CHAPTER 1 Introduction

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ABOUT MOTIVATION
The term motivation is derived from the Latin word mover, meaning "to move". Motivation is a term that refers to a process that elicits, controls, and sustains certain behaviours. Motivation is a group of phenomena which affect the nature of an individual's behaviour, the strength of the behaviour, and the persistence of the behaviour.

For instance: An individual has not eaten, he or she feels hungry, and as a response he or she eats and diminishes feelings of hunger. There are many approaches to motivation: physiological, behavioural, cognitive, and social. It's the crucial element in setting and attaining goalsand research shows you can influence your own levels of motivation and self-control. According to various theories, motivation may be rooted in a basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism. Motivation is related to, but distinct from, emotion.

DEFINITIONS OF MOTIVATION
Motivation can be broadly defined as the forces acting on or within a person that cause the arousal, direction, and persistence of goal-directed, voluntary effort. Motivation is defined as the process that initiates, guides and maintains goal-oriented behaviours. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge.
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HISTORY
At one time, employees were considered just another input into the production of goods and services. But this changed after the Hawthorne Studies. The Hawthorne studies were conducted by Elton Mayo at Hawthorne Plant in the 1920s. The researchers were studying the effect of different working environments on productivity. They used lighting as an experimental variable (the effect of bright lighting and dull lighting). Initially they noticed that employees were working harder but it was not because of the lighting. They concluded that productivity increased due to attention that the workers got from the research team and not because of changes to the experimental variable. Hawthorne studies found that employees are not motivated solely by money but motivation is linked to employee behaviour and their attitudes. The Hawthorne Studies began the human relations approach to management, so the needs and motivation of employees became the primary focus of managers.

MOTIVATION CONCEPTS
1. INTRINSIC MOTIVATION
Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. Intrinsic Motivation is based on taking pleasure in an activity rather than working towards an external reward. Intrinsic motivation has been studied by social and educational psychologists since the early 1970s. Students who are intrinsically motivated are more likely to engage in the task willingly as well as work to improve their skills, which will increase their capabilities. Students are likely to be intrinsically motivated if they:
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Attribute their educational results to factors under their own control, also known as autonomy,

Believe they have the skill that will allow them to be effective agents in reaching desired goals (i.e. The results are not determined by luck),

Are interested in mastering a topic, rather than just rote-learning to achieve good grades.

2. EXTRINSIC MOTIVATION
Extrinsic motivation refers to the performance of an activity in order to attain an outcome, which then contradicts intrinsic motivation. It is widely believed that motivation performs two functions. First one is often referred to the energetic activation component of the motivation construct. The second one is directed at a specific behaviour and makes reference to the orientation directional component. Motives can be divided into two types: external and internal. Internal motives are considered as the needs that every human being experience, while external indicate the presence of specific situations where these needs arise. Social psychological research has indicated that extrinsic rewards can lead to over justification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition For those children who received no extrinsic reward, Self-determination theory proposes that extrinsic motivation can be internalised by the individual if the task fits with their values and beliefs and therefore helps to fulfil their basic psychological needs.

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3. PUSH AND PULL

This model is usually used when discussing motivation within tourism context, so the most attention in gastronomic tourism research should be dedicated to this theory. Pull factors illustrate the choices of destinations by tourists, whereas push factors determine the desire to go on holiday. Moreover, push motives are connected with internal forces for example need for relaxation or escapism and pull factors in turn induce a traveller to visit certain location by external forces such as landscape, culture image or climate of a destination. Dann also highlights the fact that push factors can be stimulated by external and situational aspects of motivation in shape of pull factors. Then again pull factors are issues that can arise from a location itself and therefore push an individual to choose to experience it. Since, a huge number of theories have been developed over the years in many studies there is no single theory that illustrates all motivational aspects of travelling. Many researchers highlighted that because motives may occur at the same time it should not be assumed that only one motive drives an individual to perform an action as it was presumed in previous studies. On the other hand, since people are not able to satisfy all their needs at once they usually seek to satisfy some or a few of them.

4. SELF-CONTROL
The self-control of motivation is increasingly understood as a subset of emotional intelligence; a person may be highly intelligent according to a more conservative definition (as measured by many intelligence tests), yet unmotivated to dedicate this intelligence to certain tasks. Yale School of Management Professor Victor Vroom's "expectancy theory" provides an account of when people will decide whether to exert self control to pursue a particular goal.
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Drives and desires can be described as a deficiency or need that activates behaviour that is aimed at a goal or an incentive . These are thought to originate within the individual and may not require external stimuli to encourage the behaviour. Basic drives could be sparked by deficiencies such as hunger, which motivates a person to seek food; whereas more subtle drives might be the desire for praise and approval, which motivates a person to behave in a manner pleasing to others. By contrast, the role of extrinsic rewards and stimuli can be seen in the example of training animals by giving them treats when they perform a trick correctly. The treat motivates the animals to perform the trick consistently, even later when the treat is removed from the process.

