What is motivation?

Question

sorry i don't have any details.

Answer 1

i can say - what made you write this question is one of the example of "Motivation"

Answer 2

Internal state or condition that activates behavior and gives it direction;

Desire or want that energizes and directs goal-oriented behavior;

Influence of needs and desires on the intensity and direction of behavior.

Answer 3

Motivation is the driving force / passion one has behind what he/she does.

Answer 4

the motivation is motivation because u will try to motivat of your self know.

Answer 5

In psychology, motivation refers to the initiation, direction, intensity and persistence of behavior (Geen, 1995). Motivation is a temporal and dynamic state that should not be confused with personality or emotion. Motivation is having the encouragement to do something. A motivated person can be reaching for a long-term goal such as becoming a professional writer or a more short-term goal like learning how to spell a particular word. Personality invariably refers to more or less permanent characteristics of an individual's state of being (e.g., shy, extrovert, conscientious). As opposed to motivation, emotion refers to temporal states that do not immediately link to behavior (e.g., anger, grief, happiness).

History of the concept

The claim that humans are hedonistically motivated was argued by Jeremy Bentham in An Introduction to the Principles of Morals and Legislation:

    ÃƒÂ¢Ã‚€ÂœNature has placed mankind under the governance of two sovereign masters, pain, and pleasure. It is for them alone to point out what we ought to do, as well as to determine what we shall do” (Bentham 1789).

Instincts

    * instinct

    * William James

    * imprinting

At the next level are motivations that have an obvious biological basis but are not required for the immediate survival of the organism. These include the powerful motivations for s*x, parenting and aggression: again, the physiological bases of these are similar in humans and other animals, but the social complexities are greater in humans (or perhaps we just understand them better in our own species). In these areas insights from behavioral ecology and sociobiology have offered new analyses of both animal and human behaviour in the last decades of the twentieth century, though the extension of sociobiological analyses to humans remains highly controversial. Perhaps similar, but perhaps at a rather different level, is the motivation for new stimulation - variously called exploration, curiosity, or arousal-seeking. A crucial issue in the analysis of such motivations is whether they have a homeostatic component, so that they build up over time if not discharged; this idea was a key component of early twentieth century analyses of s*x and aggression by, for example, Freud and Konrad Lorenz, and is a feature of much popular psychology of motivation. The biological analyses of recent decades, however, imply that such motivations are situational, arising when they are (or seem to be) needed to ensure an animal's fitness, and subsiding without consequences when the occasion for them passes.

Drive theory

    * Clark L. Hull

    * Goal

    * Activation theory

    * Reticular activating system

    * Arousal

    * Yerkes-Dodson law

    * Sleep

There are a number drive theories. The Drive Reduction Theory grows out the concept that we have certain biological needs, such as hunger. As time passes the strength of the drive increases as it is not satisfied. Then as we satisfy that drive but fulfilling its desire, such as eating, then the drives strength is reduced. It is based on the theoories of Freud and the idea of negative feedback systems, such as a thermostat.

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Appetite and thirst

    * hunger

    * blood sugar

    * insulin

    * taste

    * apomorphine

    * foraging

    * obesity

    * thirst

    * osmoreceptor

Thermoregulation

    * homeothermic

    * poikilothermic

    * circadian rhythm

    * thermoregulation

    * thermotaxis

s*x

    * hormones

    * pituitary

    * estrogen

    * estrous cycle

    * testosterone

    * sexual attraction

    * sexual arousal

Regulation of Behavior

Rewards and incentives

Punishment

Aggression

Stress

Secondary goals

These important biological needs tend to generate more powerful emotions and thus more powerful motivation than secondary goals. This is described in models like Abraham Maslow's hierarchy of needs. A distinction can also be made between direct and indirect motivation: In direct motivation, the action satisfies the need, in indirect motivation, the action satisfies an intermediate goal, which can in turn lead to the satisfaction of a need. In work environments, money is typically viewed as a powerful indirect motivation, whereas job satisfaction and a pleasant social environment are more direct motivations. However, this example highlights well that an indirect motivational factor (money) towards an important goal (having food, clothes etc.) may well be more powerful than the direct motivation provided by an enjoyable workplace.

Coercion

The most obvious form of motivation is coercion, where the avoidance of pain or other negative consequences has an immediate effect. When such coercion is permanent, it is considered slavery. While coercion is considered morally reprehensible in many philosophies, it is widely practiced on prisoners, students in mandatory schooling, and in the form of conscription. Critics of modern capitalism charge that without social safety networks, wage slavery is inevitable. However many capitalists such as Ayn Rand have been very vocal against coercion. Successful coercion sometimes can take priority over other types of motivation. Self-coercion is rarely substantially negative (typically only negative in the sense that it avoids a positive, such as undergoing an expensive dinner or a period of relaxation), however it is interesting in that it illustrates how lower levels of motivation may be sometimes tweaked to satisfy higher ones.

