Notes

1. CONCEPT OF PSYCHOLOGY
Word Psychology has been derived from Greek words “Psycho” and “Logos” psycho means
soul and logos means science of or study of.
Word Psychology was used for the 1st time in 1590 by Rudolf Geokle(German philosopher)
Psychology was first defined as the ‘science of soul". According to earlier psychologists, the
function of psychology was to study the nature, origin and destiny of the human soul. But
soul is something metaphysical. It cannot be seen, observed and touched and we cannot
make scientific experiments on soul.
In 18th century Psychology was considered as the study of mind or the study of mental
processes like memory,perception,reasoning and observation. William James (1892) defined
psychology as the science of mental processes. But the word ‘mind ‘ is also quite ambiguous
as there was confusion regarding the nature and functions of mind.
Later psychology was defined as the “Science of Consciousness”. James Sully (1884)
defined psychology as the “Science of the Inner World”. Wilhelm Wundt (1892) defined
psychology as the science which studies the “internal experiences’. But there are three levels
of consciousness – conscious, subconscious and the unconscious and so this definition also
was not accepted by some.

2. • According to latest concept Psychology is science or study of behaviour as the term behaviour was
popularized by J.B.Watson who was included in pioneers of behaviorism a famous school of thought
of Psychology. W.B. Pillsbury (1911) and J.B. Watson (1912) both defined psychology as the science
of behavior.
• Watson defined behavior as an action that can be observed in an objective manner. According to
Drever,behavior is response of organism to a stimulus(anything that stimulates and arouses organism
to act and response is reaction of organism towards stimulus). Behaviour generally means overt
activities which can be observed and measured scientifically. But one’s behaviour is always
influenced by his experiences. So when we study one’s behaviour we must also study his
experiences.
• Psychology should, therefore, be defined as a “science of behaviour and experiences on
human beings” (B.F. Skinner)
• According to Crow and Crow, “Psychology is the study of human behaviour and human
relationship’”.
Many other psychologists have defined Psychology as the positive science of conduct and
behavior.However,this changing concept of Psychology has been described by “Woodsworth” in such
a way, first Psychology lost its soul, then it lost its mind then it lost consciousness, it still has
behaviour of a kind.

3. • According to H.E. Garret, psychology is the study of self as it manifests itself in action that
is in behavior.
• According to Woodsworth,psychology undertakes a scientific study of individual as he is
dealing with other individuals and with the world. Branches of Psychology: Pure
Psychology and Applied Psychology

4. • Branches of Pure Psychology
• General Psychology
• Abnormal Psychology
• Social psychology
• Experimental psychology
• Parapsychology
• Geopsychology
• Developmental psychology
• Branches of Applied Psychology
• Educational Psychology
• Clinical Psychology
• Industrial Psychology
• :Legal psychology
• Military Psychology
• Political Psychology and Sports Psychology

5. NATURE AND CONCEPT OF EDUCATIONAL PSYCHOLOGY
• Educational psychology studies the behavior of learner in relation to his educational needs
and his environment.
• Educational psychology is the study of those facts and principles of psychology which help
to explain and improve process of education(kolesnic).
• Educational psychology is science of education(E.A.Peel).
• Educational psychology is that branch of psychology which deals with teaching and
learning(B.F.Skinner).
• Educational psychology describes and explains learning experiences of an individual from
birth through old age(L.D,Crow and Alice Crow).

6. • Educational psychology has two missions:
• Enhance theoretical knowledge which revolves around understanding basic psychological processes such as
how learning occurs, where aggression comes from? What the nature of motivation? To enhance theoretical
knowledge, educational psychologists ask such questions?
• Why do readers forget so much of what they read?
• Why are some learners are aggressive?
• Why are some students are engaged in an activity so eagerly and one day so unengaged?
• Improve educational practice which revolves around using theoretical knowledge to enhance practical
aspect of teaching-learning process. To enhance educational practice, educational psychologists ask following
questions
• How can teachers improve students’ social skills?
• How can teachers prevent students from drop out?
• Educational psychology is distinct discipline with its own theories, research methods, problems and
techniques.it is distinct from other branches of psychology because understanding and improvement of
education is its primary goal. Educational psychologists study teaching and learning and strive to improve
educational practice