MOTIVATIONAL THEORIES
1. INCENTIVE THEORY
A reward, tangible or intangible, is presented after the occurrence of an action (i.e. behaviour) with the intent to cause the behaviour to occur again. This is done by associating positive meaning to the behaviour. Studies show that if the person receives the reward immediately, the effect is greater, and decreases as duration lengthens. Repetitive actionreward combination can cause the action to become habit. Motivation comes from two sources: oneself, and other people. These two sources are called intrinsic motivation and extrinsic motivation, respectively. Reinforces and reinforcement principles of behaviour differ from the hypothetical construct of reward. A reinforce is any stimulus change following a response that increases the future frequency or magnitude of that response, therefore the cognitive approach is certainly the way forward as in 1973 Maslow described it as being the golden pineapple. Positive
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reinforcement is demonstrated by an increase in the future frequency or magnitude of a response due to in the past being followed contingently by a reinforcing stimulus. Negative reinforcement involves stimulus change consisting of the removal of an aversive stimulus following a response. Positive reinforcement involves a stimulus change consisting of the presentation or magnification of an appetitive stimulus following a response. From this perspective, motivation is mediated by environmental events, and the concept of distinguishing between intrinsic and extrinsic forces is irrelevant. Applying proper motivational techniques can be much harder than it seems. Steven Kerr notes that when creating a reward system, it can be easy to reward A, while hoping for B, and in the process, reap harmful effects that can jeopardize your goals. Incentive theory in psychology treats motivation and behaviour of the individual as they are influenced by beliefs, such as engaging in activities that are expected to be profitable. Incentive theory is promoted by behavioural psychologists, such as B.F. Skinner and literalized by behaviourists, especially by Skinner in his philosophy of Radical behaviourism, to mean that a person's actions always have social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner. Incentive theory distinguishes itself from other motivation theories, such as drive theory, in the direction of the motivation. In incentive theory, stimuli "attract", to use the term above, a person towards them. As opposed to the body seeking to re-establish homeostasis pushing it towards the stimulus. In terms of behaviourism, incentive theory involves positive reinforcement: the stimulus has been conditioned to make the person happier. For instance, a person knows that eating food, drinking water, or gaining social capital will make them happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has been associated with the removal of the punishment-- the lack of homeostasis in the
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body. For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling of hunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst.

2. ESCAPE-SEEKING DICHOTOMY MODEL

Escapism and seeking are major factors influencing decision making. Escapism is a need to break away from a daily life routine whereas seeking is described as the desire to learn, gain some inner benefits through travelling. Both motivations have some interpersonal and personal facets for example individuals would like to escape from family problems (personal) or from problems with work colleagues (interpersonal). This model can also be easily adapted with regard to different studies.

3. DRIVE-REDUCTION THEORY
There are a number of drive theories. The Drive Reduction Theory grows out of the concept that we have certain biological drives, such as hunger. As time passes the strength of the drive increases if it is not satisfied (in this case by eating). Upon satisfying a drive the drive's strength is reduced. The theory is based on diverse ideas from the theories of Freud to the ideas of feedback control systems, such as a thermostat. Drive theory has some intuitive or folk validity. For instance when preparing food, the drive model appears to be compatible with sensations of rising hunger as the food is prepared, and, after the food has been consumed, a decrease in subjective hunger. There are several problems, however, that leave the validity of drive reduction open for debate. The first problem is that it does not explain how secondary reinforces reduce drive. For example, money satisfies no biological or psychological needs, but a pay check appears to reduce
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drive through second-order conditioning. Secondly, a drive, such as hunger, is viewed as having a "desire" to eat, making the drive a homuncular beinga feature criticized as simply moving the fundamental problem behind this "small man" and his desires. In addition, it is clear that drive reduction theory cannot be a complete theory of behaviour, or a hungry human could not prepare a meal without eating the food before he finished cooking it. The ability of drive theory to cope with all kinds of behaviour, from not satisfying a drive (by adding on other traits such as restraint), or adding additional drives for "tasty" food, which combine with drives for "food" in order to explain cooking render it hard to test.

a) COGNITIVE DISSONANCE THEORY

Suggested by Leon Festinger, cognitive dissonance occurs when an individual experiences some degree of discomfort resulting from an inconsistency between two cognitions: their views on the world around them, and their own personal feelings and actions. For example, a consumer may seek to reassure himself regarding a purchase, feeling, in retrospect, that another decision may have been preferable. His feeling that another purchase would have been preferable is inconsistent with his action of purchasing the item. The difference between his feelings and beliefs causes dissonance, so he seeks to reassure himself. While not a theory of motivation, per se, the theory of cognitive dissonance proposes that people have a motivational drive to reduce dissonance. The cognitive miser perspective makes people want to justify things in a simple way in order to reduce the effort they put into cognition. They do this by changing their attitudes, beliefs, or actions, rather than facing the inconsistencies, because dissonance is a mental strain. Dissonance is also reduced by justifying, blaming, and denying. It is one of the most influential and extensively studied
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theories in social psychology.

