Expectancy theory of motivation applied

Introduction Despite 50 years of development experience, fundamental questions remain unanswered. The world still lacks a comprehensive theoretical framework that adequately explains such phenomenon as the accelerating velocity of development exhibited by East Asian countries, the failure of Malthusian projections, the growing contribution of non-material resources not subject to depletion, the apparent failure of market policies in the transition of Eastern Europe, and conflicting predictions about the future of work based on the contrary recent experiences of North America and Western Europe. A profusion of economic theories provide explanations for specific expressions of development, but none unite the pieces into a unified theory that adequately defines the central principles, process and stages of development.

Expectancy theory of motivation applied

If the person has an attribution of ability internal, no control as soon as the individual experiences some difficulties in the learning process, he or she will decrease appropriate learning behavior.

If the person has an external attribution, then nothing the person can do will help that individual in a learning situation i.

In this case, there is nothing to be done by the individual when learning problems occur. The implication is that if we can create the appropriate amount of disequilibrium, this will in turn lead to the individual changing his or her behavior which in turn will lead to a change in thought patterns which in turn leads to more change in behavior.

According to the Webster's, cognitive dissonance is a psychological conflict resulting from incongruous beliefs and attitudes held simultaneously.

Weiner points out that behavioral theories tend to focus on extrinsic motivation i. Cognitivists explain motivation in terms of a person's active search for meaning and satisfaction in life. Thus, motivation is internal. C- Cognitive Developmental Theories Stages of Cognitive Development Piaget,According to Piaget, children are motivated to develop their cognitive or mental abilities in a predictable set of stages: Sensorimotor stage Infancy, 0 to 2 years.

In this period which has 6 stagesintelligence is demonstrated through motor activity without the use of symbols.

Expectancy theory of motivation applied

Children acquire object permanence at about 7 months of age memory. Physical development mobility allows the child to begin developing new intellectual abilities.

Protection motivation theory is a theory that was originally created to help clarify fear metin2sell.com protection motivation theory proposes that people protect themselves based on four factors: the perceived severity of a threatening event, the perceived probability of the occurrence, or vulnerability, the efficacy of the recommended preventive behavior, and the perceived self efficacy. We discuss the expectancy–value theory of motivation, focusing on an expectancy–value model developed and researched by Eccles, Wigfield, and their colleagues. 2- Acquisition/ Learning Hypothesis: 'Adults have two distinctive ways of developing competences in second languages.. acquisition, that is by using language for real communication (natural environment) learning.. "knowing about" language'.

Some symbollic language abilities are developed at the end of this stage. Pre-operational stage Toddler and Early Childhood, years. In this period which has two substagesintelligence is demonstrated through the use of symbols, language use matures, and memory and imagination are developed, but thinking is done in a nonlogical, nonreversable manner.

Egocentric thinking predominates Concrete operational stage Elementary and early adolescence, years. In this stage characterized by 7 types of conservation: Operational thinking develops mental actions that are reversible.

In this stage, intelligence is demonstrated through the logical use of symbols related to abstract concepts. Early in the period there is a return to egocentric thought.

It is also recommended that teachers use a wide variety of concrete experiences to motivate the child e. Zone of proximal development Lev Vygotsky, The Zone of Proximal Development is the distance between the learner's actual developmental level and the level of potential development; it is the gap between what we are trying to teach and the current state of development in that area.

As learners become more proficient, able to complete tasks on their own that they could not initially do without assistance, the guidance can be withdrawn.

Students' needs, goals and interests must be the starting point if motivation is to occur.

The study of motivation

The main drive to do well comes from avoiding a negative outcome rather than approaching a positive one. In the context of school learning, which involves operating in a relatively structured environment, students with mastery goals outperform students with either performance or social goals.

However, in life success, it seems critical that individuals have all three types of goals in order to be very successful. One aspect of this theory is that individuals are motivated to either avoid failure more often associated with performance goals or achieve success more often associated with mastery goals.

Expectancy theory of motivation applied

In the former situation, the individual is more likely to select easy or difficult tasks, thereby either achieving success or having a good excuse for why failure occurred. In the latter situation, the individual is more likely to select moderately difficult tasks which will provide an interesting challenge, but still keep the high expectations for success.

E- Psychoanalytic Theories The psychoanalytic theories of motivation propose a variety of fundamental influences: Freud suggested that all action or behavior is a result of internal, biological instincts that are classified into two categories: Erikson and Sullivan proposed that interpersonal and social relationships are fundamental.2- Acquisition/ Learning Hypothesis: 'Adults have two distinctive ways of developing competences in second languages..

acquisition, that is by using language for real communication (natural environment) learning.. "knowing about" language'. Motivation: Motivation, forces acting either on or within a person to initiate behaviour. The word is derived from the Latin term motivus (“a moving cause”), which suggests the activating properties of the processes involved in psychological motivation.

Psychologists study motivational forces to help explain. 'Intrinsic motivation' refers to performing an action or behavior for the sake of enjoyment.

Learn more about intrinsic motivation, how it differs from extrinsic motivation, and the factors that. We discuss the expectancy–value theory of motivation, focusing on an expectancy–value model developed and researched by Eccles, Wigfield, and their colleagues.

The extant literature on goal setting through has been reviewed and integrated by Locke and Latham (a).The result was the development of a theory of goal setting with special emphasis on its practical implications for the motivation of employees in organizational settings.

We discuss the expectancy–value theory of motivation, focusing on an expectancy–value model developed and researched by Eccles, Wigfield, and their colleagues.

Employee Motivation