7. EMERGENCE OF EDUCATIONAL PSYCHOLOGY
• Plato and Aristotle researched individual differences in the field of education, training of the
body and the cultivation of psycho-motor skills, the formation of good character, the
possibilities and limits of moral education.
• John Locke is considered one of the most influential philosophers around mid-1600s. He is
also considered the "Father of English Psychology". One of Locke's most important works
was written in 1690, named An Essay Concerning Human Understanding. In this essay, he
introduced the term "tabula rasa" meaning "blank slate." Locke explained that learning was
attained through experience only, and that we are all born without knowledge.
• He followed by contrasting Plato's theory of innate learning processes. Locke believed the
mind was formed by experiences, not innate ideas. Locke introduced this idea as
"empiricism," or the understanding that knowledge is only built on knowledge and
experience.

8. SCOPE OF EDUCATIONAL PSYCHOLOGY
• Scope of a subject can usually be discussed under two aspects:
• Limits of its operations and its applicability
• Branches, topics and subject matter it deals with like educational psychology deals
following fields and topics
• Learner’s behavior
• Human growth and development
• Learning
• Heredity and environment
• Development and adjustment of personality
• Individual differences
• Early childhood education
• Special education

9. • Intelligence and its measurement
• Guidance and counselling
• Measurement and evaluation
• Techniques and methods of educational psychology
• Teaching methods
• Conducting research on educational problems and using statistical methods to measure
behaviour
• Classroom atmosphere
• Co-curricular activities
• Discipline
• motivation

10. • Attitude
• Interest
• Aptitude
• Exceptional children and their behaviour
• ATTITUDE is a tendency of individual to react in a certain way(positive,neutral,negative) towards a
particular object,person,situation,process or idea.
• INTEREST is a feeling of liking or disliking towards an activity.
• APTITUDE is an innate(natural) ability of doing any task related to art, academic
subjects,profession,occupation or skill(singing,dancing,painting).
• HUMAN NATURE is bundle of characteristics including way of thinking, feeling and acting which
humans have naturally.
• A HABIT is a routine of behavior that is repeated regularly and tends to occur
subconsciously.According to American Journal of Psychology, it is more or less fixed way of
thinking,willing or feeling acquired through previous repetition of a mental experience.
• EMOTION is a mental state associated with nervous system brought on chemical changes associated
with thoughts,feelings,behavioral response and a degree of pleasure and displeasure.

11. • Johann Pestalozi(1746–1827), a Swiss educational reformer, emphasized the child rather than the
content of the school. Pestalozzi fostered an educational reform based on the idea that early
education was crucial for children, and could be manageable for mothers. Pestalozzi has been
acknowledged for opening institutions for education, writing books for mother's teaching home
education, and elementary books for students, mostly focusing on the kindergarten level. In his later
years, he published teaching manuals and methods of teaching. He was first educator who
psychologized education.
• Johann Herbart
• Johann Herbart (1776–1841) is considered the father of educational psychology. He believed
that learning was influenced by interest in the subject and the teacher. He thought that teachers
should consider the students' existing mental sets, what they already know when presenting new
information or material. Herbart came up with the formal steps. The 5 steps that teachers should use
are:
• Review material that has already been learned by the student.
• Prepare the student for new material by giving them an overview of what they are learning next
• Present the new material.
• Relate the new material to the old material that has already been learned.
• Show how the student can apply the new material and show the material they will learn next.

12. • The period of 1890–1920 is considered the golden era of educational psychology.
• The pioneering American psychologist William James is the father of psychology in
America but he also made contributions to educational psychology. In his famous series of
lectures Talks to Teachers on Psychology, published in 1899, James defines education as "the
organization of acquired habits of conduct and tendencies to behavior". He states that
teachers should "train the pupil to behavior" so that he fits into the social and physical world.
Teachers should also realize the importance of habit and instinct. They should present
information that is clear and interesting and relate this new information and material to
things the student already knows about.He also addresses important issues such as attention,
memory, and association of ideas.
• In France, during the mid 18th century, Jean Jacques Rousseau put forth a new theory of
educational pedagogy. In his famous work Emile, published in1762, he explained his views
on the benefits of health and physical exercise, and the belief that knowledge acquisition
occurs though experience and that reason and investigation should replace arbitrary
authority. He proposed educating children according to their natural inclinations, impulses
and feelings.

