Motivational Theory and Education

Paper Summary:

The paper discusses various motivational theories that attempt to explain what factors motivate one to excel when given appropriate tasks. The paper provides a comparison of classical and modern motivational theories that include Maslow's hierarchy theory, Hertzberg's two-factor theory, Alderfer's ERG theory and McClelland's acquired needs theory. The paper then applies these theories to the field of education and explains why McClelland's acquired needs theory is most applicable to this field while Argyris' theories are also relevant.

From the Paper:

"Maslow's theory focuses on fulfilling needs in this order: physiological, safety or security, self-esteem and actualization, the highest level or state of psychological independence (Geen, 1995). Herzberg takes a more simplistic approach, suggesting that motivating factors such as recognition or responsibility in the workplace ultimately lead to greater psychological satisfaction, whereas secondary factors he labels "hygiene factors" lead to dissatisfaction or a lack of motivation if not readily available, including job security for example or adequate perceived bonuses or compensation. Herzberg's motivational theory is much simpler and thus more easily adopted than Maslow's theory of hierarchical needs (Geen, 1995)."

Sample of Sources Used:

• Alderfer, C.P. (1980). The methodology of organizational diagnosis, Professional Psychology, 11(1): 459-68
• Argyris, C. (1993). Knowledge for action. A guide to overcoming barriers to organizational change, San Francisco: Jossey Bass.
• Clark, D. (1999). "Theory X and Theory Y." Donald Clark. Accessed 7, June, 2007: http://www.nwlink.com/~donclark/hrd/history/xy.html
• Geen, R.G. (1995). Human motivation: A social psychological approach. Belmont: Cole.
• Ormond, J.E. (2003). Educational psychology: Developing learners' fourth edition, New York: Merrill Prentice Hall.

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