meaning of motivation essay

What is Motivation? A Psychologist Explains

The simplest definition of motivation boils down to wanting (Baumeister, 2016). We want a change in behavior, thoughts, feelings, self-concept, environment, and relationships.

People often say that motivation doesn’t last. Well, neither does bathing – that’s why we recommend it daily.

This article shows what motivation is, both in real life and in how psychology observes and studies motivation. It includes an explanation of the process by analyzing real-world motivational problems like procrastination and avoidance.

Before you continue, we thought you might like to download our three Goal Achievement Exercises for free . These detailed, science-based exercises will help you or your clients create actionable goals and master techniques to create lasting behavior change.

This Article Contains:

What is motivation, motivation definition in psychology, motivation model, motivation process, motivation cycle, recommended books on motivation, a take-home message.

Motivation is an internal process. Whether we define it as a drive or a need, motivation is a condition inside us that desires a change, either in the self or the environment. When we tap into this well of energy, motivation endows the person with the drive and direction needed to engage with the environment in an adaptive, open-ended, and problem-solving sort of way (Reeve, 2015).

The essence of motivation is energized and persistent goal-directed behavior. When we are motivated, we move and take action.

Motivation is influenced by the satisfaction of needs that are either necessary for sustaining life or essential for wellbeing and growth. Physiological needs for food, water, and sex (yes sex) serve the organism to maintain life and also provide satisfaction from doing so.

Psychological needs for autonomy, mastery, and belonging direct our behavior in much the same way. As do the needs for achievement, power, closure, meaning, and self-esteem. Some of these needs will become motives as will all the intrinsic activities we engage in.

Our environment and social context will play a significant role in terms of extrinsic motivation. We will also be motivated by goals, values, and desires to experience specific emotions associated with certain end-states (Reeve, 2015).

The best way to explain motivation is to show what it looks like in everyday life. Here is an example of possible motivational reasons a person could have to engage in exercise.

For a more in-depth discussion of the many mechanisms of motivation, see our article on Motivation and What Really Drives Human Behavior .

Download 3 Free Goals Exercises (PDF)

These detailed, science-based exercises will help you or your clients create actionable goals and master techniques for lasting behavior change.

Download 3 Free Goals Pack (PDF)

By filling out your name and email address below.

• Email Address *
• Your Expertise * Your expertise Therapy Coaching Education Counseling Business Healthcare Other
• Email This field is for validation purposes and should be left unchanged.

The study of motivation in psychology revolves around providing the best possible answers to two fundamental questions: what causes behavior, and why does behavior vary in its intensity?

Motivational science is a behavioral science that seeks to construct theories about what constitutes human motivation and how motivational processes work.

Motivation, when seen in the real world, and when measured by science , becomes visible and detectable through behavior, level of engagement, neural activation, and psychophysiology. Some would also include self-report in this list, but studies show that self-reports have proven to be highly unreliable sources of information (Reeve, 2015).

So how does motivation behave? With presence, intensity, and quality. Motivation is visible through gestures and facial expressions, intense effort, immediacy (or as psychologists like to call it short latency).

The presence of motivation can also be inferred from the levels of persistence and decisiveness in choosing one goal over another, which taken together make for a high probability of occurrence (Atkinson & Birch, 1970; 1978; Bolles, 1975; Ekman & Friesen, 1975).

Motivation can also be inferred from the level of engagement.

For example, in a coaching scenario or a motivational interview, a competent practitioner will enthusiastically and generously contribute to the flow of conversation (agentic engagement), express interest and enjoyment (emotional engagement), process deeply and pay attention (cognitive engagement), and persist in these efforts as if time and the outside world didn’t exist (behavioral engagement). And yes, for many of us, we don’t have those kinds of conversations often.

Psychophysiology

There are five psychophysiological expressions of motivation:

Brain Activations

Just like changes in behavior, engagement, and psychophysiology, brain activations mark the rise and fall and maintenance of motivational states. A different pattern of neural activity is present with each motivation and emotion. For example, the hypothalamus is active when we are thirsty, and when we feel disgusted, there is a rise in insular activity.

Researchers use sophisticated equipment like electroencephalography (EEG) and functional magnetic resonance imaging (fMRI) to observe, detect, monitor, and measure brain-based neural activity.

See our blog post on Motivation Science for more information on the neuroscience of motivation.

Putting all this together to answer the perennial question of what motivation is, but most importantly what it does, we define motivation as rising and falling of needs, cognition, and emotions expressed through patterns of behavior, levels of engagement and neural and psychophysiological activity directed toward realizing essential life outcomes. Video

How to motivate yourself to change your behavior – Tali Sharot

In a nutshell, motives are internal experiences in the form of needs, cognitions, and emotions and are the direct and proximal causes of motivated action. Social contexts and external events act as antecedents to motives that cause or trigger motivational states. Our motives express themselves through behavior, engagement, psychophysiology, brain activations, and self-report.

The model below illustrates the framework for how motivational psychologists study the process of motivation and its elements and try to find the answer to the questions about what causes motivation. It also shows why the study of motivation is so relevant to people’s lives and how motivation contributes positively to significant life outcomes like achievement, performance, and wellbeing, to name a few (Reeve, 2015).

Our motivation, when it originates from internal motives, as categorized into needs, cognitions, and emotions, is often experienced as more immediate and potent than extrinsic motivation.

Since we don’t exist in a vacuum, however, these inner experiences cannot take place without some degree of the external influence, be it in the form of consequences, incentives, or other forms of pressure arising out of the social context of our environment.

Our physiological and psychological needs drive us, our cognitions direct us, and emotions land intensity and energy to our pursuits. When the combination of antecedent conditions and the internal motives align, they create a ripe environment for engagement, which propels the action behavior.

When these behaviors, in turn, create more positive motivational and emotional states, they reinforce the behavior through a positive feedback loop and increase the likelihood of repetition (Reeve, 2015).

The greatest thief this world has ever produced is procrastination, and he is still at large.

Josh Billings

The self-concordance model of goal setting differentiates between four types of motivation (Sheldon & Elliot, 1999).

• External motivation Goals are heavily guided by external circumstances and would not occur without some kind of reward or to prevent a negative outcome.
• Introjected motivation Goals are characterized by self-image or ego-based motivation, reflecting the need to keep a certain self-image alive.
• Identified motivation The actions needed to accomplish the goal are perceived as personally important and meaningful, and personal values are the main drivers of goal pursuit.
• Intrinsic motivation When a behavior is guided by intrinsic motivation, the individual strives for this goal because of the enjoyment or stimulation that this goal provides. While there may be many good reasons for pursuing the goal, the primary reason is simply the interest in the experience of goal pursuit itself.

Goals guided by either identified or intrinsic motivation can be considered self-concordant. Self-concordant goals are associated with higher levels of wellbeing, enhanced positive mood, and higher life satisfaction levels than non-self-concordant goals.

Consider a motivational problem like procrastination or avoidance

Our needs, cognitions, emotions, environments, and relationships can play a crucial role in procrastination or avoidance.

All needs are born either out of deficiency or need for growth. Physiological needs are a particularly strong force in determining behavior. Our bodies will signal our brain if our wellbeing is threatened, and this can lead to avoidance and procrastination when we are suffering from hunger, thirst, or lack of sleep, for example.

Psychological needs are also significant drivers of motives as they represent inborn needs for the development of a sense of autonomy, competence, and relatedness. When we try to force ourselves to do something that contradicts those needs, these innate forces can be tough to overcome.

The conflict between chosen behavior and the need for satisfaction of psychological needs like autonomy can create dissonance, which can lead to avoidance or procrastination. While the fulfillment of physiological needs is about preserving wellbeing, satisfying psychological needs is about thriving and growing as a person (Reeve, 2015).

When we are no longer able to change a situation, we are challenged to change ourselves.

Viktor E. Frankl

There are also implicit needs which are acquired from our environment through socioemotional development. They vary from person to person as our experiences vary, and unlike inborn psychological needs, implicit motives are acquired.

Implicit here means unconscious. These needs occur without conscious awareness and are trait-like and enduring. Implicit needs motivate us toward the pursuit and attainment of specific social incentives (Schultheiss & Brunstein, 2010).

An implicit motive is a psychological need that arises from situational cues that cause emotional reactions, which then predict, guide, and explain people’s behavior and lifestyle. They can be inferred from the person’s characteristic thoughts, emotions, and behaviors. What a person “needs” within an implicit motive is to experience a particular pattern of affect or emotion.

For example, if we have little or no need for achievement, we may experience negative affect, such as anxiety, shame, and embarrassment while engaging in that challenging task and will avoid or procrastinate as a result. Implicit motives predict our behavior far more accurately than do explicit motives, which are basically what we tell others about what motives us (McClelland, Koestner, & Weinberger, 1989).

Our cognitions can also influence our tendency to avoid or procrastinate. Cognitions are mental constructs like goals, mindset, expectations, beliefs, and self-concept, to name a few that influence our motivation. If we have conflicting goals, for example, we may be more likely to avoid or procrastinate.

Change the way you look at things and the things you look at change.

Wayne W. Dyer

Emotions, although closely linked to cognitions and psychological needs, in and of themselves can motivate or demotivate. They can signal the importance of particular behavior. We may feel joy or pride at the possibility of goal attainment through engagement in particular behavior, or we can be afraid of failure and choose to avoid or procrastinate.

Our environment can also be either ideal and supportive or an obstacle to staying motivated and achieving our goals (Reeve, 2015). It can be full of distractions or lack optimal conditions that allow for sustained motivation.

Finally, our relationships can be supportive and empowering when it comes to change. This can be explained through a concept like the Michelangelo phenomenon, where our relationships support our potential. They can also be demotivating as in the Blueberry phenomenon, where the relationship brings out the worst in us and can contribute to procrastination and avoidance.

Motivation is a dynamic process, and our motives vary over time. Raising and falling as circumstances change, and as time passes, motives contribute to the ongoing stream of behavior. To further complicate matters, we are driven by a multitude of different motives at any one point in time.

One motive, usually the one most situationally appropriate, will be strongest and dominate our attention while other motives will be subordinate and lie relatively dormant. Although typically the strongest motive will have the most considerable influence on our behavior, as circumstances change, each subordinate motive can become dominant.

The below example shows how a student’s motivation to read varies over time in strength, starting relatively strong then weakening when compared to the need to hang out with friends or to eat a snack (Reeve, 2015).

The awareness of how motivation varies over time is particularly important when it comes to goal setting.

When we differentiate the motivational and the performance-based advantages versus disadvantages for those who adopt a short-term goal, as in eating less than 2000 calories today, versus performers who adopt a long-term goal, as in losing 20 pounds this year, we must consider the type of activity they are engaging in before making recommendations.

Short term goals work better for uninteresting activities as they boost commitment by providing feedback on progress more often, which further reinforces the effort to persist (Reeve, 2015).

Motivation to perform routine or boring activities can be improved; however, by providing clarity of goals and choice in how to perform a task. Clarity and choice can fuel a sense of mastery and autonomy, and both, in combination, can increase overall motivation as they satisfy basic psychological needs.

When it comes to interesting tasks, or as Mihaly Csíkszentmihályi (1990) calls them autotelic activities, long-term goals work better as they often provide for greater flexibility and more autonomy in how to pursue them. Short terms milestones can feel intrusive for interesting activities. Autotelic activities are already engaging, and we are often intrinsically motivated to perform them because they produce enjoyment. But most importantly, we are motivated to pursue them in the absence of external rewards or incentives.

′Autotelic′ is a word composed of two Greek roots: auto (self), and telos (goal). An autotelic activity is one we do for its own sake because to experience it is the main goal.

Mihaly Csíkszentmihályi

We also need to keep in mind that motivation to act on the goals is often higher when the goal is based in the near future, while far off goals do not create the tension of immediacy that would motivate us to act right away (Reeve, 2015).

To learn more about the types of motivation that exist, see our article on Motivation and What Really Drives Human Behavior .

You can also find many different approaches to increase motivation in the below list of self-help books published on the subject. Some are more philosophical, others biographical, and a few present recent research in motivation psychology.

17 Tools To Increase Motivation and Goal Achievement

These 17 Motivation & Goal Achievement Exercises [PDF] contain all you need to help others set meaningful goals, increase self-drive, and experience greater accomplishment and life satisfaction.

Created by Experts. 100% Science-based.

There is a wide array of books on motivation, covering different aspects and genres. Making a selection of the top ten was just not possible, so here is a list of 16 excellent books on motivation.

1. Finite and Infinite Games

The goal is to keep playing with boundaries.

Available on Amazon .

2. Talent is Overrated: What Really Separates World-Class Performers from Everyone Else

Masters practice, practice, practice. One must deliberately engage in mentally demanding and repetitive activity to become an expert.

3. Flow: The Psychology of Optimal Experience

Flow as motivation.

4. Why We Do What We Do: Understanding Self-Motivation

Motivation is something people do, not something that is done to them.

5. Mindset: The New Psychology of Success

Keep finding opportunities to improve.

6. Then We Came to the End

Joshua Ferris shares a humoristic yet emotionally true reflection about survival in life’s strangest environment – the office.

