Motivation - HL extension
Motivation is the incentive for human behaviour, and operates in us at a conscious or unconscious level. It is what gets us up in the morning and energises us throughout the day. It is one of the three HL extensions for the new course. Motivation does not have to be taught in every context, but students should understand the key theories identified in the subject guide. subject. Paper 3 questions will be on data from research into motivation, technology or cultural influences on human behaviour. See here for a suggestion on how to map the HL extensions.
Key ideas in motivation
Key terminology
Primary motivation directs us to eat, drink and sleep - keeps us alive.
Secondary motivation is felt as a need to achieve – our first date, a top grade, a winning shot in tennis.
Extrinsic motivation refers to external rewards and punishments, such as salary increases at work or the honor roll in school.
Intrinsic motivation is the inner drive to achieve, which may start with an extrinsic motivation, but soon switches to a desire to fulfil our own need to grow.
What students need to know
Paper 3 is where knowledge and understanding of how motivation (or technology or culture) influences human behaviour is required. Assessment for the four questions will be based on the interpretation of graphs, quantitative and qualitative data analysis, research considerations and synthesis of data sources. The overall topic may be written in a similar way to this: “These sources have been collated to assess the claim that students aged 14-18 years old lack the motivation to study that is found in younger students.”
Question 1 will require explanation of one issue that limits the interpretation of a graph from a given source. They should consider issues like the range of the data, distribution of scores, construct validity of the categories used. They will not need specific knowledge of motivation.
Question 2 is a detailed analysis of the findings from one of several given sources in order to state a conclusion. The sources will be both quantitative and qualitative and may use the key terminology above. Again, the focus will be on explaining and analysing the findings, and will only require knowledge of the terminology.
Question 3 is almost identical to the current Paper 3 Question 3, but will always be asked on a qualitative source from the resource booklet. Students will have to discuss either credibility or bias or answer to what extent the findings are transferable to another population or context. This is where their knowledge of the challenges of measurement of motivation is relevant. Measurement often relies on self-report methods, and people may be unaware of their motivation for their behaviour, or unable to express it well.
Question 4 requires students to interpret the data from at least three of the given sources from the resource booklet and to synthesise a response to the claim. There is an expectation that they will show knowledge and understanding of how motivation influences human behavior. In the case of the topic above, the context would be Learning and cognition. They should be able to apply knowledge and understanding of motivation (not necessarily theories, although there are several that they may use) and their critique of the research methodology of the sources to discuss in relevant detail the extent to which the claim is valid.
Links to the contexts
It makes sense to teach motivation within one or more of the contexts, although this is not required. The two contexts where it belongs most naturally are Health and well-being and Learning and cognition. However, once they have learned how motivation influnces behaviour a useful exercise is to have them think how it applies in each context.
Health and well-being – motivation to change behaviour to be healthier. This can include motivation to seek help for a mental health disorder, to take exercise or to eat well.
Human development – the role of extrinsic motivation in the socialisation of children.
Human relationships – motivation and group behaviour; motivation for relationships.
Learning and cognition – strategies to motivate children to become independent learners.
Upcoming post - Research methodology
Now that you are motivated to teach motivation, it is time to look at something that will be at the forefront of our thoughts in September: How to teach research methodology without it being dull. The next blog post will look at how to introduce your students to research methodology and how to integrate it into the course.