Social and self regulation

Self control

The self-control of motivation is increasingly understood as a subset of emotional intelligence; a person may be highly intelligent according to a more conservative definition (as measured by many intelligence tests), yet unmotivated to dedicate this intelligence to certain tasks. Victor Vroom's "expectancy theory" provides an account of when people will decide whether to exert self control to pursue a particular goal. Self control is often contrasted with automatic processes of stimulus-response, as in the behaviorist's paradigm of B.F. Skinner.

Drives and desires can be described as a deficiency or need that activates behaviour that is aimed at a goal or an incentive. These are thought to originate within the individual and may not require external stimuli to encouarge the behaviour. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food; whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others.

By contrast, the role of extrinsic rewards and stimuli can be seen in the example of training animals by giving them treats when they perform a trick correctly. The treat motivates the animals to perform the trick consistently, even later when the treat is removed from the process.

Maslow's Theory

Abraham Maslow's hierarchy of human needs theory is the most widely discussed theories of motivation.

The theory can be summarized as thus:

    * Human beings have wants and desires which influence their behaviour, only unsatisfied needs can influence behaviour, satisfied needs cannot.

    * Since needs are many, they are arranged in order of importance, from the basic to the complex.

    * The person advances to the next level of needs only after the lower level need is at least minimally satisfied.

    * The further the progress up the hierarchy, the more individuality, humanness and psychological health a person will show.

The needs, listed from basic (lowest, earliest) to most complex (highest, latest) are as follows:

    * Physiological

    * Safety and security

    * Love

    * Self esteem

    * Self actualization

Herzberg’s Two Factor Theory

Frederick Herzberg's two factor theory, concludes that certain factors in the workplace result in job satisfaction, while others lead to dissatisfaction.

He distinguished between: motivation and hygiene

    * Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and

    * Hygiene factors; (e.g. status, job security, salary and fringe benefits) which give positive satisfaction, although dissatisfaction results from their absence.

The theory is sometimes called the Motivator-Hygiene Theory.

Alderfer’s ERG Theory

Created by Clayton Alderfer, Maslow's hierarchy of needs was expanded, leading to his ERG theory (Existence, Relatedness and Growth). Physiological and safety, the lower order needs, were placed in the Existence category. Love and self esteem needs were placed in the Relatedness category. The Growth category contained the self actualization and self esteem needs.

Cognitive dissonance

Suggested by Leon Festinger, this occurs when an individual experiences some degree of mental discomfort resulting from an incompatibility between two cognitions. For example, a consumer may seek to reassure himself or herself regarding a purchase, feeling that another decision may have been, in retrospect, preferable.

Self-Determination Theory

Self-Determination Theory, developed by Edward Deci and Richard Ryan, focuses on the importance of intrinsic motivation in driving human behavior. Like Maslow's hierarchical theory and others that built on it, SDT posits a natural tendency toward growth and development. Unlike these other theories, however, SDT does not include any sort of "autopilot" for achievement, but instead requires active encouragement from the environment. The primary factors that encourage motivation and development are autonomy, competence feedback, and relatedness.

Social conformity

Achievement

McClelland's Achievement Motivation Theory

David McClelland’s achievement motivation theory envisages that a person has need for three things but people differ in degree in which the various needs influence their behavior:

    * Need for achievement

    * Need for power

    * Need for affiliation

Goal-setting theory

Goal-setting theory is based on the notion that individuals sometimes have a drive to reach a clearly defined end state. Often, this end state is a reward in itself. A goal's efficiency is affected by three features; proximity, difficulty and specificity. An ideal goal should present a situation where the time between the initiation of behavior and the end state is close in time. This explains why some children are more motivated to learn how to ride a bike than mastering algebra. A goal should be moderate, not too hard or too easy to complete. In both cases, most people are not optimally motivated, as many want a challenge (which assumes some kind of insecurity of success). At the same time people want to feel that there is a substantial probability that they will succeed. Specificity concerns the description of the goal. The goal should be objectively defined and intelligible for the individual. A classic example of a poorly specified goal is to get the highest possible grade. Most children have no idea how much effort they need to reach that goal. For further reading, see Locke and Latham (2002).

Affiliation

Altruism

Controlling motivation

The control of motivation is only understood to a limited extent. There are many different approaches of motivation training, but many of these are considered pseudoscientific by critics. To understand how to control motivation it is first necessary to understand why many people lack motivation.

Early programming

Modern imaging has provided solid empirical support for the psychological theory that emotional programming is largely defined in childhood. Harold Chugani, Medical Director of the PET Clinic at the Children's Hospital of Michigan and professor of pediatrics, neurology and radiology at Wayne State University School of Medicine, has found that children's brains are much more capable of consuming new information (linked to emotions) than those of adults. Brain activity in cortical regions is about twice as high in children as in adults from the third to the ninth year of life. After that period, it declines constantly to the low levels of adulthood. Brain volume, on the other hand, is already at about 95% of adult levels in the ninth year of life.

Image:Brain-metabolism.jpg

Data by Harold Chugani on brain activity, (click image for source details). The red dots show activity in the frontal cortex, the "youngest" region in the human brain from an evolutionary perspective. It is important for analysis and creativity. The blue curve, copied from another diagram of the same source, shows the development of brain volume through childhood. As can be seen from the data, brain activity in children is much higher than in adults, making early influences critical for motivation in later life.