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4. NEED THEORIES

a) NEED HIERARCHY THEORY Abraham Maslow is well renowned for proposing the Hierarchy of Needs Theory in 1943. This theory is a classical depiction of human motivation. This theory is based on the assumption that there is a hierarchy of five needs within each individual. The urgency of these needs varies. These five needs are as followsPhysiological needs- These are the basic needs of air, water, food, clothing and shelter. In other words, physiological needs are the needs for basic amenities of life. Safety needs- Safety needs include physical, environmental and emotional safety and protection. For instance- Job security, financial security, protection from animals, family security, health security, etc. Social needs- Social needs include the need for love, affection, care, belongingness, and friendship. Esteem needs- Esteem needs are of two types: internal esteem needs (self- respect, confidence, competence, achievement and freedom) and external esteem needs (recognition, power, status, attention and admiration). Self-actualization need- This include the urge to become what you are capable of becoming / what you have the potential to become. It includes the need for growth and selfcontentment. It also includes desire for gaining more knowledge, social- service, creativity and being aesthetic. The self- actualization needs are never fully satiable. As an individual grows psychologically, opportunities keep cropping up to continue growing.

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Fig 1: MASLOWS NEED HIERARCHY

According to Maslow, individuals are motivated by unsatisfied needs. As each of these needs is significantly satisfied, it drives and forces the next need to emerge. Maslow grouped the five needs into two categories - Higher-order needs and Lower-order needs. The physiological and the safety needs constituted the lower-order needs. These lower-order needs are mainly satisfied externally. The social, esteem, and self-actualization needs constituted the higher-order needs. These higher-order needs are generally satisfied internally, i.e., within an individual. Thus, we can conclude that during boom period, the employees lower-order needs are significantly met.

Limitations of Maslows Theory

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It is essential to note that not all are governed by same set of needs. Different individuals may be driven by different needs at same point of time. It is always the most powerful unsatisfied need that motivates an individual.

The theory is not empirically supported. The theory is not applicable in case of starving artist as even if the artists basic needs are not satisfied, he will still strive for recognition and achievement

b) HERZBERG'S TWO-FACTOR THEORY Frederick Herzberg's two-factor theory, a.k.a. intrinsic/extrinsic motivation, concludes that certain factors in the workplace result in job satisfaction, but if absent, they don't lead to dissatisfaction but no satisfaction. The factors that motivate people can change over their lifetime, but "respect for me as a person" is one of the top motivating factors at any stage of life. He distinguished between: Motivators; (e.g. challenging work, recognition, responsibility) which give positive satisfaction, and

Hygiene factors; (e.g. status, job security, salary and fringe benefits) that do not motivate if present, but, if absent, result in demotivation. The name Hygiene factors is used because, like hygiene, the presence will not make you healthier, but absence can cause health deterioration. The theory is sometimes called the "Motivator-Hygiene Theory" and/or "The Dual Structure Theory." Herzberg's theory has found application in such occupational fields as information systems
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and in studies of user satisfaction (see Computer user satisfaction).

c) ALDERFER'S ERG THEORY Alderfer, expanding on Maslow's hierarchy of needs, created the ERG theory. This theory posits that there are three groups of core need existence, relatedness, and growth, hence the label: ERG theory. The existence group is concerned with providing our basic material existence requirements. They include the items that Maslow considered to be physiological and safety needs. The second group of needs are those of relatedness- the desire we have for maintaining important interpersonal relationships. These social and status desires require interaction with others if they are to be satisfied, and they align with Maslow's social need and the external component of Maslow's esteem classification. Finally, Alderfer isolates growth needs' an intrinsic desire for personal development. These include the intrinsic component from Maslow's esteem category and the characteristics included under selfactualization.

d) SELF-DETERMINATION THEORY Self-determination theory, developed by Edward Deci and Richard Ryan, focuses on the importance of intrinsic motivation in driving human behaviour. Like Maslow's hierarchical theory and others that built on it, SDT posits a natural tendency toward growth and development. Unlike these other theories, however, SDT does not include any sort of "autopilot" for achievement, but instead requires active encouragement from the environment. The primary factors that encourage motivation and development are autonomy, competence feedback, and relatedness.

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APPLICATIONS

1. EDUCATION
Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields. Motivation in education can have several effects on how students learn and how they behave towards subject matter. It can: Direct behaviour toward particular goals Lead to increased effort and energy Increase initiation of, and persistence in, activities Enhance cognitive processing Determine what consequences are reinforcing Lead to improved performance. Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates. If teachers decided to extrinsically reward productive student behaviours, they may find it difficult to extricate themselves from that path. Consequently student dependency on extrinsic rewards represents one of the greatest detractors from their use in the classroom. The majority of new student orientation leaders at colleges and universities recognize that
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distinctive needs of students should be considered in regard to orientation information provided at the beginning of the higher education experience. Research done by Whyte in 1986 raised the awareness of counsellors and educators in this regard. In 2007, the National Orientation Directors Association reprinted Cassandra B. Whyte's research report allowing readers to ascertain improvements made in addressing specific needs of students over a quarter of a century later to help with academic success. Generally, motivation is conceptualized as either intrinsic or extrinsic. Classically, these categories are regarded as distinct. Today, these concepts are less likely to be used as distinct categories, but instead as two ideal types that define a continuum: Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant. It has been shown that intrinsic motivation for education drops from grades 3-9 though the exact cause cannot be ascertained. Also, in younger students it has been shown that contextualizing material that would otherwise be presented in an abstract manner increases the intrinsic motivation of these students.

Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades). Cassandra B. Whyte researched and reported about the importance of locus of control and academic achievement. Students tending toward a more internal locus of control are more academically successful, thus encouraging curriculum and activity development with consideration of motivation theories. Motivation has been found to be an important element in the concept of Andragogy (what motivates the adult learner), and in treating Autism Spectrum Disorders, as in Pivotal Response Therapy.
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Doyle and Moeyn have noted that traditional methods tended to use anxiety as negative motivation (e.g. use of bad grades by teachers) as a method of getting students to work. However, they have found that a progressive approach with focus on positive motivation over punishment has produced greater effectiveness with learning, since anxiety interferes with performance of complex tasks.

2. BUSINESS
At lower levels of Maslow's hierarchy of needs, such as physiological needs, money is a motivator; however it tends to have a motivating effect on staff that lasts only for a short period (in accordance with Herzberg's two-factor model of motivation). At higher levels of the hierarchy, praise, respect, recognition, empowerment and a sense of belonging are far more powerful motivators than money, as both Abraham Maslow's theory of motivation and Douglas McGregor's theory X and theory Y (pertaining to the theory of leadership) demonstrate. According to Maslow, people are motivated by unsatisfied needs. The lower level needs such as Physiological and Safety needs will have to be satisfied before higher level needs are to be addressed. We can relate Maslow's Hierarchy of Needs theory with employee motivation. For example, if a manager is trying to motivate his employees by satisfying their needs; according to Maslow, he should try to satisfy the lower level needs before he tries to satisfy the upper level needs or the employees will not be motivated. Also he has to remember that not everyone will be satisfied by the same needs. A good manager will try to figure out which levels of needs are active for a certain individual or employee. Maslow has money at the lowest level of the hierarchy and shows other needs are better motivators to staff. McGregor places money in his Theory X category and feels it is a poor
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motivator. Praise and recognition are placed in the Theory Y category and are considered stronger motivators than money. Motivated employees always look for better ways to do a job. Motivated employees are more quality oriented. Motivated workers are more productive. The average workplace is about midway between the extremes of high threat and high opportunity. Motivation by threat is a dead-end strategy, and naturally staffs are more attracted to the opportunity side of the motivation curve than the threat side. Motivation is a powerful tool in the work environment that can lead to employees working at their most efficient levels of production. Nonetheless, Steinmetz also discusses three common character types of subordinates: ascendant, indifferent, and ambivalent that all react and interact uniquely, and must be treated, managed, and motivated accordingly. An effective leader must understand how to manage all characters, and more importantly the manager must utilize avenues that allow room for employees to work, grow, and find answers independently. The assumptions of Maslow and Herzberg were challenged by a classic study at Vauxhall Motors' UK manufacturing plant. This introduced the concept of orientation to work and distinguished three main orientations: instrumental (where work is a means to an end), bureaucratic (where work is a source of status, security and immediate reward) and solidaristic (which prioritises group loyalty). Other theories which expanded and extended those of Maslow and Herzberg included Kurt Lewin's Force Field Theory, Edwin Locke's Goal Theory and Victor Vroom's Expectancy theory. These tend to stress cultural differences and the fact that individuals tend to be motivated by different factors at different times.
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According to the system of scientific management developed by Frederick Winslow Taylor, a worker's motivation is solely determined by pay, and therefore management need not consider psychological or social aspects of work. In essence, scientific management bases human motivation wholly on extrinsic rewards and discards the idea of intrinsic rewards. In contrast, David McClelland believed that workers could not be motivated by the mere need for moneyin fact, extrinsic motivation (e.g., money) could extinguish intrinsic motivation such as achievement motivation, though money could be used as an indicator of success for various motives, e.g., keeping score. In keeping with this view, his consulting firm, McBer & Company, had as its first motto "To make everyone productive, happy, and free." For McClelland, satisfaction lay in aligning a person's life with their fundamental motivations. Elton Mayo found that the social contacts a worker has at the workplace are very important and that boredom and repetitiveness of tasks lead to reduced motivation. Mayo believed that workers could be motivated by acknowledging their social needs and making them feel important. As a result, employees were given freedom to make decisions on the job and greater attention was paid to informal work groups. Mayo named the model the Hawthorne effect. His model has been judged as placing undue reliance on social contacts at work situations for motivating employees. William Ouchi introduced Theory Z, a hybrid management approach consisting of both Japanese and American philosophies and cultures. Its Japanese segment is much like the clan culture where organizations focus on a standardized structure with heavy emphasis on socialization of its members. All underlying goals are consistent across the organization. Its American segment retains formality and authority amongst members and the organization. Ultimately, Theory Z promotes common structure and commitment to the organization, as well as constant improvement of work efficacy.
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In Essentials of Organizational Behaviour, Robbins and Judge examine recognition programs as motivators, and identify five principles that contribute to the success of an employee incentive program: Recognition of employees' individual differences, and clear identification of behaviour deemed worthy of recognition Allowing employees to participate Linking rewards to performance Rewarding of nominators Visibility of the recognition process

3. GAMES
Motivational models are central to game design, because without motivation a player will not be interested in progressing further within a game. Several models for game play motivations have been proposed, including Richard Bartle's. Jon Radoff has proposed a four-quadrant model of game play motivation that includes cooperation, competition, immersion and achievement. The motivational structure of games is central to the gamification trend, which seeks to apply game-based motivation to business applications.

