Bruner’s learning theory McClelland’s Theory of Achievement Needs Attribution Theory by Bernard Weiner Humanistic Approach on Motivation Maslow’s theory hierarchy of needs

2. Human behavior cannot be fully understood
without examining how individuals acquire,
store, and process information.

3. BRUNER’S LEARNING THEORY
Four characteristics of teaching theory
1. ought to determine details of existing
knowledge which could be used as motivation to
pupils
2. learning materials should be structured
systematically
3. organize the teaching materials so it could be
easily presented and followed by pupils
4. determine the form of reward: motivate pupils
to make improvement

4. MCCLELLAND’S THEORY OF ACHIEVEMENT NEEDS
Every individual possesses different needs to
achieve success.
Such individuals are motivated by the need for
reputation and self-esteem

5. ATTRIBUTION THEORY BY BERNARD WEINER
Definition of attributions: a think as being
caused
"Why did I successfully accomplish this
work?"
"Why did Jack flunk math?"
The answers to these questions reflect a
person's beliefs about the causes of results.
Attribution theory is the study of how
individuals explain events that take place in
their lives (Bruning, Schrqw & Ronning, 1999,
p.137). Knowing learners' attributional beliefs
can help the instructors to address the value of

6. Weiner’s attribution theory is mainly about
achievement.
Attributions are classified along three causal
dimensions:
1. locus of control (two poles: internal vs.
external)
2. stability (do causes change over time or
not?)
3. controllability (causes one can control such
as skills vs. causes one cannot control such
as luck, others’ actions, etc.)

7. Locus of control: internal-external
The first dimension is an internal-external continuum
to the individual. Locus means the cause is within
(internal) or outside (external) an individual. For
instance, factors like mood and ability are internal
causes, whereas luck and teacher bias are external
causes.

8. Stability: stable-unstable
Stability means the cause is unchanging. "I'm
good at playing guitar since I've practiced
over one year". In this case, the ability of
playing guitar is a stable cause for this
person.
"I got an A in math this time because the test is
very easy, everyone had an A." Someone
performed very well just by chance, and the
easy test is an inconsistent or unstable
cause.

9. Controllability: controllable-uncontrollable
Controllability refers to the factors that we
can control to influence results. Factors
like skill and competence are classified
as controllable, whereas luck and mood
are classified as uncontrollable.

10. ATTRIBUTIONS IN THE CLASSROOM
A successful students fail>make internal,
controllable attributions>focus on strategies
for succeeding next time>leads to
achievement, pride
The greatest motivational problems arise
when:
Students fail>depressed>unmotivated.

11. TEACHER ACTIONS AND STUDENT ATTRIBUTIONS
When teachers assume that student failure is
attributable to forces beyond the students’
control>teachers tend to respond with
sympathy and avoid giving punishments
If the failures are attributed to a controllable
factor(lack of effort), teacher’s response is
more likely to be irritation or anger

12. EXPECTANCY X VALUE THEORIES
Motivation is seen as the product of two main
forces:
1. The individual expectation of reaching a
goal
2. The value of the goal to him/her
If either factor is zero, there is no motivation to
work toward the goal.

14. HUMANISTIC APPROACH ON MOTIVATION
Human needs and motivation
Human needs
Physiological or physical
needs: food, drink, oxygen,
sleep, rest, excretion, sex
Psychological needs:
security, love, self esteem,
self actualization

15. MASLOW’S THEORY HIERARCHY OF NEEDS

16. Five Levels of the Hierarchy of Needs
Physiological Needs
These include the most basic needs that are vital to
survival, such as the need for water, air, food, and
sleep. Maslow believed that these needs are the
most basic and instinctive needs in the hierarchy.
Security Needs
These include needs for safety and security. Security
needs are important for survival, but they are not as
demanding as the physiological needs. Examples of
security needs include a desire for steady
employment, health insurance, & safe
neighborhoods

17. Social Needs
These include needs for belonging, love,
and affection. Maslow considered these
needs to be less basic than
physiological and security needs.
Relationships such as friendships,
romantic attachments, and families help
fulfill this need for companionship and
acceptance, as does involvement in
social, community, or religious groups.

18. Esteem Needs
After the first three needs have been satisfied, esteem
needs becomes increasingly important. These include
the need for things that reflect on self-esteem, personal
worth, social recognition, and accomplishment.
Self-actualizing Needs
This is the highest level of Maslow’s hierarchy of
needs. Self-actualizing people are self-aware,
concerned with personal growth, less concerned with
the opinions of others, and interested fulfilling their
potential.