What Motivates Learners?

These needs are not naturally present in all people

To answer this very important question, Kruger and Van Schalkwyk (1993:68-70) identify several motives: 

Spiritual and noble needs

• These needs are not naturally present in all people, but are cultivated  (Links to an external site.)by means of education and aroused by faith and religion. This type of need takes the form of obligations, responsibilities and ‘calling’.
• The need for neighbourly love, to see justice done, to protect the honour of others, to protect lives, possessions and relationships, and to be loyal and helpful are all examples of spiritual and noble needs which motivate  (Links to an external site.)people to act.

Expectations and aspirations

• Expectations are future-oriented and are essentially the hopes people have to receive something for their actions (a reward) or to attain something (an achievement).
• People are motivated if they think they will attain what they want. In other words, there is a direct relationship between the action and the expectation of reward. The greater the expectation of being rewarded, the better the attempt will be. Learners normally achieve according to the expectations of their teachers and parents.

Reward

• People are motivated to act if they are rewarded for it. However, the reward must have sufficient value. The higher the value of the reward, the greater the attempt will be.

Punishment and fear

• The fear of punishment makes people fulfil their obligations or act according to rules and regulations. Punishment and fear are negative forms of motivation.
• The fact that people may be punished for offences motivates them, for example, to obey the laws of the country or traffic regulations (Links to an external site.). The fear of punishment is not real motivation, however.
• It is far better to teach a learner values. If the values are considered important and they are chosen with full awareness of the consequences that they will have on the learner’s actions, they could be associated with positive feelings which will have an influence on behaviour (Links to an external site.).

Abilities and skills

• If people have the ability to do something, they are more willing to act than if they do not. Intellect (Links to an external site.), experience, knowledge and skills motivate people to act.
• As a teacher, you should do everything possible to build and develop learners’ self-esteem (Links to an external site.) and abilities.You must remember that initial success leads to further success.

Interest

• People do not easily carry out a task in which they are not interested. The greater the interest in a matter, the better the motivation will be to carry it out.

The nature of a task

• Interesting and challenging tasks motivate people to undertake them.

The aim and value of a task

• A task which is worth being undertaken will motivate people to act. People generally do not want to waste their time on useless and worthless tasks.

The degree of difficulty of a task

• A task which is too difficult is not readily undertaken. In turn, a task which is too easy may not provide enough challenge, and may bore people.

Other people’s influence

• If teachers have realistic but challenging expectations of learners, it may motivate them to achieve according to expectation. If learners are aware of the expectations of teachers, friends, peers and family, they may decide not to disappoint them, and try harder.
• A person’s attempt to carry out a task and the quality of its execution are influenced by different motives. Remember, the more favourable the motives, the better the performance will be.