ABOUT ACADEMIC MOTIVATION

Motivation is typically defined as the force that accounts for the arousal, selection, direction, and continuation of behavior. Motivation means the desire and willingness to do something.
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It is a drive that compels an individual to act towards the attainment of some goal. Motivation refers to the forces either within or external to a person that arouse enthusiasm and persistence to pursue a certain course of action. Motivation plays a crucial role in learning. It not only sets in motion the activity resulting in learning, but also sustains and directs it. It is the central factor in the effective management of the process of learning.

ACADEMIC MOTIVATION
Academic motivation has been found positively associated with academic achievement, academic performance and will to learn Academic motivation is a persons desire (as reflected in approach, persistence, and level of interest) regarding academic subjects when competence is judged against a standard of performance or excellence. Academic motivation is a subtype of the general construct of effectance motivation, which is defined as the need to be successful or effective in dealing with ones environment.

MOTIVATION AFFECTS LEARING AND BEHAVIOUR

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Fig 2: EFFECT OF ACADEMIC MOTIVATION

ENCOURAGING STUDENT ACADEMIC MOTIVATION

One of the greatest frustrations mentioned by many teachers is that their students are often not motivated to learn. Teachers quickly come to recognize the warning signs of poor
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motivation in their classroom: students put little effort into homework and class work assignments, slump in their seats and fail to participate in class discussion, or even become confrontational toward the teacher when asked about an overdue assignment. One common method for building motivation is to tie student academic performance and classroom participation to specific rewards or privileges. Critics of reward systems note, however, that they can be expensive and cumbersome to administer and may lead the student to engage in academics only when there is an outside 'payoff.' While there is no magic formula for motivating students, the creative teacher can sometimes encourage student investment in learning in ways that do not require use of formal reward systems. Here are some alternative ideas for promoting student motivation:

1. Build in rewarding opportunities for social interaction. A student may find an otherwise tedious or frustrating task to be more motivating if it provides an opportunity for social interaction. An adult tutor, for instance, can provide support and encouragement that can kindle motivation for a student. Cross-age peer tutoring, cooperative learning groups and informal 'study groups' are other examples of social situations that students may find to be both motivating and good settings for reviewing academic skills. One caution, though: social interactions can be so entertaining in their own right that they interfere with learning! Instructors can minimize social distractions in academic situations by making their expectations for student work very clear from the outset and by monitoring social groupings to ensure that academics always remain the main focus. 2. Provide audiences for student work. One social context that can be extremely motivating is to have an audience that will eventually evaluate one's creative work. Instructors can encourage students to submit their work to publications, for example, to post it on web sites, or to present it to live audiences (e.g., a poetry reading).
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3. Reduce the 'effort' needed to complete an academic assignment. Research indicates that the amount of effort needed to undertake an activity (effort threshold) will play an important role in how motivated a person is to attempt the activity in the first place. If a task is made more difficult, it is likely that people will be more likely to put off trying the task. If a task is made easier, people will more willingly attempt it. Teachers and parents can use this well-documented (and common-sense) fact to increase a student's willingness to engage in academics. Here are some examples that show how reducing the effort connected with a learning activity can lead to greater student participation: A difficult and complex task (e.g., researching and writing a term paper) can break down into easier-to-accomplish sub-steps for the student to complete as separate assignments. A peer helper may assist a student who is chronically disorganized to set up and clean up their work area each day, making the task less time-consuming. If a child typically does not read for entertainment and will not go to the library for a book, a parent can leave interesting books around in the home for the child to read. 4. Connect academic requirements to real-world situations . The media are full of true stories that demonstrate the application of knowledge from various academic areas to realworld problems. When students see that content covered in their coursework can help to explain how actual, high-profile problems were created or solved, they can sense the real power of academic knowledge and its potential to affect human lives. Here is one recent real-world example that a teacher might use to illustrate potential dangers in attempting to coordinate translation of measurements across competing systems: The radio signal of a NASA interplanetary probe sent to orbit Mars vanished suddenly on
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September 23, 1999, just as it was nearing the red planet. An investigation revealed the source of the problem. It appears that engineers planning the mission had failed to translate calculations of rocket thrust from the English measurement system (pounds of thrust) to a metric measurement system (1 Newton = 4.45 English pounds of thrust). During the final leg of the probe's journey through space, mission managers assumed wrongly that rocket thrust calculations were in metric, rather than English, units and manoeuvred the rocket accordingly. As a result, the probe went off course, probably entering the Martian atmosphere and being destroyed.

5. Offer students meaningful choice wherever possible . One intriguing element that teachers can explore to increase student motivation is that of choice. It appears to be a general principal that, when students are offered some degree of autonomy and choice in selecting or carrying out an activity, they are more motivated to take part in that activity. Of course, the teacher must decide to what degree they can build choice into academic activities. As examples of how choice can be applied in the classroom, teachers may permit students to: Select the order in which they will complete several in-class or homework assignments; Bring a book of their own choosing to a session with a reading tutor; Be given several short, timed breaks during a work period and allowed to choose when to take them.

6. Make learning fun! Teachers have always used game-like formats to liven up academic material and engage student interest. A teacher may decide, for example, to have a class review for an upcoming test by playing a game that follows the format of the TV game
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show, Jeopardy! -- the teacher presents test review items and requires competing teams to try to phrase questions for which review items are logical answers. Humour and fast-paced instruction are also methods for making learning more lively and interesting.