13. • Johann Friedrich Herbart is acknowledged as the "father of scientific pedagogy". He was the
first scientist to distinguish instructional process from subject matter. According to Herbart,
interest develops when already strong and vivid ideas are hospitable towards new ones.
Herbartianism, in predicting that learning follows from building up sequences of ideas
important to the individual, gave teachers an impression of a theory of motivation.
• Herbart Spenser, Froebel(pioneer of kindergarten),John Dewey and Maria Montessori also
contributed in field of Educational Psychology.

14. CONSTRUCTIVIST VIEWS OF LEARNING
• Constructivism is ‘an approach to learning that holds that people actively construct or make
their own knowledge’ (Elliott et al., 2000:256).
• In elaborating constructivists’ ideas Arends (1998) states that constructivism believes in
personal construction of meaning by the learner through experience, and that meaning is
influenced by the interaction of prior knowledge and new events.

15. Principles of Constructivism
• Knowledge is constructed, rather than innate, or passively absorbed
• Constructivism's central idea is that human learning is constructed, that learners build new knowledge upon
the foundation of previous learning. This prior knowledge influences what new or modified knowledge an
individual will construct from new learning experiences (Phillips, 1995).
• Learning is an active process rather than a passive process.
• The passive view of teaching views the learner as ‘an empty vessel’ to be filled with knowledge, whereas
constructivism states that learners construct meaning only through active engagement with the world (such as
experiments or real-world problem solving).Information may be passively received, but understanding cannot
be, for it must come from making meaningful connections between prior knowledge, new knowledge, and the
processes involved in learning.

16. • All knowledge is socially constructed
• Learning is a social activity - it is something we do together, in interaction with each other, rather than an
abstract concept (Dewey, 1938).For example, Vygotsky (1978), believed that community plays a central
role in the process of "making meaning." For Vygotsky, the environment in which children grow up will
influence how they think and what they think about.Thus, all teaching and learning is a matter of sharing
and negotiating socially constituted knowledge.
• All knowledge is personal
• Each individual learner has a distinctive point of view, based on existing knowledge and values. This means
that same lesson, teaching or activity may result in different learning by each pupil, as their interpretations
differ.

17. Types of Constructivism
• Constructivism is divided into three broad categories: Cognitive constructivism based on the work of Jean
Piaget, social constructivism based on the work of Lev Vygotsky, and third one is radical constructivism.
• Cognitive constructivism states knowledge is something that is actively constructed by learners based on their
existing cognitive structures. Therefore, learning is relative to their stage of cognitive development.
• According to social constructivism learning is a collaborative process, and knowledge develops from
individuals' interactions with their culture and society. Social constructivism was developed by Lev
Vygotsky (1978, p. 57)
• The idea of radical constructivism was developed by Ernest von Glasersfeld (1974) and states that all
knowledge is constructed rather than perceived through senses.

18. Constructivist Teaching
• Constructivist teaching uses a variety of student-centered teaching methods and techniques.
• Role of the teacher in a constructivist classroom
The primary responsibility of the teacher is to create a collaborative problem-solving environment
where students become active participants in their own learning.
• From this perspective, a teacher acts as a facilitator of learning rather than an instructor.
• The teacher makes sure he understands the students' preexisting conceptions, and guides the activity
to address them and then build on them (Oliver, 2000).
• Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his
or her help in response to the learner's level of performance. Scaffolding is the guidance,
support and assistance which a teacher provides to students during social interaction that
allows students to gain skill and understanding.
• In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting
material or activity (Copple & Bredekamp, 2009).

