a frustration-regression dimension
• Several studies have supported the ERG theory:natives of Spain & Japan place social needs before their physiological requirements
3.Cognitive Evaluation Theory
may be relevant to that set of jobs that falls in between--neither extremely dull nor intersting
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– 2 flaws
• Circular logic • Many so-called instinctual behaviors are learned, shaped, and influenced by those around us • Y..Koo’s contribution
Drive-Reduction Theory
Culture and Motivational Focus
Zann et al (2000) found culture differs on emphasizing different aspects of promotion and prevention focus. Individuals with independent self emphasize promotional goals Individuals with interdependent self emphasize preventional goals.
Anglo-American Asian American
Two kinds of motivations
10 Number Correct 8 6 4 2 0 Own Exp Choice Condition Mom
Eur-Am
As-Am
C. Two Kinds of Regulatory Focus Hedonic principle of motivation: people wish to approach pleasure and to avoid pain Promotion focus : pursuit of gains and aspiration toward ideals Prevention focus : the avoidance of losses and the fulfillment of obligations
Percentage of Ads Using Promotion Focus Themes
Approaching Accomplishment Aspirations+ AspirationsUniqueness Dejection Cheerful Eagerness
0% 20% 40% 60% 80%
• Drive
– A motivation that pushes you to reach a goal – Tension induced by need
• Food, water, sex
• Goal is to reduce the tension and restore homeostasis
Culture and Motivation: Iyengar & Lepper (1999):
Step 1: Manipulation Kids assigned to do anagram task in one of three conditions: personal choice, experimenter choice, or "mom" choice Step 2: Measurement Authors measure performance on anagrams and persistence on subsequent, voluntary anagram task
– Homeostasis: A tendency to maintain a balanced or constant internal state
• Flaw
– Drive-reduction theory can’t explain behavior that increases, rather than reduces, stress
% 80 70 60 50 40 30 20 10 0
Promotion
Prevention
Interaction F (1, 451) = 103.94, p < .001
North American K
Contents of Human Motivation: What are they?
Maslow’s theory of needs 1. Needs arranged hierarchy. 2. Low-level needs must be meet before trying to satisfy higher-level needs. 3. Esteem: Status, respect, power. 4. Self-actualization: Fulfill one’s potential.
– Why we do what we do – What is it? – What are they?
Nature of Human Motivation: What is it? A. What is it: instincts, drive-reduction, arousal, incentive B. Are people internally or externally motivated? What motives people? C. The purpose of motives?
Maslow’s theory of motivation
Culture and Self-actualization K.S. Yang (2003) believe Maslow’s self actualization to be individualisticorientated self actualization. In contrast, there is a collectivisticorientated self actualization.
• Incentive Theory
– People are motivated to behave in ways that produce a valued incentive – Incentives work when we expect that we can gain the incentive and when we value the incentive
Korean
100%
North American
Percentage of Ads Using Prevention Focus Themes
Avoiding Safety Responsibility + Responsibility Harmony Agitation Calm Vigilance
Culture and Motivation (Iyengar & Lepper, 1999)
350 300
Seconds spent on anagrams during free play25ຫໍສະໝຸດ 200 150 100 50 0
Personal Choice Experimenter Choice Mother Choice
Instinct Theory
• Instincts
– Inherited tendencies to produce organized and unalterable responses to particular stimuli – Examples
• Freud: instincts toward sex/aggression (i.e. the id) • Evolutionary theory: we are ‘hard-wired’ to reproduce and perpetuate genetic makeup
B. Two Kinds of Motivation
Extrinsic motivation involves engaging in certain activities or behaviors that either reduce biological needs or help us obtain incentives or external rewards, e.g., competition, evaluation, recognition, money, incentive Intrinsic motivation involves engaging in certain activities or behaviors because the behaviors themselves are personally rewarding or because engaging in these activities fulfills our beliefs or expectations, e.g., competence, selfdetermination, curiosity, enjoyment, and interest.
Motivation
Lecture 11
Kaiping Peng UC-Berkeley Tsinghua University
Motivation
Motivation refers to the various physiological and psychological factors that cause people to behave in a specific way in a particular context.
Collectivistic Self-actualization: Humanism
• 1-1 Don’t do to others what you won’t do to yourself • 1-2 Don’t blame others • 1-3 Harsh on self, easy on others • 1-4 Harmony • 1-5 Respect • 1-6 Honest and reputation • 1-7 Do the right things