7. Good Work

Focusing on genetics and journalism, this eagerly awaited book investigate the exhibition of humane creativity, where performance is coupled with social responsibility.

Available on  Amazon .

8. Outliers: The Story of Success

Creative work is more satisfying, but success is influenced by many factors.

9. Team of Rivals: The Political Genius of Abraham Lincoln

Winner of the prestigious Lincoln Prize and the inspiration for the Oscar Award winning–film Lincoln, starring Daniel Day-Lewis, directed by Steven Spielberg, and written by Tony Kushner. Need we say more?

10. The Amateurs

Pulitzer Prize-winning writing skills combined with sport journalism results in a highly acclaimed book.

11. Punished by Rewards

Rewards motivate us only to get more rewards.

12. Once a Runner

Always better than himself.

13. The War of Art: Break Through the Blocks & Win Your Inner Creative Battles

We are not ready for freedom. The paradox is that we are free only to the extent of our self-mastery.

14. Maverick: The Success Story Behind the World’s Most Unusual Workplace

How to be self-sufficient.

15. The Fifth Discipline: The Art & Practice of The Learning Organizations

In learning organizations, life is a work of art.

16. Good to Great: Why Some Companies Make the Leap and Others Don’t

A study by Jim Collins and his research team over five years, revealed much-needed insight into management strategies and more.

It seems it isn’t that simple to find the motivation to do this thing that is so important to us. We must consider if it competes with other motives, and perhaps take stock of our values to make sure that this not the case. Often we may have to intervene in how our motivation is influenced by external incentives present in our environment or social context to make sure that we match those to high internal motives.

Motivation science tells us that if we want to be successful in motivating our own or other people’s behavior, high internal motives should be matched with high external motivations. Finally, we will often want to sustain the motivation over some time and may have to create a regiment of reminders, repetitions, and rituals — more on that in our article on motivation tools .

How do you hack motivation? What helps you stay committed?

Share your experience in the comments section.

We hope you enjoyed reading this article. Don’t forget to download our three Goal Achievement Exercises for free .

• Atkinson, J. W., & Birch, D. (1970). On the dynamics of action. Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden, 25 (2), 83-94.
• Atkinson, J. W., & Birch, D. (1978). An introduction to motivation (2nd ed.). Van Nostrand.
• Baumeister, R. F. (2016). Toward a general theory of motivation: Problems, challenges, opportunities, and the big picture. Motivation and Emotion, 40 (1), 1-10.
• Bolles, R. C. (1975). Learning theory . Holt, Rinehart & Winston.
• Csíkszentmihályi, M. (1990). Flow: The psychology of optimal experience. HaperCollins.
• Ekman, P., & Friesen, W. V. (1975). Unmasking the face: A guide to recognizing emotions from facial expressions. Englewood Cliffs, NJ: Prentice-Hall.
• McClelland, D. C., Koestner, R., & Weinberger, J. (1989). How do self-attributed and implicit motives differ? Psychological Review, 96 (4), 690-702.
• Reeve, J. (2015). Understanding motivation and emotion (6th ed.). Hoboken, NJ: Wiley.
• Schultheiss, O., Brunstein, J., & Brunstein, J. C. (2010). Implicit motives . Oxford University Press.
• Sheldon, K. M., & Elliot, A. J. (1999). Goal striving, need satisfaction, and longitudinal well-being: the self-concordance model. Journal of Personality and Social Psychology, 76(3) , 482.

Share this article:

Article feedback

What our readers think.

Beautiful article….Thank you very much it make me to understand perfectly

Thank you for an interesting read! A great view on a topic I am greatly interested in 🙂

I am looking for the Wayne W. Dyer reference – is there any pointers for this?

Many thanks.

Glad you enjoyed the post! I believe this was a spoken quote, not from a written source (see here ).

– Nicole | Community Manager

First, I appreciate your blog; I have read your article carefully, Your content is very valuable to me. I hope people like this blog too. I hope you will gain more experience with your knowledge; That’s why people get more information.

It’s THAN not THEN.

Motivation Process Our motivation, when it originates from internal motives, as categorized into needs, cognitions, and emotions, is often experienced as more immediate and potent —then —-extrinsic motivation

Oops! Thank you for bringing this to our attention — I’ve just corrected it 🙂

Amazing article, I came across this article for a paper I am writing in college and found it extremely useful. Additionally I own a part time dog training business and find that motivation is a hugely underappreciated concept within dog training. I base much of my training on motivation and find this article to be extremely beneficial in understanding motivation as it applies to both humans and animals as well as the behavior that come from it. Lastly I really appreciated the recommended books at the end, I just downloaded a few of them off of audible and will continue my studies on motivation.

Let us know your thoughts Cancel reply

Your email address will not be published.

Save my name, email, and website in this browser for the next time I comment.

Related articles

Victor Vroom’s Expectancy Theory of Motivation

Motivation is vital to beginning and maintaining healthy behavior in the workplace, education, and beyond, and it drives us toward our desired outcomes (Zajda, 2023). [...]

SMART Goals, HARD Goals, PACT, or OKRs: What Works?

Goal setting is vital in business, education, and performance environments such as sports, yet it is also a key component of many coaching and counseling [...]

How to Assess and Improve Readiness for Change

Clients seeking professional help from a counselor or therapist are often aware they need to change yet may not be ready to begin their journey. [...]

Read other articles by their category

• Body & Brain (49)
• Coaching & Application (57)
• Compassion (26)
• Counseling (51)
• Emotional Intelligence (24)
• Gratitude (18)
• Grief & Bereavement (21)
• Happiness & SWB (40)
• Meaning & Values (26)
• Meditation (20)
• Mindfulness (45)
• Motivation & Goals (45)
• Optimism & Mindset (34)
• Positive CBT (28)
• Positive Communication (20)
• Positive Education (47)
• Positive Emotions (32)
• Positive Leadership (18)
• Positive Parenting (3)
• Positive Psychology (33)
• Positive Workplace (37)
• Productivity (16)
• Relationships (46)
• Resilience & Coping (36)
• Self Awareness (21)
• Self Esteem (37)
• Strengths & Virtues (31)
• Stress & Burnout Prevention (34)
• Theory & Books (46)
• Therapy Exercises (37)
• Types of Therapy (64)

• Comments This field is for validation purposes and should be left unchanged.

3 Goal Achievement Exercises Pack

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2023 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

Motivation: The Driving Force Behind Our Actions

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

Verywell / Emily Roberts 

• Improvement

The term motivation describes why a person does something. It is the driving force behind human actions. Motivation is the process that initiates, guides, and maintains goal-oriented behaviors.

For instance, motivation is what helps you lose extra weight, or pushes you to get that promotion at work. In short, motivation causes you to act in a way that gets you closer to your goals. Motivation includes the biological , emotional , social , and cognitive forces that activate human behavior.

Motivation also involves factors that direct and maintain goal-directed actions. Although, such motives are rarely directly observable. As a result, we must often infer the reasons why people do the things that they do based on observable behaviors.

Learn the types of motivation that exist and how we use them in our everyday lives. And if it feels like you've lost your motivation, do not worry. There are many ways to develop or improve your self-motivation levels.

Press Play for Advice on Motivation

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares an exercise you can use to help you perform your best. Click below to listen now.

Follow Now : Apple Podcasts / Spotify / Google Podcasts

What Are the Types of Motivation?

The two main types of motivation are frequently described as being either extrinsic or intrinsic.

• Extrinsic motivation arises from outside of the individual and often involves external rewards such as trophies, money, social recognition, or praise.
• Intrinsic motivation is internal and arises from within the individual, such as doing a complicated crossword puzzle purely for the gratification of solving a problem.

A Third Type of Motivation?

Some research suggests that there is a third type of motivation: family motivation. An example of this type is going to work when you are not motivated to do so internally (no intrinsic motivation), but because it is a means to support your family financially.

Why Motivation Is Important

Motivation serves as a guiding force for all human behavior. So, understanding how motivation works and the factors that may impact it can be important for several reasons.

Understanding motivation can:

• Increase your efficiency as you work toward your goals
• Drive you to take action
• Encourage you to engage in health-oriented behaviors
• Help you avoid unhealthy or maladaptive behaviors, such as risk-taking and addiction
• Help you feel more in control of your life
• Improve your overall well-being and happiness

Click Play to Learn More About Motivation

This video has been medically reviewed by John C. Umhau, MD, MPH, CPE .

What Are the 3 Components of Motivation?

If you've ever had a goal (like wanting to lose 20 pounds or run a marathon), you probably already know that simply having the desire to accomplish these things is not enough. You must also be able to persist through obstacles and have the endurance to keep going in spite of difficulties faced.

These different elements or components are needed to get and stay motivated. Researchers have identified three major components of motivation: activation, persistence, and intensity.

• Activation is the decision to initiate a behavior. An example of activation would be enrolling in psychology courses in order to earn your degree.
• Persistence is the continued effort toward a goal even though obstacles may exist. An example of persistence would be showing up for your psychology class even though you are tired from staying up late the night before.
• Intensity is the concentration and vigor that goes into pursuing a goal. For example, one student might coast by without much effort (minimal intensity) while another student studies regularly, participates in classroom discussions, and takes advantage of research opportunities outside of class (greater intensity).

The degree of each of these components of motivation can impact whether you achieve your goal. Strong activation, for example, means that you are more likely to start pursuing a goal. Persistence and intensity will determine if you keep working toward that goal and how much effort you devote to reaching it.

Tips for Improving Your Motivation

All people experience fluctuations in their motivation and willpower . Sometimes you feel fired up and highly driven to reach your goals. Other times, you might feel listless or unsure of what you want or how to achieve it.

If you're feeling low on motivation, there are steps you can take to help increase your drive. Some things you can do to develop or improve your motivation include:

• Adjust your goals to focus on things that really matter to you. Focusing on things that are highly important to you will help push you through your challenges more than goals based on things that are low in importance.
• If you're tackling something that feels too big or too overwhelming, break it up into smaller, more manageable steps. Then, set your sights on achieving only the first step. Instead of trying to lose 50 pounds, for example, break this goal down into five-pound increments.
• Improve your confidence . Research suggests that there is a connection between confidence and motivation. So, gaining more confidence in yourself and your skills can impact your ability to achieve your goals.
• Remind yourself about what you've achieved in the past and where your strengths lie. This helps keep self-doubts from limiting your motivation.
• If there are things you feel insecure about, try working on making improvements in those areas so you feel more skilled and capable.

Causes of Low Motivation

There are a few things you should watch for that might hurt or inhibit your motivation levels. These include:

• All-or-nothing thinking : If you think that you must be absolutely perfect when trying to reach your goal or there is no point in trying, one small slip-up or relapse can zap your motivation to keep pushing forward.
• Believing in quick fixes : It's easy to feel unmotivated if you can't reach your goal immediately but reaching goals often takes time.
• Thinking that one size fits all : Just because an approach or method worked for someone else does not mean that it will work for you. If you don't feel motivated to pursue your goals, look for other things that will work better for you.

Motivation and Mental Health

Sometimes a persistent lack of motivation is tied to a mental health condition such as depression . Talk to your doctor if you are feeling symptoms of apathy and low mood that last longer than two weeks.

Theories of Motivation

Throughout history, psychologists have proposed different theories to explain what motivates human behavior. The following are some of the major theories of motivation.

The instinct theory of motivation suggests that behaviors are motivated by instincts, which are fixed and inborn patterns of behavior. Psychologists such as William James, Sigmund Freud , and William McDougal have proposed several basic human drives that motivate behavior. They include biological instincts that are important for an organism's survival—such as fear, cleanliness, and love.

Drives and Needs

Many behaviors such as eating, drinking, and sleeping are motivated by biology. We have a biological need for food, water, and sleep. Therefore, we are motivated to eat, drink, and sleep. The drive reduction theory of motivation suggests that people have these basic biological drives, and our behaviors are motivated by the need to fulfill these drives.

Abraham Maslow's hierarchy of needs is another motivation theory based on a desire to fulfill basic physiological needs. Once those needs are met, it expands to our other needs, such as those related to safety and security, social needs, self-esteem, and self-actualization.

Arousal Levels

The arousal theory of motivation suggests that people are motivated to engage in behaviors that help them maintain their optimal level of arousal. A person with low arousal needs might pursue relaxing activities such as reading a book, while those with high arousal needs might be motivated to engage in exciting, thrill-seeking behaviors such as motorcycle racing.

The Bottom Line

Psychologists have proposed many different theories of motivation . The reality is that there are numerous different forces that guide and direct our motivations.

Understanding motivation is important in many areas of life beyond psychology, from parenting to the workplace. You may want to set the best goals and establish the right reward systems to motivate others as well as to  increase your own motivation .

Knowledge of motivating factors (and how to manipulate them) is used in marketing and other aspects of industrial psychology. It's an area where there are many myths, and everyone can benefit from knowing what works with motivation and what doesn't.

Nevid JS.  Psychology: Concepts and Applications .

Tranquillo J, Stecker M.  Using intrinsic and extrinsic motivation in continuing professional education .  Surg Neurol Int.  2016;7(Suppl 7):S197-9. doi:10.4103/2152-7806.179231

Menges JI, Tussing DV, Wihler A, Grant AM. When job performance is all relative: How family motivation energizes effort and compensates for intrinsic motivation . Acad Managem J . 2016;60(2):695-719. doi:10.5465/amj.2014.0898

Hockenbury DH, Hockenbury SE. Discovering Psychology .