Organization

Besides the very direct approaches to motivation, beginning in early life, there are solutions which are more abstract but perhaps nevertheless more practical for self-motivation. Virtually every motivation guidebook includes at least one chapter about the proper organization of one's tasks and goals. It is usually suggested that it is critical to maintain a list of tasks, with a distinction between those which are completed and those which are not, thereby moving some of the required motivation for their completion from the tasks themselves into a "meta-task", namely the processing of the tasks in the task list, which can become a routine. The viewing of the list of completed tasks may also be considered motivating, as it can create a satisfying sense of accomplishment.

Most electronic to-do lists have this basic functionality, although the distinction between completed and non-completed tasks is not always clear (completed tasks are sometimes simply deleted, instead of kept in a separate list).

Other forms of information organization may also be motivational, such as the use of mind maps to organize one's ideas, and thereby "train" the neural network that is the human brain to focus on the given task. Simpler forms of idea notation such as simple bullet-point style lists may also be sufficient, or even more useful to less visually oriented persons.

Drugs

Some authors, especially in the transhumanist movement, have suggested the use of "smart drugs", also known as nootropics, as "motivation-enhancers". The effects of many of these drugs on the brain are not well understood, and their legal status often makes open experimentation difficult. It is a fact that some of history's most productive artists have also been drug users, although it is not clear whether this correlation is also of a causative nature.

Converging neurobiological evidence also supports the idea that addictive drugs such as cocaine, nicotine, alcohol, and heroin act on brain systems underlying motivation for natural rewards, such as the mesolimbic dopamine system. Normally, these brain systems serve to guide us toward fitness-enhancing rewards (food, water, s*x, etc.), but they can be co-opted by repeated use of drugs of abuse, causing addicts to excessively pursue drug rewards. Therefore, drugs can hijack brain systems underlying other motivations, causing the almost singular pursuit of drugs characteristic of addiction.

Applications in education and instructional design

Motivation is of particular interest to Educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialised setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and their behavior towards subject matter (Ormrod, 2003). It can:

   1. Direct behavior toward particular goals

   2. Lead to increased effort and energy

   3. Increase initiation of, and persistence in, activities

   4. Enhance cognitive processing

   5. Determine what consequences are reinforcing

   6. Lead to improved performance.

Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.

There are two kinds of motivation:

    * Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is morally significant.

    * Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).

Note also that there is already questioning and expansion about this dichotomy on motivation, e.g., Self-Determination Theory.

Applications in business

At lower levels of Maslow's hierarchy of needs, such as Physiological needs, money is a motivator, however it tends to have a motivating effect on staff that lasts only for a short period (in accordance with Herzberg's two-factor model of motivation). At higher levels of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are far more powerful motivators than money, as both Abraham Maslow and Douglas McGregor's Theory X and theory Y have demonstrated vividly.

Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money.

    * Motivated employees always look for better ways to do a job.

    * Motivated employees are more quality oriented.

    * Motivated workers are more productive.

Scientific Management

Scientific management is a philosophy and set of methods that stressed the scientific study and organization of work at operational level for improving efficiency. It is associated with F.W. Taylor who is called the “father of Scientific Management.”

Scientific Management has contributed the following techniques that are used even today:

    * Scientific method of doing work.

    * Planning tasks.

    * Standardization.

    * Specialization and division of labour.

    * Time and motion studies.

This approach has been criticised that David Mcclelland dehumanized workers by treating them as mere factors of production. David believed that workers could be motivated by mere need for money i.e. C=economic gains by the form of higher wages. In reality, workers need sense of job security, social fulfillment and a challenging job, other than a good pay.

Human Relations Model

Elton Mayo found out that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups. Mayo named the model the Hawthorne effect. The problem with his model is undue reliance on social contacts at work situations for motivating employee

Source : Wikipedia

Answer 6

The act of willful progress.

Answer 7

Dressing and decorating your Vision

Answer 8

first u be positive thereafter u make someone postive that is called motivation

Answer 9

Motivation is some kind of driving force which motivates/ drives you to do some meaningful things in your life. it depends on the purpose of your existence on earth.

Answer 10

GET OFF YOUR ***, & DO SOMETHING THAT NEEDS TO BE DONE lIKE A JOB OR CLEANING UP W/O ANYONE ASKING YOU TO. ITS THE FORTITUDE TO GO THE EXTRA MILE ON YOUR OWN

Answer 11

Motivation can be defined as a concept used to describe the factors within an individual which arouse, maintain and channel behaviour towards a goal.

Another way to say this is that motivation is goal-directed behaviour.

While it is easy to see the things that a person does, it is much harder to guess at why they are doing it. As an example let us look at our hard-working student. It may be that that student is working hard because she wants to get high marks, but it might also be that she really enjoys learning that subject. She may be striving for high marks because she wants to impress her friends or because she wants a good job, so that the marks themselves are really a step toward another goal. It is dangerous to assume that you know what is motivating someone because you really can't "read their mind".