GENERAL STRATEGIES FOR ACADEMIC MOTIVATION

Motivation Theory
There are three general indices of motivation: choice, effort, and persistence. Recognize students' needs for self-determination and autonomy, and provide opportunities for choice and control. Understand that students may be intrinsically and extrinsically motivated to learn. While it may be ideal to have a room full of intrinsically motivated students, it is understandable that students are also driven by the desire for grades, approval and other rewards. Intrinsic and extrinsic motivation exist not a single continuum, but on two separate ones, and students may often have multiple goals for the same course. Students usually direct their behaviour toward activities that they value and in which they have some expectancy of success.

Capitalize on students' existing needs

Use student's interest and natural curiosity appeal aid in motivation. Students will be motivated to learn when the course is structured in a way that students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something
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in order to complete a particular task or activity, the need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in it, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs.

Make students active participants in learning

Students learn by doing, making, writing, designing, creating, and solving. Passivity dampens students' motivation and curiosity. Pose questions. Encourage students to suggest approaches to a problem or to guess the results of an experiment. As Confucius said, "Tell me and I'll forget; show me and I may remember; but directly involve me, and I'll make it my own"

Ask students to analyze what makes their classes more or less "motivating."
One way to measure what motivates students is to ask them. Survey what type of lecture has been the most motivating and what type of class has been the least. Appeal to students' interests and curiosity. To build intrinsic motivation, we must build a climate of understanding and trust.

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INCORPORATING INSTRUCTIONAL BEHAVIORS THAT MOTIVATE STUDENTS

Hold

high

but

realistic

expectations

for

your

students.

Program students for success. While exams and assignments should still be challenging, they should also offer students a reasonable chance for success. When instructors expect the best work from their students, research has shown that students generally rise to the task.

Help students set achievable goals for themselves.

Failure to attain unrealistic goals can disappoint and frustrate students. Encourage students to focus on their continued improvement, not just on their grade on any one test or assignment. Help students evaluate their progress by encouraging them to critique their own work, analyze their strengths, and work on their weaknesses. For example, consider asking students to submit self-evaluation forms with one or two assignments.

Tell students what they need to do to succeed in your course.

Don't let your students struggle to figure out what is expected of them. Reassure students that they can do well in your course, and tell them exactly what they must do to succeed. Say something to the effect that "If you can handle the examples on these problem sheets, you can pass the exam. People who have trouble with these examples can ask me for extra
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help." Or instead of saying "You're way behind," tell the student, "Here is one way you could go about learning the material. How can I help you?"

Strengthen students' self-motivation.

Avoid messages that reinforce your power as an instructor or that emphasizes extrinsic rewards. Instead of saying "I require," "you must," or "you should," stress "I think you will find," or "I will be interested in your reaction."

Avoid creating intense competition among students.

Bligh (1971) reports that students are more attentive, display better comprehension, produce more work, and are more favourable to the teaching method when they work cooperatively in groups rather than compete as individuals. Refrain from public criticisms of students' performance and from comments or activities that pit students against one another.

Be enthusiastic about your subject.

An instructor's enthusiasm is a crucial factor in student motivation. If you become bored or apathetic, students will too. Typically, an instructor's enthusiasm comes from confidence, excitement about the content and genuine pleasure in teaching. If you find yourself uninterested in the material, think back to what attracted you to the field and bring those aspects of the subject matter to life for your students. Or challenge yourself to devise the most exciting way to present the material, however dull the material itself may seem to you.

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STRUCTURING THE COURSE TO MOTIVATE STUDENTS

Work from students' interests.

An instructor should be sure not the focus on what they want to teach or on what they are required to teach, but concentrate more on teaching what the students might find interesting. What do the students find intrinsically motivating? What are their wants or needs? By avoiding work in which students will be criticized or punished, the students' intrinsic motivation will be ignited.

When possible, let students have some say in choosing what will be studied.
Give students options on term papers or other assignments (but not on tests). Let students decide between two locations for the field trip, or have them select which topics to explore in greater depth. If possible, include optional or alternative units in the course.

Get to know your students.

Whenever possible, share something about yourself with your students. Look for opportunities to let them know who you are and what you stand for.

Vary your teaching methods.

Instructors who teach in a variety of ways are able to meet the diverse learning of all of their
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students. Variety reawakens students' involvement in the course and their motivation. Break the routine by incorporating a variety of teaching activities and methods in your course: role playing, debates, brainstorming, discussion, demonstrations, case studies, audiovisual presentations, guest speakers, or small group work.