Zhou Y, Siu AF. Motivational intensity modulates the effects of positive emotions on set shifting after controlling physiological arousal . Scand J Psychol . 2015;56(6):613-21. doi:10.1111/sjop.12247

Mystkowska-Wiertelak A, Pawlak M. Designing a tool for measuring the interrelationships between L2 WTC, confidence, beliefs, motivation, and context . Classroom-Oriented Research . 2016. doi:10.1007/978-3-319-30373-4_2

Myers DG.  Exploring Social Psychology .

Siegling AB, Petrides KV. Drive: Theory and construct validation .  PLoS One . 2016;11(7):e0157295. doi:10.1371/journal.pone.0157295

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Motivation Essay for Students and Children

500+ words essay on motivation.

Everyone suggests other than the person lack motivation, or directly suggests the person remain motivated. But, no one ever tells what is the motivation of how one can stay motivated. Motivation means to face the obstacle and find an inspiration that helps you to go through tough times. In addition, it helps you to move further in life.

Meaning of Motivation

Motivation is something that cannot be understood with words but with practice. It means to be moved by something so strongly that it becomes an inspiration for you. Furthermore, it is a discipline that helps you to achieve your life goals and also helps to be successful in life .

Besides, it the most common practice that everyone does whether it is your boss in office or a school teacher or a university professor everyone motivates others in a way or other.

Role of Motivation

It is a strong tool that helps to get ahead in life. For being motivated we need a driving tool or goal that keeps us motivated and moves forward. Also, it helps in being progressive both physically and mentally.

Moreover, your goal does not be to big and long term they can be small and empowering. Furthermore, you need the right mindset to be motivated.

Besides, you need to push your self towards your goal no one other than you can push your limit. Also, you should be willing to leave your comfort zone because your true potential is going to revel when you leave your comfort zone.

Types of Motivation

Although there are various types of motivation according to me there are generally two types of motivation that are self- motivation and motivation by others.

Self-motivation- It refers to the power of someone to stay motivated without the influence of other situations and people. Furthermore, self-motivated people always find a way to reason and strength to complete a task. Also, they do not need other people to encourage them to perform a challenging task.

Motivation by others- This motivation requires help from others as the person is not able to maintain a self-motivated state. In this, a person requires encouragement from others. Also, he needs to listen to motivational speeches, a strong goal and most importantly and inspiration.

Get the huge list of more than 500 Essay Topics and Ideas

Importance of Motivation

Motivation is very important for the overall development of the personality and mind of the people. It also puts a person in action and in a competitive state. Furthermore, it improves efficiency and desire to achieve the goal. It leads to stability and improvement in work.

Above all, it satisfies a person’s needs and to achieve his/her goal. It helps the person to fight his negative attitude. The person also tries to come out of his/her comfort zone so that she/ he can achieve the goal.

To conclude, motivation is one of the key elements that help a person to be successful. A motivated person tries to push his limits and always tries to improve his performance day by day. Also, the person always gives her/his best no matter what the task is. Besides, the person always tries to remain progressive and dedicated to her/his goals.

FAQs about Motivation Essay

Q.1 Define what is motivation fit. A.1 This refers to a psychological phenomenon in which a person assumes or expects something from the job or life but gets different results other than his expectations. In a profession, it is a primary criterion for determining if the person will stay or leave the job.

Q.2 List some best motivators. A.2 some of the best motivators are:

• Inspiration
• Fear of failure
• Power of Rejection
• Don’t pity your self
• Be assertive
• Stay among positive and motivated people
• Be calm and visionary

Customize your course in 30 seconds

Which class are you in.

• Travelling Essay
• Picnic Essay
• Our Country Essay
• My Parents Essay
• Essay on Favourite Personality
• Essay on Memorable Day of My Life
• Essay on Knowledge is Power
• Essay on Gurpurab
• Essay on My Favourite Season
• Essay on Types of Sports

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Ambition, Goals

Reviewed by Psychology Today Staff

Motivation is the desire to act in service of a goal. It's the crucial element in setting and attaining our objectives.

Motivation is one of the driving forces behind human behavior. It fuels competition and sparks social connection. Its absence can lead to mental illnesses such as depression . Motivation encompasses the desire to continue striving toward meaning, purpose, and a life worth living.

• Sources of Motivation
• How to Set and Accomplish Goals
• How to Increase Motivation
• Diet, Exercise, and Finance Goals

People often have multiple motives for engaging in any one behavior. Motivation might be extrinsic, whereby a person is inspired by outside forces—other people or rewards. Motivation can also be intrinsic, whereby the inspiration comes from within—the desire to improve at a certain activity. Intrinsic motivation tends to push people more forcefully, and the accomplishments are more fulfilling.

One framework used for understanding motivation is the hierarchy of needs proposed by American psychologist Abraham Maslow in 1943. According to Maslow, humans are inherently motivated to better themselves and move toward expressing their full potential—self-actualization—by progressively encountering and satisfying several levels of need from the most fundamental, such as for food and safety, to higher-order needs for love, belonging, and self-esteem .

Eventually, Maslow extended the theory to include a need for self-transcendence: People reach the pinnacle of growth and find the highest meaning in life by attending to things beyond the self. Although the universality of Maslow's theory has been challenged, many believe it captures fundamental truths about human motivation.

Motivation can stem from a variety of sources. People may be motivated by external incentives, such as the motivation to work for compensation, or internal enjoyment, such as the motivation to create artwork in one’s spare time. Other sources of motivation include curiosity, autonomy, validation of one’s identity and beliefs, creating a positive self-image , and the desire to avoid potential losses.

Intrinsic motivation is a drive that comes purely from within; it’s not due to any anticipated reward, deadline, or outside pressure. For example, people who are intrinsically motivated to run do so because they love the feeling of running itself, and it's an important part of their identity. Extrinsic motivation can increase motivation in the short term, but over time it can wear down or even backfire. By contrast, intrinsic motivation is powerful because it is integrated into identity and serves as a continuous source of motivation.

Extrinsic motivation is any reason someone does work other than the joy of doing the work itself. Anything promised for completing the task or received as a result of completing the task are extrinsic motivators. An extrinsic motivator needs three elements to be successful, according to research by psychologist Victor Vroom: expectancy (believing that increased effort will lead to increased performance), instrumentality (believing that a better performance will be noticed and rewarded), and valence (wanting the reward that is promised).

Achieving a goal is a process. And all of the components of that process deserve attention to ensure success, from setting the objective, to overcoming obstacles, to sustaining momentum until the project is complete.

Failing to accomplish a goal is sometimes due to the way it was set. But a few psychological tricks can help set and reach those goals. One is to ensure that the goal is attached to a value, such as the value of supporting your local community or fighting climate change . Another is to frame your goal as an asset to be gained rather than a threat to be avoided. For example, instead of thinking, “I shouldn’t bother my boss, so we can avoid a rocky relationship,” try thinking, “I want to learn new communication skills to reset our relationship.” Yet another idea is to try setting a learning goal instead of a performance goal; instead of deciding to lose 20 pounds, decide to learn more about nutrition and cook two healthy recipes each week.

Motivation targets the “why” of change, but momentum targets the “how.” Generating momentum is pivotal for taking the concrete steps needed to shift out of entrenched patterns and make change. Focusing on momentum can also be used in a therapeutic context. For example, a therapist might address a pattern of avoidance in a patient with depression by identifying small steps they have already taken (getting out of bed that morning, coming to therapy ) and then listing the next steps they can take next. Recognizing the motivation for change and focusing on the dynamics that support change can also help build momentum.

It’s natural to feel stuck at certain points, especially when working through difficult tasks. But research suggests that several strategies can help. One is to focus on the positive consequences of the activity, such as passing a final exam. Another is to try and regulate your emotions during the task, such as by thinking about an upcoming vacation while running on the treadmill. Yet another is to monitor and track your progress, which can continue to propel you toward the next milestone. Lastly, try to enrich the task and make it more enjoyable (called “temptation bundling”), like listening to a podcast as you do the laundry.

Tracking progress is key to sustaining motivation and achieving your goals. It’s helpful to make progress visual and concrete, such as by writing it down or using an app. Tracking can also help you spot patterns that might derail your success. For example, health and wellness goals are generally long-term. Tracking your progress and behavior can help you spot when you tend to slip up, and then address the underlying causes. Additionally, it can be motivating to reflect back on the progress you’ve made, or look forward to the work to come if it’s a core part of your identity.

Some people may find themselves completely stymied by a project; others may simply want to pack a little more productivity into their timeline. No matter where motivation begins, there are always ways to increase it—whether that be your own motivation or someone else’s.

Sometimes you might feel completely unmotivated —and that’s ok. In that situation, allow yourself to feel the discomfort, hear the negative self-talk , and then take action anyway, For example, let’s say you come home after a long day at work and just want to unwind and watch TV. Instead of turning the TV on, acknowledge that you’re tired and then challenge yourself to read five pages of the book on your nightstand first. This approach gives space for negative thoughts and feelings, while helping you change ingrained patterns.

Procrastination is often driven by underlying feelings of distress or anxiety elicited by a given task. But there are ways to navigate the discomfort and beat procrastination. You can break the project into small, more manageable pieces; accomplishing one step will fuel your motivation for the next. You can set limits for the time spent preparing to begin, or aim to complete tasks as quickly as possible. You can also set a reward that you’ll get after completing the task or a part of it.

Companies have the opportunity to motivate employees with incentives, but they also need to be mindful that incentives can backfire—as in the case of the Wells Fargo scandal. Employees are motivated by external rewards when they believe that working harder will lead to a better performance, that they’ll be rewarded for a better performance, and they appreciate the reward, such as a bonus or time off. It can be difficult to meet those criteria—“Will my hard work really be noticed?” “Does my contribution really matter since I’m on a large team?—so companies should tailor incentives to each unique team and role.

Successful interventions often motivate through a combination of psychology and economic policy, which vary by context but often leverage social norms. For example, more people enrolled in a sustainable energy program when the sign up sheet was in their building lobby, because they could showcase their values to their neighbors—or perhaps feel pressured to sign up to maintain a good reputation.

Some of the most common goals people make—and the most common goals they struggle to meet—are to eat healthier, work out more, and save more money. Many traps can prevent people from achieving those goals, but anticipating those challenges can help achieve real change.

Many people struggle to stick to a diet. Research suggests that extrinsic motivators—to avoid hurtful comments or fit into an outfit—can jumpstart the process but that intrinsic motivation—interest, enjoyment, and challenge in the journey—is key to sustained, lasting weight loss. Intrinsic motivation encompasses competence, autonomy, and relatedness, so it’s helpful to 1) choose a diet that will be sustainable and effective 2) believe that the diet, start date, and end goals have been chosen autonomously and not “assigned” by others 3) find a community of supporters.

There are a few creative ideas to consider if motivation is a barrier to exercise. One is to widen the options you have: If you don’t have time to go to the gym, exercise by going for a walk, doing a bodyweight circuit, or watching a yoga video. Another is to make exercise more enjoyable, such as by listening to a book on tape. Yet another is to establish a social contract with a friend or family member. For example, if you allow phone time to supersede exercise, you must donate to a cause of the other person’s choosing.

Four steps can help cultivate the habit of saving money. The first is to set a specific saving goal for an emergency fund. This focused goal will build habits that become sustainable saving. The second is to save something every day, even if it’s just a few dollars, because repetition helps to form habits. Third, making savings visible, whether by checking a savings account online or keeping cash in a glass jar. Fourth, consistently spend less than you make—in addition to cultivating a saving mindset, it’s important to change a spending mindset.

Most people, unfortunately, fail to follow through on their New Year’s resolutions. This might be because people tend to set overwhelming goals, engage in all-or-nothing thinking, don’t anticipate obstacles, and beat themselves up when they get off track. By addressing those traps—such as by breaking large goals into smaller pieces or thinking of results as a range of positive outcomes rather than “success or failure”—people are more likely to truly achieve their goals.

Coaches need to empower their athletes through congruent communication.

To build the cultural equivalent of evolutionary trees, it is necessary to distinguish the individual learning of existing information from the creation of new information.

These tools could help you strengthen productivity in your day-to-day routine.

What makes someone a good leader? Why do some bosses seem to get the best out of their people, whereas others do not? The answers can be surprisingly simple.

The only way to succeed in life is to set a goal. We’re designed to have goals. Even avoiding goals is a goal! We are designed as goal achieving creatures. Goals are us.

The capacity to remain composed and effectively address obstacles are two skills that drive all forms of success and happiness.

Perseverance helps you reach meaningful goals and builds confidence and a sense of capability. Here's how to strengthen it.

Limitations can clearly impede growth and there are real limitations in the world—poverty, discrimination, and disability—but limitations can also induce growth.

When a child is struggling in school, parents have choices. They can work with their child, or they can blame the school and teachers. Which is more effective?

Capitalizing on your motivation or eliminating apathy and inaction means keen awareness of the powerful role of rewards and your unique dopamine production.