19. Features of a Constructivist Classroom
• Tam (2000) lists the following four basic characteristics of constructivist learning
environments, which must be considered when implementing constructivist teaching
strategies:
• 1) Knowledge will be shared between teachers and students.
• 2) Teachers and students will share authority.
• 3) The teacher's role is one of a facilitator or guide.
• 4) Learning groups will consist of small numbers of heterogeneous/mixed ability students.

20. Cont…..
• Honebein (1996) summarizes these pedagogical goals/features of constructivist
learning environments:
• 1) To provide experience with the knowledge construction process (students
determine how they will learn).
• 2) To provide experience while using multiple perspectives (evaluation of
alternative solutions).
• 3) To encourage ownership and a voice in the learning process (student centered
learning).
• 4) To set learning in social perspective/ experience (collaboration).
• 5) To encourage the use of multiple modes of representation, (video, audio text, etc.)
• 6) To encourage awareness of the knowledge construction process (reflection,
metacognition/higher order thinking skills).

21. Traditional Classroom Constructivist Classroom
Strict adherence to a fixed curriculum is highly
valued.
Students’ questions and interests are valued.
Learning is based on repetition. Learning is interactive(cooperating), building
on what the student already knows.
Teacher-centered. Student-centered.
Teachers disseminate information to students;
students are recipients of knowledge (passive
learning).
Teachers have a dialogue with students,
helping students construct their own
knowledge (active learning).
Teacher's role is directive, rooted in authority. Teacher's role is interactive, rooted in
negotiation.
Students work primarily alone (competitive). Students work primarily in groups
(cooperative).

22. • Critical Evaluation
• Strengths
• Constructivism promotes a sense of personal agency as students have ownership of their
learning and assessment.
• Limitations
• The biggest disadvantage is its lack of structure. Some students require highly structured
learning environments to be able to reach their potential.
• It also removes grading in the traditional way and instead places more value on students
evaluating their own progress, which may lead to students falling behind, as without
standardized grading teachers may not know which students are struggling.

23. INFORMATION PROCESSING VIEWS OF LEARNING
• Information processing theories or views of learning represent the group of theories that make use of concept
of information processing for explaining the mechanism of learning.
• Information processing theory explains how individuals acquire,store,recall and use information.
• Information processing stands for an act of processing the information,i.e to analyze, employ or make use of
information for getting some knowledge and experience.
• In view of Joyce and Weil,information processing refers to the ways people handle stimuli from the
environment, organize data, sense problems, generate concepts and solution to problems and employ verbal
and non-verbal symbols.
• information processing deals with the ways and means an information is handled by an individual for deriving
the desired meaning for its further use.

24. INFORMATION PROCESSING
• The Information Processing Model is a framework used by cognitive
psychologists to explain and describe mental processes. The model links the
thinking process to how a computer works.
Just like a computer, the human mind takes in information, organizes and stores it
to be retrieved at a later time. Just as the computer has an input device, a
processing unit, a storage unit, and an output device, so does the human mind have
equivalent structures.
In a computer, information is entered by means of input devices like a keyboard or
scanner. In the human mind, the input device is called the Sensory Register,
composed of sensory organs like the eyes and the ears through which we receive
information about our surroundings.
As information is received by a computer, it is processed in the Central Processing
Unit, which is equivalent to the Working Memory or Short-Term Memory. In the
human mind, this is where information is temporarily held so that it may be used,
discarded, or transferred into long-term memory.

25. • In a computer, information is stored in a hard disk, which is equivalent to the long-term memory.
This is where we keep information that is not currently being used. Information stored in the Long-
Term Memory may be kept for an indefinite period of time.
When a computer processes information, it displays the results by means of an output device like a
computer screen or a printout. In humans, the result of information processing is exhibited through
behavior or actions - a facial expression, a reply to a question, or body movement.
The Information Processing Model is often used by educators and trainers to guide their teaching
methodologies.