DE-EMPHASIZING GRADES

Emphasize mastery and learning rather than grades

Ames and Ames (1990) report on two secondary school math teachers. One teacher graded every homework assignment and counted homework as 30 percent of a student's final grade. The second teacher told students to spend a fixed amount of time on their homework (thirty minutes a night) and to bring questions to class about problems they could not complete. This teacher graded homework as satisfactory or unsatisfactory, gave students the opportunity to redo their assignments, and counted homework as 10 percent of their final grade. Although homework was a smaller part of the course grade, this second teacher was more successful in motivating students to turn in their homework. In the first class, some students gave up rather than risk low evaluations of their abilities. In the second class, students were not risking their self-worth each time they did their homework but rather were attempting to learn. Mistakes were viewed as acceptable and something to learn from. Researchers recommend de-emphasizing grading by eliminating systems of credit points; they also advise against trying to use grades to control non-academic behaviour (for example, lowering grades for missed classes). Instead, assign ungraded written work; stress the personal satisfaction of doing assignments, and help students measure their progress.
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Design tests that encourage the kind of learning you want students to achieve.
Many students will learn whatever is necessary to get the grades they desire. If you base your tests on memorizing details, students will focus on memorizing facts. If your tests stress the synthesis and evaluation of information, students will be motivated to practice those skills when they study.

Avoid using grades as threats.

As McKeachie (1986) points out, the threat of low grades may prompt some students to work hard, but other students resort to academic dishonesty, excuses for late work, and other counterproductive behaviour.

MOTIVATING STUDENTS BY RESPONDING TO THEIR WORK

Give students feedback as quickly as possible.

Return tests and papers promptly, and reward success publicly and immediately. Give students some indication of how well they have done and how to improve. Rewards can be as simple as saying a student's response was good, with an indication of why it was good, or mention the names of contributors.

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Reward success.

Both positive and negative comments influence motivation, but research consistently indicates that students are more affected by positive feedback and success. Praise builds students' self-confidence, competence, and self-esteem. Recognize sincere efforts even if the product is less than stellar. If a student's performance is weak, let the student know that you believe he or she can improve and succeed over time.

Give students specific information about how their work will be graded.
Give rubrics with specific information about how their work will be graded. Let them know what should be included in work of the highest quality. If possible, give examples on the good work of other students from past years. If students know what is expected of their work and have in mind what high quality work looks like, they will be more motivated to try their best.

Be specific when giving negative feedback.

Negative feedback is very powerful and can lead to a negative class atmosphere. Whenever you identify a student's weakness, make it clear that your comments relate to a particular task or performance, not to the student as a person. Don't make negative comments nebulous. Try to cushion negative comments with a compliment about the aspects of the task in which the student succeeded.

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Avoid demeaning comments.

Many students in your class may be anxious about their performance and abilities. Be sensitive to how you phrase your comments and avoid offhand remarks that might prick their feelings of inadequacy.

Avoid giving in to students' pleas for "the answer" to homework problems.

When you simply give struggling students the solution, you rob them of the chance to think for them. Use a more productive approach. Ask the students for one possible approach to the problem. Gently brush aside students' anxiety about not getting the answer by refocusing their attention on the problem at hand. Ask the students to build on what they do know about the problem. Resist answering the question "Is this right?" Suggest to the students a way to check the answer for themselves. Praise the students for small, independent steps. If you follow these steps, your students will learn that it is all right not to have an instant answer. They will also learn to develop greater patience and to work at their own pace. And by working through the problem, students will experience a sense of achievement and confidence that will increase their motivation to learn.

MOTIVATING STUDENTS TO DO THE READING

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Assign the reading at least two sessions before it will be discussed.

Give students ample time to prepare and try to pique their curiosity about the reading: "This article is one of my favourites, and I'll be interested to see what you think about it."

Assign study questions.

Hand out study questions that alert students to the key points of the reading assignment. To provide extra incentive for students, tell them you will base exam questions on the study questions.

Ask nonthreatening questions about reading.

Initially pose general questions that do not create tension or feelings of resistance: "Can you give me one or two items from the chapter that seem important?" "What section of the reading do you think we should review?" "What item in the reading surprised you?" "What topics in the chapter can you apply to your own experience?"

Prepare

an

exam

question

on

undiscussed

readings .

If students have not done the reading, tell them that there will be at least one question taken directly from what they were to have read. The next time the reading is discussed, remind about what happened last time and that if they come to class prepared, there won't be any surprises on the exam.

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CHAPTER-2 Research

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OBJECTIVES OF THE STUDY

MAIN OBJECTIVE:
To find out the impact and role of academic motivation among selected management students in Lucknow.

OTHER OBJECTIVES:
To understand how students are motivated at academic level as they are our future managers. To access the level of motivation in management students. To understand the concept of motivation and the way it affects the behaviour of students.

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WHAT IS RESEARCH METHODOLOGY

Research methodology is a way to systematically solve the problem. It may be understood has a science of studying how research is done scientifically. In it we study the various steps that all generally adopted by a researcher in studying his research problem along with the logic behind them. The scope of research methodology is wider than that of research method.

MEANING OF RESEARCH
Research is defined as a scientific & systematic search for pertinent information on a specific topic. Research is an art of scientific investigation. Research is a systemized effort to gain new knowledge. It is a careful inquiry especially through search for new facts in any branch of knowledge. The search for knowledge through objective and systematic method of finding solution to a problem is a research.

RESEARCH DESIGN
A research design is a type of blueprint prepared on various types of blueprints available for the collection, measurement and analysis of data. A research design calls for developing the most efficient plan of gathering the needed information. The design of a research study is based on the purpose of the study.

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A research design is the specification of methods and procedures for acquiring the information needed. It is the overall pattern or framework of the project that stipulates what information is to be collected from which source and by what procedures.