• Find a Therapist
• Find a Treatment Center
• Find a Psychiatrist
• Find a Support Group
• Find Teletherapy
• United States
• Brooklyn, NY
• Chicago, IL
• Houston, TX
• Los Angeles, CA
• New York, NY
• Portland, OR
• San Diego, CA
• San Francisco, CA
• Seattle, WA
• Washington, DC
• Asperger's
• Bipolar Disorder
• Chronic Pain
• Eating Disorders
• Passive Aggression
• Personality
• Goal Setting
• Positive Psychology
• Stopping Smoking
• Low Sexual Desire
• Relationships
• Child Development
• Therapy Center NEW
• Diagnosis Dictionary
• Types of Therapy

Understanding what emotional intelligence looks like and the steps needed to improve it could light a path to a more emotionally adept world.

• Coronavirus Disease 2019
• Affective Forecasting
• Neuroscience

Reading Achievement and Motivation in Boys and Girls pp 1–28 Cite as

Motivation: Introduction to the Theory, Concepts, and Research

• Paulina Arango 4  
• First Online: 03 May 2018

1621 Accesses

2 Citations

Part of the book series: Literacy Studies ((LITS,volume 15))

Motivation is a psychological construct that refers to the disposition to act and direct behavior according to a goal. Like most of psychological processes, motivation develops throughout the life span and is influenced by both biological and environmental factors. The aim of this chapter is to summarize research on the development of motivation from infancy to adolescence, which can help understand the typical developmental trajectories of this ability and its relation to learning. We will start with a review of some of the most influential theories of motivation and the aspects each of them has emphasized. We will also explore how biology and experience interact in this development, paying special attention to factors such as: school, family, and peers, as well as characteristics of the child including self-esteem, cognitive development, and temperament. Finally, we will discuss the implications of understanding the developmental trajectories and the factors that have an impact on this development, for both teachers and parents.

This is a preview of subscription content, log in via an institution .

Buying options

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info
• Durable hardcover edition

Tax calculation will be finalised at checkout

Purchases are for personal use only

This is not intended to be an exhaustive review of motivational theories. For a more detailed review see: (Dörnyei and Ushioda 2013 ; Eccles and Wigfield 2002 ; Wentzel and Miele 2009 ; Wigfield et al. 2007 ).

For more information on the development of motivation in adults you can see: Carstensen 1993 ; Kanfer and Ackerman 2004 ; Wlodkowski 2011 .

Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64 (6), 359–372. https://doi.org/10.1037/h0043445 .

Article   Google Scholar  

Atkinson, J. W., & Raynor, J. O. (1978). Personality, motivation, and achievement . Oxford: Hemisphere.

Google Scholar  

Aunola, K., Leskinen, E., Onatsu-Arvilommi, T., & Nurmi, J. E. (2002). Three methods for studying developmental change: A case of reading skills and self-concept. British Journal of Educational Psychology, 72 (3), 343–364. https://doi.org/10.1348/000709902320634447 .

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory . Englewood Cliffs: Prentice-Hall.

Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska symposium on motivation (Vol. 38, pp. 69–164). Lincoln: University of Nebraska Press.

Bandura, A. (1997). Self-efficacy: The exercise of control . New York: Freeman.

Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Eds.), Handbook of personality (2nd ed., pp. 154–196). New York: Guilford.

Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72 (1), 187–206. https://doi.org/10.1111/1467-8624.00273 .

Bechara, A., Damasio, H., & Damasio, A. R. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex, 10 (3), 295–307. https://doi.org/10.1093/cercor/10.3.295 .

Boulton, M. J., Don, J., & Boulton, L. (2011). Predicting children’s liking of school from their peer relationships. Social Psychology of Education, 14 (4), 489–501. https://doi.org/10.1007/s11218-011-9156-0 .

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53 (1), 371–399. https://doi.org/10.1146/annurev.psych.53.100901.135233 .

Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21 (1), 166–179. https://doi.org/10.1111/j.1532-7795.2010.00721.x .

Buss, D. M. (2008). Human nature and individual differences. In S. E. Hampson & H. S. Friedman (Eds.), The handbook of personality: Theory and research (pp. 29–60). New York: The Guilford Press.

Cain, K. M., & Dweck, C. S. (1989). The development of children’s conceptions of Intelligence; A theoretical framework. In R. J. Sternberg (Ed.), Advances in the psychology of human intelligence (Vol. 5, pp. 47–82). Hillsdale: Erlbaum.

Cain, K., & Dweck, C. S. (1995). The relation between motivational patterns and achievement cognitions through the elementary school years. Merrill-Palmer Quarterly, 41 (1), 25–52.

Carlson, C. L., Mann, M., & Alexander, D. K. (2000). Effects of reward and response cost on the performance and motivation of children with ADHD. Cognitive Therapy and Research, 24 (1), 87–98. https://doi.org/10.1023/A:1005455009154 .

Carstensen, L. L. (1993, January). Motivation for social contact across the life span: A theory of socioemotional selectivity. In Nebraska symposium on motivation (Vol. 40, pp. 209–254).

Catalano, R. F., Berglund, M. L., Ryan, J. A., Lonczak, H. S., & Hawkins, J. D. (2004). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. The Annals of the American Academy of Political and Social Science, 591 (1), 98–124. https://doi.org/10.1177/0002716203260102 .

Coll, C. G., Bearer, E. L., & Lerner, R. M. (2014). Nature and nurture: The complex interplay of genetic and environmental influences on human behavior and development . Mahwah: Psychology Press.

Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55 (2), 218–232. https://doi.org/10.1037/0003–066X.55.2.218 .

Conger, R. D., Wallace, L. E., Sun, Y., Simons, R. L., McLoyd, V. C., & Brody, G. H. (2002). Economic pressure in African American families: A replication and extension of the family stress model. Developmental Psychology, 38 (2), 179. https://doi.org/10.1037/0012–1649.38.2.179 .

Connell, J. P. (1985). A new multidimensional measure of children’s perception of control. Child Development, 56 (4), 1018–1041. https://doi.org/10.2307/1130113 .

Damasio, A. R., Everitt, B. J., & Bishop, D. (1996). The somatic marker hypothesis and the possible functions of the prefrontal cortex [and discussion]. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 351 (1346), 1413–1420. https://doi.org/10.1098/rstb.1996.0125 .

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self–determination of behavior. Psychological Inquiry, 11 (4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01 .

Deci, E. L., & Ryan, R. M. (2002a). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 61–87). San Diego: Academic Press.

Chapter   Google Scholar  

Deci, E. L., & Ryan, R. M. (2002b). Self–determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self–determination theory research (pp. 431–441). Rochester: University of Rochester Press.

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation . London: Routledge. https://doi.org/10.4324/9781315833750 .

Book   Google Scholar  

Dweck, C. S. (2002). The development of ability conceptions. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 57–88). San Diego: Academic Press. https://doi.org/10.1016/B978–012750053–9/50005–X .

Eccles, J. S. (1987). Gender roles and women’s achievement–related decisions. Psychology of Women Quarterly, 11 (2), 135–172. https://doi.org/10.1111/j.1471–6402.1987.tb00781.x .

Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self–perceptions, and activity choice. In J. Jacobs (Ed.), Nebraska symposium on motivation, 1992: Developmental perspectives on motivation (pp. 145–208). Lincoln: University of Nebraska Press.

Eccles, J. S., & Harold, R. D. (1993). Parent–school involvement during the early adolescent years. Teachers’ College Record, 94 , 568–587.

Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy–related beliefs. Personality and Social Psychology Bulletin, 21 (3), 215–225. https://doi.org/10.1177/0146167295213003 .

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53 (1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153 .

Eccles, J. S., Wigfield, A., Harold, R., & Blumenfeld, P. B. (1993). Age and gender differences in children’s self– And task perceptions during elementary school. Child Development, 64 (3), 830–847. https://doi.org/10.1111/j.1467–8624.1993.tb02946.x .

Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of Child Psychology (5th ed. Vol. 3, pp. 1017–1095). New York: Wiley.

Eccles–Parsons, J., Adler, T. F., & Kaczala, C. M. (1982). Socialization of achievement attitudes and beliefs: Parental influences. Child Development, 53 (2), 310–321. https://doi.org/10.2307/1128973 .

Eccles–Parsons, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75–146). San Francisco: Freeman.

Eggen, P. D., & Kauchak, D. P. (2007). Educational psychology: Windows on classrooms . Virginia: Prentice Hall.

Ernst, M. (2014). The triadic model perspective for the study of adolescent motivated behavior. Brain and Cognition, 89 , 104–111. https://doi.org/10.1016/j.bandc.2014.01.006 .

Ernst, M., & Fudge, J. L. (2009). A developmental neurobiological model of motivated behavior: Anatomy, connectivity and ontogeny of the triadic nodes. Neuroscience & Biobehavioral Reviews, 33 (3), 367–382. https://doi.org/10.1016/j.neubiorev.2008.10.009 .

Ernst, M., & Paulus, M. P. (2005). Neurobiology of decision making: A selective review from a neurocognitive and clinical perspective. Biological Psychiatry, 58 (8), 597–604. https://doi.org/10.1016/j.biopsych.2005.06.004 .

Ernst, M., Pine, D. S., & Hardin, M. (2006). Triadic model of the neurobiology of motivated behavior in adolescence. Psychological Medicine, 36 (03), 299–312. https://doi.org/10.1017/S0033291705005891 .

Ernst, M., Romeo, R. D., & Andersen, S. L. (2009). Neurobiology of the development of motivated behaviors in adolescence: A window into a neural systems model. Pharmacology Biochemistry and Behavior, 93 (3), 199–211. https://doi.org/10.1016/j.pbb.2008.12.013 .

Fredricks, J. A., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male–sex–typed domains. Developmental Psychology, 38 (4), 519–533. https://doi.org/10.1037/0012–1649.38.4.519 .

Fredricks, J. A., & Eccles, J. S. (2004). Parental influences on youth involvement in sports. In M. R. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective (pp. 145–164). Morgantown: Fitness Information Technology.

Freud, S. (1920). Beyond the pleasure principle . London: The Hogarth Press and the Institute of Psychoanalysis.

Friedel, J. M., Cortina, K. S., Turner, J. C., & Midgley, C. (2007). Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases. Contemporary Educational Psychology, 32 (3), 434–458. https://doi.org/10.1016/j.cedpsych.2006.10.009 .

Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95 (1), 148–162. https://doi.org/10.1037/0022–0663.95.1.148 .

Gallardo, L. O., Barrasa, A., & Guevara–Viejo, F. (2016). Positive peer relationships and academic achievement across early and midadolescence. Social Behavior and Personality: An International Journal, 44 (10), 1637–1648. https://doi.org/10.2224/sbp.2016.44.10.1637 .

Glenn, S., Dayus, B., Cunningham, C., & Horgan, M. (2001). Mastery motivation in children with down syndrome. Down Syndrome Research and Practice, 7 (2), 52–59. https://doi.org/10.3104/reports.114 .

Gniewosz, B., Eccles, J. S., & Noack, P. (2015). Early adolescents’ development of academic self-concept and intrinsic task value: The role of contextual feedback. Journal of Research on Adolescence, 25 (3), 459–473. https://doi.org/10.1111/jora.12140 .

Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender–related math attitudes. Sex Roles, 66 (3–4), 153–166. https://doi.org/10.1007/s11199-011-9996-2 .

Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept oriented reading instruction . Mahwah: Erlbaum. https://doi.org/10.4324/9781410610126 .

Harackiewicz, J. M., Barron, K. E., & Elliot, A. J. (1998). Rethinking achievement goals: When are they adaptive for college students and why? Educational Psychologist, 33 (1), 1–21. https://doi.org/10.1207/s15326985ep3301_1 .

Heckhausen, H. (1987). Emotional components of action: Their ontogeny as reflected in achievement behavior. In D. Gîrlitz & J. F. Wohlwill (Eds.), Curiosity, imagination, and play (pp. 326–348). Hillsdale: Erlbaum.

Heckhausen, J. (2000). Motivational psychology of human development: Developing motivation and motivating development . Amsterdam: Elsevier. https://doi.org/10.1016/S0166-4115(00)80003-5 .

Hokoda, A., & Fincham, F. D. (1995). Origins of children’s helpless and mastery achievement patterns in the family. Journal of Educational Psychology, 87 (3), 375–385. https://doi.org/10.1037/0022-0663.87.3.375 .

Hull, C. L. (1943). Principles of behavior: An introduction to behavior theory . Oxford: Appleton-Century Company, Incorporated.

Jacobs, J. E., & Eccles, J. S. (2000). Parents, task values, and real-life achievement-related choices. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 405–439). San Diego: Academic Press.

Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73 (2), 509–527. https://doi.org/10.1111/1467-8624.00421 .

Jacobs, J. E., Davis-Kean, P., Bleeker, M., Eccles, J. S., & Malanchuk, O. (2005). I can, but I don’t want to. The impact of parents, interests, and activities on gender differences in math. In A. Gallagher & J. Kaufman (Eds.), Gender differences in mathematics: An integrative psychological approach (pp. 246–263). Cambridge: Cambridge University Press.