27. THREE STAGE INFORMATION PROCESSING THEORY
• This theory is result of ideas presented by Atkinson and Shiffrin. According to this theory, learning is outcome
of the processing of information carried out by human brain at the following stages.
• Sensory register
• Short-term memory
• Long term memory

29. SENSORY REGISTER OF MEMORY
• Sensory register, also called sensory memory, refers to the first and
most immediate form of memory you have.
• The sensory register is your ultra-short-term memory that takes in
sensory information through your five senses (sight, hearing, smell,
taste and touch) and holds it for no more than a few seconds.
• Our senses are engaged when we are exposed to a stimulus, or
something that causes a sensory response, such as a strong odor. It is
the sensory register that enables you to remember sensory stimuli after
your exposure to the stimuli has ended.
• It holds information in its original form for 1 to 3 seconds, during
which time we may recognize and attend to it further.

32. TYPES OF SENSORY MEMORY
• There are two main parts of the sensory register: visual memory, also
called iconic memory, and auditory memory, also called echoic
memory.
• Visual memory/iconic memory holds images we see for less than a
second before it fades. Auditory memory holds sound for a little
longer, a few seconds. You also have sensory registers for touch
(tactile memory), smell (olfactory memory) and taste (gustatory
memory).
• Echoic memory is memory for auditory information related to sounds
and voices

33. SHORT TERM MEMORY
• Short term memory holds about seven bits of information for about 20
seconds if we do not do not do rehearsal.
• It is a temporary memory storage which has limited capacity and
duration.
• Without active processing of information in short term memory, the
information will be lost
• It is often called working memory because it is where various
encoding ,organizational, and retrieval processes occur.
• Working memory capacity appears to be strongly related to
proficiency of learning.

34. SHORT TERM MEMORY
• George Miller wrote a research paper on temporary memory. It was titled, "The Magical
Number Seven Plus or Minus Two 7± 2 Some Limits on our Capacity for Processing
Information.”
• Miller described the capacity of short term memory storage as 7± 2 bits of information or
up to 8 to 9 means 7+ or he can forget 2 items out of 7 to 9 means -2.these items can be
digits,numbers,letters or words.
• For example our phone number consists of 7 to 9 digits. The capacity of an individual’s
short term memory is assessed by asking the person to recall a list of numbers such as
• 7638826
• 7638826 (20 seconds later)
• 7685826 ( 25 seconds later)

35. SHORT TERM MEMORY
• An individual is presented with a sequence of digits and asked to repeat them back. The
length of sequence is increased until a point is reached at which the individual is always
fails. The sequence length at which the individual is correct most of the time is considered
to be his Working Memory Capacity
Information can be held in short-term memory through the use of Maintenance Rehearsal
which is rote repetition. You repeat information over and over without actually changing
it.for example you repeat a telephone number over and over to yourself in order to maintain
it in short term memory
• Information is transferred from short-term memory to long-term memory by the linking of
new information to related information in long-term memory. This process is called
ELABORATIVE REHEARSAL. Elaborative rehearsal is based partly on organization.
This involves grouping together or chunking items of information that share some
important characteristics.
• Elaborative rehearsal is also based on meaningfulness. Meaningful learning occurs when
new information that is clearly written and logically organized.

36. • Elaborative rehearsal involves a deep rehearsal. It is away of remembering
information by connecting it to something that is already well known.
• CHUNKING: One way to reduce forgetting in short term memory is to
involve chunking the information. Chunking is the grouping of bits of data
into smaller or larger meaningful bits. For example a telephone number
may be recalled as two chunks (732-7333) rather than as seven digits.

37. LONG TERM MEMORY
• Long term memory is an unlimited and permanent storehouse of
information. Information is stored permanently even when we are not
recalling it.Its capacity is very large and duration is very long.

38. • Other theories of information processing are
• Levels of processing theory
• Miller’s information theory
• Dual coding theory of information processing
• Educational Implication of Theories of Information Processing
• Information(verbal or non-verbal) be organized in a meaningful, clear and systematic way for its better
understanding
• Students should be helped in focusing on the most important details separating less important
• Students should be helped in making connection between new information and previous knowledge
• Enable students to always revise and repeat information
• Discourage mere memorization without understanding the material

39. MENTAL RETARDATION
• Mental retardation is a general term applied to children who have slow
rate of maturation, inadequate social adjustment and reduced learning
capacity.
• According to Rosen, Fox and Georgy, mental retardation refers to a
chronic condition present from birth to childhood which is characterized
by slow rate of maturation, reduced capacity for learning ,impaired
intellectual functioning, impaired adaptation to social environment.
• A mentally retarded person is one who does not grow up mentally to
meet the average standards.
• Mentally retarded children are also called ,mentally handicapped, slow
learners, feeble minded and educationally backward.

