Students’

Diversity in
Motivation
Prepared by: Casabal Christine Joanne
Elfa, John Anthony
Sumilang, Jubelle
Desired Learning Outcomes:

In this lesson, challenge yourself to attain the

following learning outcomes:

1. Reflect on your own experiences as you

read through situations given in this module.

2. Present the social and cultural influences on

the cognitive and motivational process of
learning by means of a graphic organizer

3. State and explain two principles on the

social and cultural influences on motivation
INTRODUCTION
Student's who, by themselves are
already as diverse, also differ in
motivation. This diversity in
motivation may be traced to
differences in age, development
stage, gender, socio-economic
and cultural background.
Read the following research
findings then reflect on your
own experiences;

Young children often want to gain teachers'

approval to be motivated while the older
ones are typically more interested in gaining
the approval of peers. Student's often
become less intrinsically motivated as they
progress through school years.
 Increasingly, student will value activities that
will have usefulness for them in their personal
and professional lives, and subject that are not
directly applicable will decrease in popularity.

Elementary students tend to attribute their

success to effort and hard work, compared to
Adolescence their attributes to success and
failure more to an ability that is fairly stable
and uncontrollable. Effort become sign of low
ability
Students of Asian background are more likely to
attribute academic achievement to unstable
factors like effort and attribute appropriate and
inappropriate behaviors to temporary situational
factors than students brought up in mainstream
Western culture
Females are more likely than males to
have a high need for affiliation. Females
are more concerned about doing well in
school. They work harder on assignments,
earn higher grades and are more likely to
graduate from high school.
 Student's from
low-income Student's with
families are special
among those educational
likely to be at risk needs show
of failing and greatest
dropping out of diversity in
school. motivation.
 Students with specific or general
academic difficulties (e.g. those
with learning disabilities, those with
mental retardation) may show
signs of learned helplessness with
regard to classroom task,
especially if their past efforts have
been repeatedly met with failure
Student who have
difficulty getting along
with their classmates
may appropriately
attribute their social
failures to factor
beyond their control
 Students motivation is likely to
vary as a function of the
following;

Age Culture Special

Socioeconomic Gender
Education
needs
To motivate students/persons to learn, it is
the best to employ different approaches.
“Different folks, different strokes”. “What is
medicine for one may be poison for
another”
“Our students’ motivational drives reflect
the elements of the culture in which they
grow up- their FAMILY, FRIENDS, SCHOOL,
CHURCH AND BOOKS”
 Two principle to consider
regarding social and cultural
influences on motivation

Students are most likely Students develop greater

to model the behavior efficacy for a task
they believe are when they see others
relevant to their like themselves
situation. performing the task
successfully.
CONCLUSION;

“Students need models who are similar to

themselves in terms of race, cultural
background, socioeconomic status,
gender, and disability (if applicable).”
THANKS
YOU!!
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