James, W. (1963). Psychology . New York: Fawcett.

Kahne, J., Nagaoka, J., Brown, A., O’Brien, J., Quinn, T., & Thiede, K. (2001). Assessing after-school programs as contexts for youth development. Youth & Society, 32 (4), 421–446. https://doi.org/10.1177/0044118X01032004002 .

Kanfer, R., & Ackerman, P. L. (2004). Aging, adult development, and work motivation. Academy of Management Review, 29 (3), 440–458. https://doi.org/10.5465/AMR.2004.13670969 .

Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23 , 43–51. https://doi.org/10.1016/j.learninstruc.2012.09.004 .

King, R. B., & Ganotice, F. A., Jr. (2014). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. The Asia-Pacific Education Researcher, 23 (3), 745–756. https://doi.org/10.1007/s40299-013-0148-z .

Kleinginna, P. R., Jr., & Kleinginna, A. M. (1981). A categorized list of motivation definitions, with a suggestion for a consensual definition. Motivation and Emotion, 5 (3), 263–291. https://doi.org/10.1007/BF00993889 .

Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45 (3), 185–202. 1080/00461520.2010.493471 .

Lee, V. E., & Smith, J. (2001). Restructuring high schools for equity and excellence: What works . New York: Teachers College Press.

Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students’ motivation and learning. Journal of Educational Psychology, 97 (2), 197–213. https://doi.org/10.1037/0022-0663.97.2.197 .

Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voice. Research in Science Education, 38 (4), 501–527. https://doi.org/10.1007/s11165-007-9063-8 .

Mantzicopoulos, P., French, B. F., & Maller, S. J. (2004). Factor structure of the pictorial scale of perceived competence and social acceptance with two pre-elementary samples. Child Development, 75 (4), 1214–1228. https://doi.org/10.1111/j.1467-8624.2004.00734.x .

Marjoribanks, K. (2002). Family and school capital: Towards a context theory of students’ school outcomes . Dordrecht: Kluwer Academic. https://doi.org/10.1007/978-94-015-9980-1 .

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50 (4), 370–396. https://doi.org/10.1037/h0054346 .

McDougal, W. (1908). An introduction to social psychology . Boston: John W. Luce and Co..

McInerney, D. M. (2008). Personal investment, culture and learning: Insights into school achievement across Anglo, aboriginal, Asian and Lebanese students in Australia. International Journal of Psychology, 43 (5), 870–879. https://doi.org/10.1080/00207590701836364 .

Midgley, C. (Ed.). (2014). Goals, goal structures, and patterns of adaptive learning . Abingdon: Routledge. https://doi.org/10.4324/9781410602152 .

Murdock, T. B., Hale, N. M., & Weber, M. J. (2001). Predictors of cheating among early adolescents: Academic and social motivations. Contemporary Educational Psychology, 26 (1), 96–115. https://doi.org/10.1006/ceps.2000.1046 .

National Research Council. (2004). Engaging schools: Fostering high school students’ motivation to learn . Washington, DC: National Academies Press. https://doi.org/10.5860/choice.42–1079 .

Nelson, R. M., & DeBacker, T. K. (2008). Achievement motivation in adolescents: The role of peer climate and best friends. The Journal of Experimental Education, 76 (2), 170–189. https://doi.org/10.3200/JEXE.76.2.170-190 .

Niccols, A., Atkinson, L., & Pepler, D. (2003). Mastery motivation in young children with Down’s syndrome: Relations with cognitive and adaptive competence. Journal of Intellectual Disability Research, 47 (2), 121–133. https://doi.org/10.1046/j.1365-2788.2003.00452.x .

Nicholls, J. G. (1979). Development of perception of own attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71 (1), 94–99. https://doi.org/10.1037/0022-0663.71.1.94 .

Nicholls, J. G., & Miller, A. T. (1984). The differentiation of the concepts of difficulty and ability. Child Development, 54 (4), 951–959. https://doi.org/10.2307/1129899 .

Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K. C., & Midgley, C. (2001). Teachers’ communication of goal orientations in four fifth-grade classrooms. The Elementary School Journal, 102 (1), 35–58. Retrieved from http://www.jstor.org/stable/1002168 .

Pavlov, I. P. (2003). Conditioned reflexes . Mineola: Courier Corporation.

Pesu, L. A., Aunola, K., Viljaranta, J., & Nurmi, J. E. (2016a). The development of adolescents’ self-concept of ability through grades 7–9 and the role of parental beliefs. Frontline Learning Research, 4 (3), 92–109. https://doi.org/10.14786/flr.v4i3.249 .

Pesu, L., Viljaranta, J., & Aunola, K. (2016b). The role of parents’ and teachers’ beliefs in children’s self-concept development. Journal of Applied Developmental Psychology, 44 , 63–71. https://doi.org/10.1016/j.appdev.2016.03.001 .

Petri, H. L., & Govern, J. M. (2012). Motivation: Theory, research, and application . Belmont: Wadsworth Publishing.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92 (3), 544–555. 10.I037//0022-O663.92.3.544 .

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95 (4), 667. https://doi.org/10.1037/0022-0663.95.4.667 .

Pintrich, P. R., & Maehr, M. L. (2004). Advances in motivation and achievement: Motivating students, improving schools (Vol. 13). Bingley: Emerald Grup Publishing Limited.

Ratelle, C. F., Guay, F., Larose, S., & Senécal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96 (4), 743. https://doi.org/10.1037/0022-0663.96.4.743 .

Roeser, R. W., Eccles, J. S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10 (02), 321–352.

Roeser, R. W., Marachi, R., & Gelhbach, H. (2002). A goal theory perspective on teachers’ professional identities and the contexts of teaching. In C. M. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 205–241). Hillsdale: Erlbaum.

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80 (1), 1–28. https://doi.org/10.1037/h0092976 .

Ryan, A. M. (2001). The peer group as a context for the development of young adolescents’ motivation and achievement. Child Development, 72 (4), 1135–1150. https://doi.org/10.1111/1467-8624.00338 .

Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination theory research (pp. 3–33). Rochester: University of Rochester Press.

Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 15–32). San Diego: Academic Press.

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications . Harlow: Pearson Higher Ed.

Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87 (3), 386–398. https://doi.org/10.1037/0022-0663.87.3.386 .

Shin, H., & Ryan, A. M. (2014). Friendship networks and achievement goals: An examination of selection and influence processes and variations by gender. Journal of Youth and Adolescence, 43 (9), 1453–1464. https://doi.org/10.1007/s10964-014-0132-9 .

Simpkins, S. D., Fredricks, J. A., & Eccles, J. S. (2012). Charting the Eccles’ expectancy-value model from mothers’ beliefs in childhood to youths’ activities in adolescence. Developmental Psychology, 48 (4), 1019–1032. https://doi.org/10.1037/a0027468 .

Simpson, R. D., & Oliver, J. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74 (1), 1–18. https://doi.org/10.1002/sce.3730740102 .

Sjaastad, J. (2012). Sources of inspiration: The role of significant persons in young people’s choice of science in higher education. International Journal of Science Education, 34 (10), 1615–1636. https://doi.org/10.1080/09500693.2011.590543 .

Skinner, B. F. (1963). Operant behavior. American Psychologist, 18 (8), 503–515. https://doi.org/10.1037/h0045185 .

Skinner, E. A. (1995). Perceived control, motivation, and coping . Thousand Oaks: Sage.

Skinner, E. A., Chapman, M., & Baltes, P. B. (1988). Control, meansends, and agency beliefs: A new conceptualization and its measurement during childhood. Journal of Personality and Social Psychology, 54 (1), 117–133. https://doi.org/10.1037/0022-3514.54.1.117 .

Skinner, E. A., Gembeck-Zimmer, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 6 (2/3. Serial No. 254), 1–220.

Stipek, D., Recchia, S., McClintic, S., & Lewis, M. (1992). Self-evaluation in young children. Monographs of the Society for Research in Child Development , 57 (1. Serial No. 226) 1–97.

Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Teaching, 49 (4), 515–537. https://doi.org/10.1002/tea.21010 .

Tenenbaum, H. R., & Leaper, C. (2003). Parent-child conversations about science: The socialization of gender inequities? Developmental Psychology, 39 (1), 34–47. https://doi.org/10.1037/0012-1649.39.1.34 .

Thorndike, E. L. (1927). The law of effect. The American Journal of Psychology, 39 (1/4), 212–222. https://doi.org/10.2307/141541310.2307/1415413 .

Ushioda, E. (2007). Motivation, autonomy and sociocultural theory. In P. Benson (Ed.), Learner autonomy 8: Teacher and learner perspectives (pp. 5–24). Dublin: Authentik.

Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29 , 271–360. https://doi.org/10.1016/S0065-2601(08)60019-2 .

Vedder-Weiss, D., & Fortus, D. (2013). School, teacher, peers, and parents’ goals emphases and adolescents’ motivation to learn science in and out of school. Journal of Research in Science Teaching, 50 (8), 952–988. https://doi.org/10.1002/tea.21103 .

Véronneau, M. H., Vitaro, F., Brendgen, M., Dishion, T. J., & Tremblay, R. E. (2010). Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle childhood to early adolescence. Developmental Psychology, 46 (4), 773. https://doi.org/10.1037/a0019816 .

Volkow, N. D., Wang, G. J., Newcorn, J. H., Kollins, S. H., Wigal, T. L., Telang, F., & Wong, C. (2011). Motivation deficit in ADHD is associated with dysfunction of the dopamine reward pathway. Molecular Psychiatry, 16 (11), 1147–1154. https://doi.org/10.1038/mp.2010.97 .

Wang, M. T., & Eccles, J. S. (2012). Social support matters: Longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, 83 (3), 877–895. https://doi.org/10.1111/j.1467-8624.2012.01745.x .

Wang, M. T., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85 (2), 610–625. https://doi.org/10.1111/cdev.12153 .

Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92 (4), 548–573. https://doi.org/10.1037/0033-295X.92.4.548 .

Weiner, B., Frieze, I., Kukla, A., Reed, L., Rest, S., & Rosenbaum, R. M. (1987). Perceiving the causes of success and failure. In E. E. Jones, D. E. Kanouse, H. H. Kelley, R. E. Nisbett, S. Valins, & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior (pp. 95–120). Hillsdale: Lawrence Erlbaum Associates, Inc.

Weisz, J. P. (1984). Contingency judgments and achievement behavior: Deciding what is controllable and when to try. In J. G. Nicholls (Ed.), The development of achievement motivation (pp. 107–136). Greenwich: JAI Press.

Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90 (2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202 .

Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25 (1), 105–115. https://doi.org/10.1006/ceps.1999.1021 .

Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73 (1), 287–301. https://doi.org/10.1111/1467-8624.00406 .

Wentzel, K. R. (2005). Peer relationships, motivation, and academic performance at school. In C. S. Dweck & A. J. Elliot (Eds.), Handbook of competence and motivation (pp. 279–296). New York: Guilford Press.

Wentzel, K. R., & Miele, D. B. (Eds.). (2009). Handbook of motivation at school . New York: Routledge.

Wentzel, K. R., & Muenks, K. (2016). Peer influence on students’ motivation, academic achievement, and social behavior. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 13–30). New York: Routledge.

Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35 (3), 193–202. https://doi.org/10.1016/j.cedpsych.2010.03.002 .

Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12 (3), 265–310. https://doi.org/10.1016/0273-2297(92)90011-P .

Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25 (1), 68–81. https://doi.org/10.1006/ceps.1999.1015 .

Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs and values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 92–120). San Diego: Academic Press.

Wigfield, A., & Tonks, S. (2004). The development of motivation for reading and how it is influenced by CORI. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-oriented reading instruction (pp. 249–272). Mahwah: Lawrence Erlbaum Associates Publishers.

Wigfield, A., & Wagner, A. L. (2005). Competence, motivation, and identity development during adolescence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 222–239). New York: Guilford Press.

Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children’s competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89 (3), 451. https://doi.org/10.1037/0022-0663.89.3.451 .

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2006). Development of achievement motivation . In N. Eisenberg, W. Damon & R.M. Lerner (Vol. 3, pp.933–1002). Hoboken: Wiley. doi: https://doi.org/10.1002/9780470147658.chpsy0315 .

Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis‐Kean, P. (2007). Development of achievement motivation . Hoboken: Wiley.

Wigfield, A., Eccles, J. S., Roeser, R. W., & Schiefele, U. (2008). Development of achievement motivation. In W. Damon, R. M. Lerner, D. Kuhn, R. S. Siegler, & N. Eisenberg (Eds.), Child and adolescent development: An advanced course (pp. 406–434). Hoboken, NJ: Wiley.

Wlodkowski, R. J. (2011). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults . San Francisco: Wiley.

Woodworth, R. S. (1918). Dynamic Psychology . New York: Columbia University Press.

Yeung, W. J., Linver, M. R., & Brooks–Gunn, J. (2002). How money matters for young children's development: Parental investment and family processes. Child Development, 73 (6), 1861–1879. https://doi.org/10.1111/1467-8624.t01-1-00511 .

Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82 (1), 51–59. https://doi.org/10.1037/0022-0663.82.1.51 .

Download references

Author information

Authors and affiliations.