40. MENTAL TETARDATION IQ
MORON(FEEBLE MINDED) 51-75
IMBECILE 26-75
IDIOT 0-25
The morons who have IQ from 51-75 are educable, the
imbecils,who IQ from 26-50 are almost uneducable and the
idiots having IQ below 25 are not educable.

41. MORONS
• They are educable within limits, learn simple routine tasks without
constant superviosion,can make beds, run errands. Some high grade
morons can be trained to do some remunerative jobs such as tailoring,
tending animals,carpentry.However they can not successfully cope
with a novel situation or solve a complicated problems. They lack
motivation to learn a new thing. In fact the common school
environment provides them no motivation for studies. They are
regarded as backward and mentally deficient by their teachers.

42. IMBICLES
• More defective than morons,can not be trained to do useful jobs, some of
them in the upper limit can learn to be dressed, wash and feed themselves,
can learn only the simples tasks under constant supervion,can not learn
complex actions and lack physical skills and communication ability.
IDIOTS
• Lack physical coordination and proper sensory development, require
constant supervision, can not attend to their physical needs, ca not learn to
eat or to drink, can not be trained to wash or dress themselves, can not
even talk beyond a few mono syllables, can not avoid the common dangers
of life, too stupid to avoid fire or a running bus.
• PROVISION OF SPECIAL SCHOOLS
• PROVISION OF SPECIAL CLASSES

43. MOTIVATION
MOTIVE
Motive is a tendency which induces a person to act in certain way.
Motive is an active impulse to achieve a goal.
According to H.A.Murray,motive is an internal factor that arouses,
directs and integrates a person’s behavior.
MOTIVATION
Motivation comes from a Greek word,MOVERE which means to move
or to drive forward. Motivation is any condition of an individual which
points him towards the practice of a given task and which defines the
adequacy of his activities and completion of the task.
According to Anita Woolfolk, motivation is defined as an internal state
that arouses, directs and maintains behavior.

44. MOTIVATION
• According to Abraham Maslow, motivation is constant, never ending,
fluctuating and complex that it is almost universal characteristic of
particularly every organismic state of affairs.
• According to O’Donnel,Reeve and Smith, motivation involves the forces
that energize and direct behavior. Energy means that behavior is strong,
intense and full of effort. Direction means that behavior is focused on
accomplishing a particular goal or outcome. The study of motivation is
therefore the study of all the forces that create and sustain students’
effortful, goal directed action.
• Motivation is CONSTRUCT. Construct is a non-observable trait which
can be noticed in behavior. Key features of motivation are its level and
amount.

45. PROCESS/STAGES OF MOTIVATION
• The activating forces behind motivation are NEEDS & DRIVES.
• Feeling of want for something is called need.
• Need gives rise to drive. Drive arouses individual to activity.
• When goal or purpose is achieved, need is satisfied and tension is reduced.
For example, hunger is a need of a child. Hunger gives rise to drive and
child cries and searches for food. This arousal of purposeful activity is
motivation. On getting the food, his need and drive get satisfied and child
starts playing.
• Thus the different stages of motivation are
• NEED
• DRIVE
• MOTIVE and GOAL

46. FUNCTIONS OF MOTIVES IN LEARNING
• Students’ all behaviors, actions are result of any motive or many motives.
Their actions are controlled by motives which guide them in their life.
• Motives urges them to do something.
• They energize and sustain students’ behavior.
• According to Hebb,when we have a motive ,it increases our efficiency, we
perform more better and we can get involved in that activity for a long
period of time.
• It gives students’ a direction towards their actions and life and in the light
of that direction they can regulate themselves.
• It gives purposefulness to their life. In this way,they do not do any thing
haphazardly rather they have a selective goal.
• Motive regulates their behavior.

47. • Motivation of learning activities helps the pupil to concentrate on what he is
doing, and thereby to gain satisfaction. Continuous motivation is needed to
help learners concentrate on the lessons to be learned.
• In human learning, the motives that are applied most often are the impulse to
mastery and the desire for social approval. As shown by experiments, the
impulse to mastery is the most effective motive for learning. The mastery
motive can be utilized in directing the learning process by the use of the
teacher’s marks, scores in objective tests, and the graphic records of progress.

48. KINDS OF MOTIVATION

49. INTRINSIC MOTIVATION
• It is the natural tendency to seek out and conquer challenges using
personal interests and exercising capabilities.
• When we are intrinsically motivated we do not need any incentive or
punishment because the activity itself rewarding. Satisfied student
studies chemistry outside the classroom simply because he loves the
activity otherwise no one makes him do it.
• Intrinsic motivation is development of interest from within individual.
Intrinsic motive compels individual to action.
• Intrinsic motivation is the natural desire to be involved according to
individual’s interest.
• To energize and strengthen intrinsic motivation, teachers need to find
ways to involve and nurture students’ psychological needs that are
need for social recognition, good reputation,fame,love and affection

50. • When teachers are able to do that then students say that the activity is
interesting, fun and enjoyable. Feelings of enjoyment arise as
spontaneous satisfaction of psychological needs.
• Intrinsic motivation causes various educational benefits. When
students are intrinsically motivated, they show healthy productive
functioning such as initiative,persistence,creativity,high quality
learning, conceptual understanding of what they are learning and
positive well being.
Examples of intrinsic motivation
• Specifying aims and goals
• Curiosity
• Aspiration level
• Ego involvement

51. EXTRINSIC MOTIVATION
• To force the individual from outside. Outside environment pulls the
individual towards desired activity.
• When we do something in order to earn a grade, avoid punishment, please
the teachers or for some other reason we are extrinsically motivated.Infact
we are not really interested in the activity we care only about what it will
gain us. Sarah works for the grades otherwise she has little interest in the
subject itself.
• extrinsic motivation arises from outside incentives and consequences.
• Extrinsic motivation is an environmentally created reason to initiate or
persist in action.
• Common positive reinforcer include praise,stickers,priviledges,bonus
points,tokens,certificates,attention,high
grades,scholarships,honors,trophies,prizes,public recognition like school’s
honor roll,food,awards,money and smiles of approval.

52. HUMANISTIC APPROACH/NEED THEORY
BY MASLOW
• Humanistic approach by Maslow and Carl Rogers of motivation wants to encourage peoples’ inner resources
like their sense of competence,self-esteem,autonomy and self-actualization.Maslow’s theory is very
influential humanistic explanation of motivation.
• Need theory was developed by Abraham Maslow, a professor of Psychology.
• He categorized needs into two divisions. Because in his view, humans have a hierarchy of needs. Therefore,
human needs were arranged in a hierarchy.
• Motivation to work is rooted in fulfillment of various categories of needs.
• TWO CATEGORIES OF NEEDS
• DEFICIT NEEDS
• GROWTH NEEDS

53. CATEGORIES OF NEEDS
DEFICIT NEEDS
• These are necessary for our survival including physiological needs like
hunger and thirst. Deficit or deficiency needs because they motivate people
to act only when they are unachieved or unmet.
• Once these needs are satisfied then a person tries to satisfy safety needs.
Then love and belongingness and self-esteem needs come.
• GROWTH NEEDS: including self-actualization needs. Because people
consciously and unconsciously try to satisfy it.

54. • Maslow arranged all of these needs into a hierarchy.
• Maslow’s order of needs starts from lower order needs to higher order needs.
• Lower order needs must be satisfied before higher order needs are felt.
• When the lower order need is satisfied a higher order motive appears and
demands satisfaction.