Escuela de Psicología, Universidad de los Andes, Santiago, Chile

Paulina Arango

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Paulina Arango .

Editor information

Editors and affiliations.

School of Education, Universidad de los Andes, Las Condes, Chile

Pelusa Orellana García

Institute of Literature, Universidad de los Andes, Las Condes, Chile

Paula Baldwin Lind

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Cite this chapter.

Arango, P. (2018). Motivation: Introduction to the Theory, Concepts, and Research. In: Orellana García, P., Baldwin Lind, P. (eds) Reading Achievement and Motivation in Boys and Girls. Literacy Studies, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-75948-7_1

Download citation

DOI : https://doi.org/10.1007/978-3-319-75948-7_1

Published : 03 May 2018

Publisher Name : Springer, Cham

Print ISBN : 978-3-319-75947-0

Online ISBN : 978-3-319-75948-7

eBook Packages : Education Education (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

Motivation Importance in Our Daily Lives Essay

Introduction, theories on motivation, psychologists’ view on origin of motivation.

The complexity of motivation due to unpredictability and fluctuation from one individual to another and at different times has led to various theories being postulated to explain its causes. However, these psychologists agree that in way or another motivation is influenced by both biological and external factors.

Goal-setting theory

Postulates that some individuals are driven to success by the goals they set. The success is measured by reaching the desired definite end. Such people set specific goals which are moderate in nature.

The goals have close proximity and limited security of success. Moderate goals limit the chances of quitting or becoming complacence which are characteristics of tough or easily-achieved goals. Thus, such goals generate optimal drive to success.

Setting of goals is only possible because human beings have self determination to succeed. This is what is postulated by the self-determination theory which explains what drives human beings to achieve. This theory opines that humans are inherently driven to grow and develop and hence our source of motivation inborn. However, these inherent motivators are activated by external factors.

This primary innate needs include; the need to control the events of our lives in order to feel connected to others and be competent in our skills. Thus, since we are able to control these primary inherent needs by controlling our thoughts and conscious, we can channel them towards striving for excellence. We are able to control our desires for success, and feelings of pleasure and acceptance.

The Need Hierarchy theory

This theory states that human beings are only driven to success by those needs which they have not satisfied. Have complex needs, we satisfy our needs from bottom up with those on the higher levels satisfied first. As one moves up the hierarchy of needs, the drive to achieve increases.

Thus, the drive that an individual has for quenching his thirst or filling an empty stomach is lower compared to that of achieving his full potential or self actualization which is the highest level of need.

The Incentive theory

This theory incorporates various aspects of the other theories and proposes that human beings are driven by incentives. These incentives can both be intrinsic or extrinsic and bring satisfaction in the form of physical rewards, pleasure and acceptance. Even though the rewards of pleasure and acceptance are intrinsic, their achievement is usually activated by external stimuli.

However, it has to be noted that external and internal stimuli sometimes work antagonistically. Continued usage of external stimuli as a source of motivation may eventually replace the innate drive to succeed. Such external stimuli become part us and may even turn into ‘innate’ stimuli. Since our autonomy is very important, usage of external stimuli should limited less they replace our intrinsic stimuli.

Self-efficacy and self-esteem as motivators

Self evaluation of capabilities and comparing it with the task at hand is a source of intrinsic stimuli which can drive us to success despite the challenges. High levels of self-efficacy will lead to high levels of motivation and vice versa. This is because it only by believing in ourselves that we can take on challenges.

The motivation resulting from self-esteem or feeling good about one’s self is not strong enough to enable us complete a goal despite the challenges. Ego and goal-orientation are also internal stimuli which can provide incentives which can motivate us.

Motivation plays a critical role in our daily lives including planning our goals in life. Hence, more evidence based research should be done on it. The research studies should include such areas as religion. Moreover, the motivation factors and psychology of athletes who use high performance drugs should also be studied.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2024, April 10). Motivation Importance in Our Daily Lives. https://ivypanda.com/essays/importance-of-motivation/

"Motivation Importance in Our Daily Lives." IvyPanda , 10 Apr. 2024, ivypanda.com/essays/importance-of-motivation/.

IvyPanda . (2024) 'Motivation Importance in Our Daily Lives'. 10 April.

IvyPanda . 2024. "Motivation Importance in Our Daily Lives." April 10, 2024. https://ivypanda.com/essays/importance-of-motivation/.

1. IvyPanda . "Motivation Importance in Our Daily Lives." April 10, 2024. https://ivypanda.com/essays/importance-of-motivation/.

Bibliography

IvyPanda . "Motivation Importance in Our Daily Lives." April 10, 2024. https://ivypanda.com/essays/importance-of-motivation/.

• Motivation: The Need to Achieve
• Motivational Speaking: Types of Motivators
• The Link Between Self-Esteem and Self-Efficacy
• A Review of Ten Activated Carbon for Adsorption Methane Storage Purposes
• Self-Efficacy Beliefs and Expectancies - Psychology
• Teacher Self-Efficacy: Significance and Improving
• Self-Efficacy in Students Studying Statistics
• Critique the Theory of Self-Efficacy Using the Internal and External Criticism
• Self-Efficacy: Implications for Organizational Behavior and HRM
• Vocational Self-Efficacy and Post-School Life
• Behavioral and social development issues in school kids
• Personality and Validation
• Personal Action Research Plan
• Cognitive, Psychosocial, Psychosexual and Moral Development
• Ethical Standards and Codes