55. PHYSIOLOGICAL NEEDS
• They form the basic foundation of Maslow’s theory including
hunger,thirst,breathing and thirst.
• They are the most demanding and powerful of all needs.
• They must be satisfied before we can move on to higher level needs.
• Today many people’s lives have focused on meeting theses basic needs.
• Finding food and water for survival takes priority over concerns about
gaining the respect of peers or developing potentialities as an artist.
• If these needs are unsatisfied, the organism is dominated by them and all
other needs go in background.
• When they are satisfied the higher order needs emerge.

56. PHYSIOLOGICAL NEEDS

57. SAFETY NEEDS
• When physiological needs are met, we are motivated by our safety needs.
• They are most observable in the child because of relative helplessness and
dependence on adults.
• Parental quarrels and threats of separation are harmful to the child’s sense
of security and well-being.
• At the adult level the individuals seek safety to be under someone’s
direction, need of law and order.security,stability,protection and freedom
from fear.
• These needs are most prominent when the future is unpredictable or when
stability of political or social order is threatened.

58. SAFETY NEEDS
• People who are conscious about safety may have large saving accounts or
seek out a job with a lot of future security like permanent post having
pensions and other funds after retirement.
• People earn a lot of money, purchase property,gold,land,shares and invest in
insurance and do a lot of other side business to satisfy their safety needs.
• By doing such things they make their future secure.
• Protection from storm,rain,cold,heat,fire,wild beasts and insects also satisfy
safety needs.
• Children also need safe environment. They must be in safe hands, must be
safe from any intense weather, must be free from any physical harm. Parents
should develop courage and bravery to meet the environmental events.
People live in homes just for their safety/shelter and security.

60. LOVE AND BELONGINGNESS NEEDS
• These needs are dependent on fulfillment and satisfaction of previous
categories of needs.
• These are needs of making close relationship with other members of society
and to be an accepted member of a group.
• People need a familiar environment as family. They need family, relatives
husband, wife daughters,sons,friends and colleagues.
• We are social being and can not live alone. We want someone to be with us.

62. SELF-ESTEEM NEEDS
• Self esteem is value we give to our own characteristics, behaviors and
abilities, the degree to which a person likes, respects or esteems himself.
• Self-respect,self-regard,self-evaluation,reputation,status,social
success,fame,desire,strength,mastery,freedom and independence.
• Maslow divided esteem needs into two categories
I. The desire for strength, achievement and confidence
II. Desire for reputation,prestige,importance,attention and appreciation

63. SELF-ESTEEM NEEDS
• There are many status symbols in society which give the feelings of self-
esteem like possessing a house and bankbalance,titles of honors and
automobile.
• The need to feel superior to others is also self-esteem.
• This need is fulfilled by purchasing of good and costly
items(clothes,shoes,bags and watches) and getting high positions in careers
and academics.
• Failure to satisfy our need of self-esteem,self-respect and admiration cause
feelings of inferiority, helplessness and discouragement.

65. SELF-ACTUALIZATION NEEDS
• Self-actualization is using your skills, abilities and achieving as much as
you can possibly achieve. Self-actualization refers to the need for self-
fulfillment,the need to develop all of our potential talents and capabilities
• To fulfill one’s individual nature in all its aspects being what one can be is
self-actualization.
• When all our lower level needs are satisfied, we begin to ask one selves
what we want out of life, where our lives are headed, what we want to act?
To answer these questions we have to self-actualize ourselves.
• According to Maslow, A musician must make music if he is to be ultimately
at peace with himself. What a man can be he must be. He must be true to his
nature.
• This need we may call self-actualization.
• It is not just the characteristic of genius. A good mother, an athlete, a good
worker or a good teacher may actualize their potentialities in doing well
what they can do best.

66. CHARACTERISTICS OF SELF-ACTUALIZERS
• They show perception.
• They accept themselves and others.
• They show higher level simplicity.
• Independent
• Appreciate basic goods of life
• Develop deep relations with others
• Democratic
• Having sense of humor
• Creative
• Problem centered rather than self-centered
• Realistic. Have new rather than stereotyped approach

67. FACTORS AFFECTING MOTIVATION
• Interest:
• The study results by Walter Vispoel and James Austin(1995)