• Search Menu
• Browse content in Arts and Humanities
• Browse content in Archaeology
• Anglo-Saxon and Medieval Archaeology
• Archaeological Methodology and Techniques
• Archaeology by Region
• Archaeology of Religion
• Archaeology of Trade and Exchange
• Biblical Archaeology
• Contemporary and Public Archaeology
• Environmental Archaeology
• Historical Archaeology
• History and Theory of Archaeology
• Industrial Archaeology
• Landscape Archaeology
• Mortuary Archaeology
• Prehistoric Archaeology
• Underwater Archaeology
• Urban Archaeology
• Zooarchaeology
• Browse content in Architecture
• Architectural Structure and Design
• History of Architecture
• Residential and Domestic Buildings
• Theory of Architecture
• Browse content in Art
• Art Subjects and Themes
• History of Art
• Industrial and Commercial Art
• Theory of Art
• Biographical Studies
• Byzantine Studies
• Browse content in Classical Studies
• Classical History
• Classical Philosophy
• Classical Mythology
• Classical Literature
• Classical Reception
• Classical Art and Architecture
• Classical Oratory and Rhetoric
• Greek and Roman Epigraphy
• Greek and Roman Law
• Greek and Roman Papyrology
• Greek and Roman Archaeology
• Late Antiquity
• Religion in the Ancient World
• Digital Humanities
• Browse content in History
• Colonialism and Imperialism
• Diplomatic History
• Environmental History
• Genealogy, Heraldry, Names, and Honours
• Genocide and Ethnic Cleansing
• Historical Geography
• History by Period
• History of Emotions
• History of Agriculture
• History of Education
• History of Gender and Sexuality
• Industrial History
• Intellectual History
• International History
• Labour History
• Legal and Constitutional History
• Local and Family History
• Maritime History
• Military History
• National Liberation and Post-Colonialism
• Oral History
• Political History
• Public History
• Regional and National History
• Revolutions and Rebellions
• Slavery and Abolition of Slavery
• Social and Cultural History
• Theory, Methods, and Historiography
• Urban History
• World History
• Browse content in Language Teaching and Learning
• Language Learning (Specific Skills)
• Language Teaching Theory and Methods
• Browse content in Linguistics
• Applied Linguistics
• Cognitive Linguistics
• Computational Linguistics
• Forensic Linguistics
• Grammar, Syntax and Morphology
• Historical and Diachronic Linguistics
• History of English
• Language Acquisition
• Language Evolution
• Language Reference
• Language Variation
• Language Families
• Lexicography
• Linguistic Anthropology
• Linguistic Theories
• Linguistic Typology
• Phonetics and Phonology
• Psycholinguistics
• Sociolinguistics
• Translation and Interpretation
• Writing Systems
• Browse content in Literature
• Bibliography
• Children's Literature Studies
• Literary Studies (Asian)
• Literary Studies (European)
• Literary Studies (Eco-criticism)
• Literary Studies (Romanticism)
• Literary Studies (American)
• Literary Studies (Modernism)
• Literary Studies - World
• Literary Studies (1500 to 1800)
• Literary Studies (19th Century)
• Literary Studies (20th Century onwards)
• Literary Studies (African American Literature)
• Literary Studies (British and Irish)
• Literary Studies (Early and Medieval)
• Literary Studies (Fiction, Novelists, and Prose Writers)
• Literary Studies (Gender Studies)
• Literary Studies (Graphic Novels)
• Literary Studies (History of the Book)
• Literary Studies (Plays and Playwrights)
• Literary Studies (Poetry and Poets)
• Literary Studies (Postcolonial Literature)
• Literary Studies (Queer Studies)
• Literary Studies (Science Fiction)
• Literary Studies (Travel Literature)
• Literary Studies (War Literature)
• Literary Studies (Women's Writing)
• Literary Theory and Cultural Studies
• Mythology and Folklore
• Shakespeare Studies and Criticism
• Browse content in Media Studies
• Browse content in Music
• Applied Music
• Dance and Music
• Ethics in Music
• Ethnomusicology
• Gender and Sexuality in Music
• Medicine and Music
• Music Cultures
• Music and Religion
• Music and Media
• Music and Culture
• Music Education and Pedagogy
• Music Theory and Analysis
• Musical Scores, Lyrics, and Libretti
• Musical Structures, Styles, and Techniques
• Musicology and Music History
• Performance Practice and Studies
• Race and Ethnicity in Music
• Sound Studies
• Browse content in Performing Arts
• Browse content in Philosophy
• Aesthetics and Philosophy of Art
• Epistemology
• Feminist Philosophy
• History of Western Philosophy
• Metaphysics
• Moral Philosophy
• Non-Western Philosophy
• Philosophy of Science
• Philosophy of Language
• Philosophy of Mind
• Philosophy of Perception
• Philosophy of Action
• Philosophy of Law
• Philosophy of Religion
• Philosophy of Mathematics and Logic
• Practical Ethics
• Social and Political Philosophy
• Browse content in Religion
• Biblical Studies
• Christianity
• East Asian Religions
• History of Religion
• Judaism and Jewish Studies
• Qumran Studies
• Religion and Education
• Religion and Health
• Religion and Politics
• Religion and Science
• Religion and Law
• Religion and Art, Literature, and Music
• Religious Studies
• Browse content in Society and Culture
• Cookery, Food, and Drink
• Cultural Studies
• Customs and Traditions
• Ethical Issues and Debates
• Hobbies, Games, Arts and Crafts
• Lifestyle, Home, and Garden
• Natural world, Country Life, and Pets
• Popular Beliefs and Controversial Knowledge
• Sports and Outdoor Recreation
• Technology and Society
• Travel and Holiday
• Visual Culture
• Browse content in Law
• Arbitration
• Browse content in Company and Commercial Law
• Commercial Law
• Company Law
• Browse content in Comparative Law
• Systems of Law
• Competition Law
• Browse content in Constitutional and Administrative Law
• Government Powers
• Judicial Review
• Local Government Law
• Military and Defence Law
• Parliamentary and Legislative Practice
• Construction Law
• Contract Law
• Browse content in Criminal Law
• Criminal Procedure
• Criminal Evidence Law
• Sentencing and Punishment
• Employment and Labour Law
• Environment and Energy Law
• Browse content in Financial Law
• Banking Law
• Insolvency Law
• History of Law
• Human Rights and Immigration
• Intellectual Property Law
• Browse content in International Law
• Private International Law and Conflict of Laws
• Public International Law
• IT and Communications Law
• Jurisprudence and Philosophy of Law
• Law and Politics
• Law and Society
• Browse content in Legal System and Practice
• Courts and Procedure
• Legal Skills and Practice
• Primary Sources of Law
• Regulation of Legal Profession
• Medical and Healthcare Law
• Browse content in Policing
• Criminal Investigation and Detection
• Police and Security Services
• Police Procedure and Law
• Police Regional Planning
• Browse content in Property Law
• Personal Property Law
• Study and Revision
• Terrorism and National Security Law
• Browse content in Trusts Law
• Wills and Probate or Succession
• Browse content in Medicine and Health
• Browse content in Allied Health Professions
• Arts Therapies
• Clinical Science
• Dietetics and Nutrition
• Occupational Therapy
• Operating Department Practice
• Physiotherapy
• Radiography
• Speech and Language Therapy
• Browse content in Anaesthetics
• General Anaesthesia
• Neuroanaesthesia
• Browse content in Clinical Medicine
• Acute Medicine
• Cardiovascular Medicine
• Clinical Genetics
• Clinical Pharmacology and Therapeutics
• Dermatology
• Endocrinology and Diabetes
• Gastroenterology
• Genito-urinary Medicine
• Geriatric Medicine
• Infectious Diseases
• Medical Toxicology
• Medical Oncology
• Pain Medicine
• Palliative Medicine
• Rehabilitation Medicine
• Respiratory Medicine and Pulmonology
• Rheumatology
• Sleep Medicine
• Sports and Exercise Medicine
• Clinical Neuroscience
• Community Medical Services
• Critical Care
• Emergency Medicine
• Forensic Medicine
• Haematology
• History of Medicine
• Browse content in Medical Dentistry
• Oral and Maxillofacial Surgery
• Paediatric Dentistry
• Restorative Dentistry and Orthodontics
• Surgical Dentistry
• Browse content in Medical Skills
• Clinical Skills
• Communication Skills
• Nursing Skills
• Surgical Skills
• Medical Ethics
• Medical Statistics and Methodology
• Browse content in Neurology
• Clinical Neurophysiology
• Neuropathology
• Nursing Studies
• Browse content in Obstetrics and Gynaecology
• Gynaecology
• Occupational Medicine
• Ophthalmology
• Otolaryngology (ENT)
• Browse content in Paediatrics
• Neonatology
• Browse content in Pathology
• Chemical Pathology
• Clinical Cytogenetics and Molecular Genetics
• Histopathology
• Medical Microbiology and Virology
• Patient Education and Information
• Browse content in Pharmacology
• Psychopharmacology
• Browse content in Popular Health
• Caring for Others
• Complementary and Alternative Medicine
• Self-help and Personal Development
• Browse content in Preclinical Medicine
• Cell Biology
• Molecular Biology and Genetics
• Reproduction, Growth and Development
• Primary Care
• Professional Development in Medicine
• Browse content in Psychiatry
• Addiction Medicine
• Child and Adolescent Psychiatry
• Forensic Psychiatry
• Learning Disabilities
• Old Age Psychiatry
• Psychotherapy
• Browse content in Public Health and Epidemiology
• Epidemiology
• Public Health
• Browse content in Radiology
• Clinical Radiology
• Interventional Radiology
• Nuclear Medicine
• Radiation Oncology
• Reproductive Medicine
• Browse content in Surgery
• Cardiothoracic Surgery
• Gastro-intestinal and Colorectal Surgery
• General Surgery
• Neurosurgery
• Paediatric Surgery
• Peri-operative Care
• Plastic and Reconstructive Surgery
• Surgical Oncology
• Transplant Surgery
• Trauma and Orthopaedic Surgery
• Vascular Surgery
• Browse content in Science and Mathematics
• Browse content in Biological Sciences
• Aquatic Biology
• Biochemistry
• Bioinformatics and Computational Biology
• Developmental Biology
• Ecology and Conservation
• Evolutionary Biology
• Genetics and Genomics
• Microbiology
• Molecular and Cell Biology
• Natural History
• Plant Sciences and Forestry
• Research Methods in Life Sciences
• Structural Biology
• Systems Biology
• Zoology and Animal Sciences
• Browse content in Chemistry
• Analytical Chemistry
• Computational Chemistry
• Crystallography
• Environmental Chemistry
• Industrial Chemistry
• Inorganic Chemistry
• Materials Chemistry
• Medicinal Chemistry
• Mineralogy and Gems
• Organic Chemistry
• Physical Chemistry
• Polymer Chemistry
• Study and Communication Skills in Chemistry
• Theoretical Chemistry
• Browse content in Computer Science
• Artificial Intelligence
• Computer Architecture and Logic Design
• Game Studies
• Human-Computer Interaction
• Mathematical Theory of Computation
• Programming Languages
• Software Engineering
• Systems Analysis and Design
• Virtual Reality
• Browse content in Computing
• Business Applications
• Computer Security
• Computer Games
• Computer Networking and Communications
• Digital Lifestyle
• Graphical and Digital Media Applications
• Operating Systems
• Browse content in Earth Sciences and Geography
• Atmospheric Sciences
• Environmental Geography
• Geology and the Lithosphere
• Maps and Map-making
• Meteorology and Climatology
• Oceanography and Hydrology
• Palaeontology
• Physical Geography and Topography
• Regional Geography
• Soil Science
• Urban Geography
• Browse content in Engineering and Technology
• Agriculture and Farming
• Biological Engineering
• Civil Engineering, Surveying, and Building
• Electronics and Communications Engineering
• Energy Technology
• Engineering (General)
• Environmental Science, Engineering, and Technology
• History of Engineering and Technology
• Mechanical Engineering and Materials
• Technology of Industrial Chemistry
• Transport Technology and Trades
• Browse content in Environmental Science
• Applied Ecology (Environmental Science)
• Conservation of the Environment (Environmental Science)
• Environmental Sustainability
• Environmentalist Thought and Ideology (Environmental Science)
• Management of Land and Natural Resources (Environmental Science)
• Natural Disasters (Environmental Science)
• Nuclear Issues (Environmental Science)
• Pollution and Threats to the Environment (Environmental Science)
• Social Impact of Environmental Issues (Environmental Science)
• History of Science and Technology
• Browse content in Materials Science
• Ceramics and Glasses
• Composite Materials
• Metals, Alloying, and Corrosion
• Nanotechnology
• Browse content in Mathematics
• Applied Mathematics
• Biomathematics and Statistics
• History of Mathematics
• Mathematical Education
• Mathematical Finance
• Mathematical Analysis
• Numerical and Computational Mathematics
• Probability and Statistics
• Pure Mathematics
• Browse content in Neuroscience
• Cognition and Behavioural Neuroscience
• Development of the Nervous System
• Disorders of the Nervous System
• History of Neuroscience
• Invertebrate Neurobiology
• Molecular and Cellular Systems
• Neuroendocrinology and Autonomic Nervous System
• Neuroscientific Techniques
• Sensory and Motor Systems
• Browse content in Physics
• Astronomy and Astrophysics
• Atomic, Molecular, and Optical Physics
• Biological and Medical Physics
• Classical Mechanics
• Computational Physics
• Condensed Matter Physics
• Electromagnetism, Optics, and Acoustics
• History of Physics
• Mathematical and Statistical Physics
• Measurement Science
• Nuclear Physics
• Particles and Fields
• Plasma Physics
• Quantum Physics
• Relativity and Gravitation
• Semiconductor and Mesoscopic Physics
• Browse content in Psychology
• Affective Sciences
• Clinical Psychology
• Cognitive Psychology
• Cognitive Neuroscience
• Criminal and Forensic Psychology
• Developmental Psychology
• Educational Psychology
• Evolutionary Psychology
• Health Psychology
• History and Systems in Psychology
• Music Psychology
• Neuropsychology
• Organizational Psychology
• Psychological Assessment and Testing
• Psychology of Human-Technology Interaction
• Psychology Professional Development and Training
• Research Methods in Psychology
• Social Psychology
• Browse content in Social Sciences
• Browse content in Anthropology
• Anthropology of Religion
• Human Evolution
• Medical Anthropology
• Physical Anthropology
• Regional Anthropology
• Social and Cultural Anthropology
• Theory and Practice of Anthropology
• Browse content in Business and Management
• Business Strategy
• Business Ethics
• Business History
• Business and Government
• Business and Technology
• Business and the Environment
• Comparative Management
• Corporate Governance
• Corporate Social Responsibility
• Entrepreneurship
• Health Management
• Human Resource Management
• Industrial and Employment Relations
• Industry Studies
• Information and Communication Technologies
• International Business
• Knowledge Management
• Management and Management Techniques
• Operations Management
• Organizational Theory and Behaviour
• Pensions and Pension Management
• Public and Nonprofit Management
• Strategic Management
• Supply Chain Management
• Browse content in Criminology and Criminal Justice
• Criminal Justice
• Criminology
• Forms of Crime
• International and Comparative Criminology
• Youth Violence and Juvenile Justice
• Development Studies
• Browse content in Economics
• Agricultural, Environmental, and Natural Resource Economics
• Asian Economics
• Behavioural Finance
• Behavioural Economics and Neuroeconomics
• Econometrics and Mathematical Economics
• Economic Systems
• Economic History
• Economic Methodology
• Economic Development and Growth
• Financial Markets
• Financial Institutions and Services
• General Economics and Teaching
• Health, Education, and Welfare
• History of Economic Thought
• International Economics
• Labour and Demographic Economics
• Law and Economics
• Macroeconomics and Monetary Economics
• Microeconomics
• Public Economics
• Urban, Rural, and Regional Economics
• Welfare Economics
• Browse content in Education
• Adult Education and Continuous Learning
• Care and Counselling of Students
• Early Childhood and Elementary Education
• Educational Equipment and Technology
• Educational Strategies and Policy
• Higher and Further Education
• Organization and Management of Education
• Philosophy and Theory of Education
• Schools Studies
• Secondary Education
• Teaching of a Specific Subject
• Teaching of Specific Groups and Special Educational Needs
• Teaching Skills and Techniques
• Browse content in Environment
• Applied Ecology (Social Science)
• Climate Change
• Conservation of the Environment (Social Science)
• Environmentalist Thought and Ideology (Social Science)
• Natural Disasters (Environment)
• Social Impact of Environmental Issues (Social Science)
• Browse content in Human Geography
• Cultural Geography
• Economic Geography
• Political Geography
• Browse content in Interdisciplinary Studies
• Communication Studies
• Museums, Libraries, and Information Sciences
• Browse content in Politics
• African Politics
• Asian Politics
• Chinese Politics
• Comparative Politics
• Conflict Politics
• Elections and Electoral Studies
• Environmental Politics
• European Union
• Foreign Policy
• Gender and Politics
• Human Rights and Politics
• Indian Politics
• International Relations
• International Organization (Politics)
• International Political Economy
• Irish Politics
• Latin American Politics
• Middle Eastern Politics
• Political Methodology
• Political Communication
• Political Philosophy
• Political Sociology
• Political Behaviour
• Political Economy
• Political Institutions
• Political Theory
• Politics and Law
• Public Administration
• Public Policy
• Quantitative Political Methodology
• Regional Political Studies
• Russian Politics
• Security Studies
• State and Local Government
• UK Politics
• US Politics
• Browse content in Regional and Area Studies
• African Studies
• Asian Studies
• East Asian Studies
• Japanese Studies
• Latin American Studies
• Middle Eastern Studies
• Native American Studies
• Scottish Studies
• Browse content in Research and Information
• Research Methods
• Browse content in Social Work
• Addictions and Substance Misuse
• Adoption and Fostering
• Care of the Elderly
• Child and Adolescent Social Work
• Couple and Family Social Work
• Developmental and Physical Disabilities Social Work
• Direct Practice and Clinical Social Work
• Emergency Services
• Human Behaviour and the Social Environment
• International and Global Issues in Social Work
• Mental and Behavioural Health
• Social Justice and Human Rights
• Social Policy and Advocacy
• Social Work and Crime and Justice
• Social Work Macro Practice
• Social Work Practice Settings
• Social Work Research and Evidence-based Practice
• Welfare and Benefit Systems
• Browse content in Sociology
• Childhood Studies
• Community Development
• Comparative and Historical Sociology
• Economic Sociology
• Gender and Sexuality
• Gerontology and Ageing
• Health, Illness, and Medicine
• Marriage and the Family
• Migration Studies
• Occupations, Professions, and Work
• Organizations
• Population and Demography
• Race and Ethnicity
• Social Theory
• Social Movements and Social Change
• Social Research and Statistics
• Social Stratification, Inequality, and Mobility
• Sociology of Religion
• Sociology of Education
• Sport and Leisure
• Urban and Rural Studies
• Browse content in Warfare and Defence
• Defence Strategy, Planning, and Research
• Land Forces and Warfare
• Military Administration
• Military Life and Institutions
• Naval Forces and Warfare
• Other Warfare and Defence Issues
• Peace Studies and Conflict Resolution
• Weapons and Equipment

• < Previous chapter
• Next chapter >

Essay 1.2 Energization and Direction Are Both Essential Parts of Motivation

• Published: January 2023
• Cite Icon Cite
• Permissions Icon Permissions

A clear and precise definition of motivation lays the foundation for motivational science theory and research. Motivation is the energization and direction of behavior. Energization serves to activate and orient individuals, and it is commonly experienced as a desire, fear, interest, or concern. Direction serves to channel and guide the general energization toward specific outcomes, and it is commonly experienced as a goal, strategy, or tactic. Energization and direction work together to produce observable behavior. Ignoring the distinction between energization and direction, or only focusing on one but not the other, leads to an unclear and/or incomplete explanation of behavior.

Signed in as

Institutional accounts.

• GoogleCrawler [DO NOT DELETE]
• Google Scholar Indexing

Personal account

• Sign in with email/username & password
• Get email alerts
• Save searches
• Purchase content
• Activate your purchase/trial code

Institutional access

• Sign in with a library card Sign in with username/password Recommend to your librarian
• Institutional account management
• Get help with access

Access to content on Oxford Academic is often provided through institutional subscriptions and purchases. If you are a member of an institution with an active account, you may be able to access content in one of the following ways:

IP based access

Typically, access is provided across an institutional network to a range of IP addresses. This authentication occurs automatically, and it is not possible to sign out of an IP authenticated account.

Sign in through your institution

Choose this option to get remote access when outside your institution. Shibboleth/Open Athens technology is used to provide single sign-on between your institution’s website and Oxford Academic.

• Click Sign in through your institution.
• Select your institution from the list provided, which will take you to your institution's website to sign in.
• When on the institution site, please use the credentials provided by your institution. Do not use an Oxford Academic personal account.
• Following successful sign in, you will be returned to Oxford Academic.

If your institution is not listed or you cannot sign in to your institution’s website, please contact your librarian or administrator.

Sign in with a library card

Enter your library card number to sign in. If you cannot sign in, please contact your librarian.

Society Members

Society member access to a journal is achieved in one of the following ways:

Sign in through society site

Many societies offer single sign-on between the society website and Oxford Academic. If you see ‘Sign in through society site’ in the sign in pane within a journal:

• Click Sign in through society site.
• When on the society site, please use the credentials provided by that society. Do not use an Oxford Academic personal account.

If you do not have a society account or have forgotten your username or password, please contact your society.

Sign in using a personal account

Some societies use Oxford Academic personal accounts to provide access to their members. See below.

A personal account can be used to get email alerts, save searches, purchase content, and activate subscriptions.

Some societies use Oxford Academic personal accounts to provide access to their members.

Viewing your signed in accounts

Click the account icon in the top right to:

• View your signed in personal account and access account management features.
• View the institutional accounts that are providing access.

Signed in but can't access content

Oxford Academic is home to a wide variety of products. The institutional subscription may not cover the content that you are trying to access. If you believe you should have access to that content, please contact your librarian.

For librarians and administrators, your personal account also provides access to institutional account management. Here you will find options to view and activate subscriptions, manage institutional settings and access options, access usage statistics, and more.

Our books are available by subscription or purchase to libraries and institutions.

• About Oxford Academic
• Publish journals with us
• University press partners
• What we publish
• New features  
• Open access
• Rights and permissions
• Accessibility
• Advertising
• Media enquiries
• Oxford University Press
• Oxford Languages
• University of Oxford

Oxford University Press is a department of the University of Oxford. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide

• Copyright © 2024 Oxford University Press
• Cookie settings
• Cookie policy
• Privacy policy
• Legal notice

This Feature Is Available To Subscribers Only

Sign In or Create an Account

This PDF is available to Subscribers Only

For full access to this pdf, sign in to an existing account, or purchase an annual subscription.

• Essay On Motivation

Motivation Essay

500+ words essay on motivation.

Motivation, the word itself, means positive vibes which push an individual to go through tough times. We all are unaware of what drives one to stay motivated. We have different sources, such as our role models, parents, teachers, etc. Everyone should have some infrequent motivation intervals to move forward in their life.

Meaning of Motivation

Motivation provides us with positive energy to achieve our goals and makes us feel optimistic and enthusiastic. It pushes us to perform our work specifically to get results. In our life, it gives us the energy to stay focused on our work. Every individual needs the motivation to achieve their dreams and aspirations. Human beings have numerous things to motivate themselves, such as encouragement from loved ones, friends, etc. Motivation from our parents makes us feel more confident about the path we pursue. It encourages us to believe in ourselves and make us stronger. Sometimes, we fail to achieve success, and at that phase, we require motivation. Once we get motivated, we start fresh with energy and hope.

Motivation comes with constant practice, meaning getting moved or inspired by someone that will help you achieve your goals. Everyone needs motivation, whether in a workplace, school, institution, etc.

Role of Motivation

Motivation comes with the right mindset irrespective of your goal, too big or long term. It helps us to move ahead mentally and physically. To keep ourselves motivated, we require a driving factor or tool and to become successful; we need to push our boundaries. Also, you need to come out of your comfort zone to reveal your true potential.

Types of Motivation

An individual might have various types of motivation, but in my opinion, motivation can be self-motivation and motivation by others.

Self-motivation: Self-motivation means keeping ourselves motivated without the influence of other people and situations. If you are self-motivated, you can complete the given task without guidance and encouragement.

Motivation by Others: People who lack self-motivation need help from others to keep themselves motivated. They need encouragement from others to maintain their state of motivation. These people also need to listen to motivational speeches for inspiration.

Sources of Motivation

The source of motivation can be anyone, either your school teachers or your parents, depending upon the situation.

From People: When it comes to our motivation, our mothers play an imperative role. Mothers selflessly motivate their children in every stage of life. According to research, it is found that when we communicate with our mothers, our brain releases oxytocin in a reasonable amount. It makes us feel good and motivated. Also, some people are well-known about our goal clearly, so they encourage us.

Famous Personalities: We also get inspiration from our favourite personalities like social workers, writers, political leaders, film stars, presidents, cricketers, etc. We want to become like the person we follow, which indirectly becomes our motivation.

Animals: Animals also motivate us, like dogs, which always make us happy. We can also take the example of an ant who keeps on falling but never gives up, so it teaches us that we should not feel unmotivated by our failure. Similarly, if we look at our surroundings, many animals motivate us.

Nature: The season is the best example when we talk about nature. The season keeps on changing, but we might not like every season, but still, we survive and understand its significance. Rivers also inspires and teaches us to face every problem of our life.

Books: They are one of the best sources of motivation. Many books have beautiful experiences shared with some captivating stories. Books are our best friends and the best motivators.

Conclusion of Motivation Essay

It is not only you who may feel low or sad. People meet different people and get motivated, like an energy drink. Always have your inspiration with you because it will help you achieve your goals. It is good to be optimistic because it helps us achieve our goals and adds peace to our lives.

From our BYJU’S website, students can learn CBSE Essays related to different topics. It will help students to get good marks in their upcoming exams.

Frequently Asked Questions on Motivation Essay

How important is self-motivation.

In today’s competitive world, motivating oneself constantly is necessary to move forward in life and career.

Do teachers play an important role in the ‘motivation factor’ of students?

Students spend maximum time in school, and thus, teachers are solely responsible (after parents) in motivating children towards the right goal.

How do students develop motivation?

Students can keep themselves motivated by setting realistic goals, making note of their progress, following timelines and rewarding themselves for their achievements.

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

• Share Share

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

Counselling

Home — Essay Samples — Psychology — Motivation — The Main Types Of Motivation

The Main Types of Motivation

• Categories: Intrinsic Motivation Motivation

About this sample

Words: 785 |

Published: Apr 30, 2020

Words: 785 | Pages: 2 | 4 min read

Table of contents

Consider these varieties of motivation, intrinsic motivation, extrinsic motivation.

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Dr. Karlyna PhD

Verified writer

• Expert in: Life Psychology

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

1 pages / 660 words

3 pages / 1333 words

6 pages / 2593 words

4 pages / 2303 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Motivation

Throughout history, individuals and communities have been motivated to struggle for change in various aspects of society, from civil rights and social justice to environmental protection and political reform. Understanding the [...]

In William Shakespeare's play "Julius Caesar," the character of Brutus is a multifaceted and complex individual. Known for his involvement in the conspiracy against Caesar, Brutus is a character who possesses both admirable and [...]

Alarm, M. & Farid, S. (2011). 'Effect of Teacher Motivation on Students' Learning Experience in Pakistan.' International Journal of Business and Social Science, 2(19), 150-156.Akanbi, A. (1982). 'Teacher Education in Ghana: [...]

Living life as a student-athlete is no easy feat by any definition of the world. You’re constantly trying to balance your social life, your athletics, and your grades. The training sessions are a killer and trying to do any [...]

I have encountered many obstacles and have suffered through many failures. The failure I would like to explain is one which I experienced recently. Fall semester, 2017, I enrolled in 6 classes at Levine Middle College. One of [...]

Flowers for Algernon by Daniel Keyes suggests when putting with the motivation you will have to strive in order to complete the goal. During the book, Charlie was faced with 3 main stages of life to make it to his end goal which [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Your Article Library

Essay on motivation: meaning, nature, types and importance.

ADVERTISEMENTS:

Read this article to learn about the meaning, nature, types, and importance of motivation.

Meaning of Motivation:

Motivation is an important factor which encourages persons to give their best performance and help in reaching enterprise goals. A strong positive motivation will enable the increased output of employee but a negative motivation will reduce their performance. A key element in personnel management is motivation. According to Likert, “it is the core of management which shows that every human being gives him a sense of worth in face-to-face groups which are most important to him. A supervisor should strive to treat individuals with dignity and a recognition of their personal worth.”

Motivation has been variously defined by scholars. Some definitions are discussed as follows:

Berelson and Steiner: “A motive is an inner state that energizes, activates, or moves and directs or channels behaviour goals.’

Lillis: “It is the stimulation of any emotion or desire operating upon one’s will and promoting or driving it to action.”

The Encyclopaedia of Management: “Motivation refers to degree of readiness of an organism to pursue some designated goal and implies the determination of the nature and locus of the forces, including the degree of readiness.”

Dubin: “Motivation is the complex of forces starting and keeping a person at work in an organisation.”

Vance: “Motivation implies any emotion or desire which so conditions one’s will that the individual is properly lead into action.”

Vitiles: “Motivation represents an unsatisfied need which creates a state of tension or disequilibrium, causing the individual to make in a goal-directed pattern towards restoring a state of equilibrium by satisfying the need.”

Memoria: “A willingness to expend energy to achieve a goal or reward. It is a force that activates dormant energies and sets in motion the action of the people. It is the function that kindles a burning passion for action among the human begins of an organisation.”

Nature of Motivation:

Motivation is a psychological phenomenon which generates within an individual. A person feels the lack of certain needs, to satisfy which he feels working more. The need satisfying ego motivates a person to do better than he normally does.

From definitions given earlier the following inferences can be derived:

1. Motivation is an inner feeling which energizes a person to work more.

2. The emotions or desires of a person prompt him for doing a particular work.

3. There are unsatisfied needs of a person which disturb his equilibrium.

4. A person moves to fulfill his unsatisfied needs by conditioning his energies.

5. There are dormant energies in a person which are activated by channelizing them into actions.

Types of Motivation:

When a manager wants to get more work from his subordinates then he will have to motivate them for improving their performance. They will either be offered incentive for more work, or may be in the space of rewards, better reports, recognition etc., or he may instill fear in them or use force for getting desired work.

The following are the types of motivation:

1. Positive Motivation:

Positive motivation or incentive motivation is based on reward. The workers are offered incentives for achieving the desired goals. The incentives may be in the shape of more pay, promotion, recognition of work, etc. The employees are offered the incentives and try to improve their performance willingly.

According to Peter Drucker, the real and positive motivators are responsible for placement, high standard of performance information adequate for self-control and the participation of the worker as a responsible citizen in the plant community.” Positive motivation is achieved by the co-operation of employees and they have a feeling of happiness.

2. Negative Motivation:

Negative or fear motivation is based on force or Fear causes employees to act in a certain way. In case, they do not act accordingly then they may be punished with demotions or lay-offs. The fear acts as a push mechanism. The employees do not willingly co-operate, rather they want to avoid the punishment. Though employees work up to a level where punishment is avoided but this type of motivation causes anger and frustration. This type of motivation generally becomes a cause of industrial unrest.

In spite of the drawbacks of negative motivation, this method is commonly used to achieve desired results. There may be hardly any management which has not used negative motivation at one or the other time.

Importance of Motivation:

Management tries to utilize all the sources of production in a best possible manner. This can be achieved only when employees co-operate in this task. Efforts should be made to motivate employees for contributing their maximum. The efforts of management will not bear fruit if the employees are not encouraged to work more. The motivated employees become an asset to the organisation. The following is the importance of motivation.

1. High Performance:

Motivated employees will put maximum efforts for achieving organisational goals. The untapped reservoirs, physical and mental abilities are tapped to the maximum. Better performance will also result in higher productivity. The cost of production can also be brought down if productivity is raised. The employees should be offered more incentives for increasing their performance. Motivation will act as a stimulant for improving the performance of employees.

2. Low Employee Turnover and Absenteeism:

When the employees are not satisfied with their job then they will leave it whenever they get an alternative offer. The dissatisfaction among employees also increases absenteeism. The employment training of new employees costs dearly to the organisation. When the employees are satisfied with their jobs and they are well motivated by offering them financial and non-financial incentives then they will not leave the job. The rate of absenteeism will also be low because they will try to increase their output.

3. Better Organisational Image:

Those enterprises which offer better monetary and non-monetary facilities to their employees have a better image among them. Such concerns are successful in attracting better qualified and experienced persons. Since there is a better man-power to development programme, the employees will like to join such organisations. Motivational efforts will simplify personnel function also.

4. Better Industrial Relations:

A good motivational system will create job satisfaction among employees. The employment will offer those better service conditions and various other incentives. There will be an atmosphere of confidence among employers and employees. There will be no reason for conflict and cordial relations among both sides will create a health atmosphere. So motivation among employees will lead to better industrial relations.

5. Acceptability to Change:

The changing social and industrial situations will require changes and improvements in the working of enterprises. There will be a need to introduce new and better methods of work from time to time. Generally, employees resist changes for fear of an adverse effect on their employment. When the employees are given various opportunities of development then they can easily adapt to new situations.

They will think of positive side of new changes and will co-operate with the management. If the employees are satisfied with their work and are not offered better avenues then they will oppose everything suggested by the management. Motivation will ensure the acceptability of new changes by the employees.

Related Articles:

• What is the Importance of Motivation?
• Essay on Motivation: it’s Meaning, Definition and Features

Comments are closed.