SAMPLING
Sampling may be defined as the selection of some part of an aggregate or totality on the basis of which a judgment or inference about the aggregate or totality is made. An integral component of a research design is the sampling plan. Specifically, it addresses three questions. Whom to survey (The Sample Unit) How many to Survey (The Sample Size) & How to select them (The Sampling Procedure)

Making a census study of the whole universe will be impossible on the account of limitations of time. Hence sampling becomes inevitable. A sample is only a portion of the total employee strength. According to Yule, a famous statistician, the object of sampling is to get maximum information about the parent population with minimum effort.

METHODS OF SAMPLING
Probability Sampling is also known as random sampling or chance sampling .Under this
sampling design every individual in the organization has an equal chance, or probability, of
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being chosen as a sample. This implies that the section of sample items is independent of the persons making the study that is; the sampling operation is controlled objectively so that the items will be chosen strictly at random.

Non Probability Sampling is also known as deliberate sampling, purposeful and

judgmental sampling. Non-Probability Sampling is that which does not provide every individual in the Organization with a known chance of being included in the sample.

CONVENIENCE SAMPLING
It is based on the convenience of the researcher who is to select a sample. Respondents in the sample are included in it merely on account of their being available on the spot where the survey was in progress.

DATA COLLECTION METHOD

Collection of data is the first step in statistics. The data collection process follows the formulation for research design including the sample plan. The data can be secondary or primary.

COLLECTION OF PRIMARY DATA

During the course of the study or research can be through observations or through direct communication with respondents on one form or another or through personal interviews. The Questionnaire was formulated keeping in mind the objectives of the research study.

COLLECTION OF SECONDARY DATA

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Means data that is already available i.e., they refer to data, which has already been collected and analyzed by someone else. When a secondary data is used, the researcher has to look into various sources from where he can obtain data. This includes information from various books, periodicals, magazines etc.

RESEARCH METHODOLOGY ADOPTED

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 RESEARCH DESIGN
Descriptive research

SAMPLING
o SAMPLING TECHNIQUE
Non-Probability Sampling(Convenience Sampling)

o SAMPLE SIZE
60 students

o SAMPLE UNIT
Management students from different institutes of Lucknow.

SOURCE OF DATA
o PRIMARY DATA
Structured Questionnaire

o SECONDARY DATA
Journals, Books, Websites, Articles etc

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DATA ANALYSIS AND INTERPRETATION

1. For joining the management Course, Students were motivated by:

No. Of Students 60 100%

Self 47 78%

Parents 8 14%

Relatives 0 0%

Friends 5 8%

Table 1: Source Of Motivation For Joining Course

Fig 3: Source Of Motivation For Joining Course CONCLUSION: From the responses of the respondents it shows that majority of the students i.e. 78% gets motivated by themselves to join the course, while only 14% by parents and 8% by friends. There are no students who were motivated by their relatives.

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2. In class Students are motivated by:

No. Of Students 60 100%

Appreciation 31 52%

Rewards 11 18%

Marks or position Gained 18 30%

Table 2: Source Of Motivation In Class Fig 4: Source Of Motivation In Class

30% 52% 18% Appreciation Rewards Marks or Position Gained

CONCLUSION: The response shows that 52% of the management students are motivated through the appreciation and 30% through the marks or position gained. Very less students i.e. only 18% are motivated by the rewards.

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3. During the course, student suffers from:

Table3: During Course, Students Suffers From

No. Of Students 60 100%

Tension 34 57%

Frustration 4 28

Stress 17 7%

None 5 8%

8%

28% 57% 7% Tension Frustration Stress None

Fig 5: During Course, Students Suffers From

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CONCLUSION: Study shows that during the course most of the students suffer from tension. Some also feel stressed during their course. There are only very few students who do not feel any kind of tension, frustration or stress.

4. Need that derives motives

No. Of Students Security Social Esteem Psychological Self Actualization

60 100%

10 17%

25 41%

10 17%

4 7%

11 18%

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Table 4: Need Deriving Motives

18% 7% 17%

17% Security Social 41% Esteem Psychological self Actualization

Fig 6: Need Deriving Motives CONCLUSION: According to the survey it is interpreted that the need that derives motives for most of the students is the social need. There are very less students who motives are derived from psychological needs.

5. Strongest need (at present) that students desire to achieve

No. Of Students Security Social Esteem Psychological Self Actualization

60 100%

15 25%

5 8%

12 20%

8 13%

20 34%
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Table 5: Need Students Desire to Achieve

34%

25% Security 8% 13% Social Esteem 20% Psychological self Actualization

Fig 7: Need Students Desire to Achieve CONCLUSION: Survey shows that at present the strongest need that students desire to achieve is the need for self actualization. Also they need security and esteem need. Only very few students desire for social need.

6. Type of lecture(s) that motivates

No. Of Students 60 100% Simple Notes Giving 0 0% Lectures through Presentations 9 Guest Lectures 4 Lectures with Cases and Examples 44 73% Presentations by Students 3 5%

15% 7% Table6: Lecture That Motivates

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0% 5%

15% 7% Simple Notes Giving LecturesThrough Presentation

73%

Guest lectures Lectureswith cases and examples Taking presentation By Students

Fig 8: Lecture That Motivates

CONCLUSION: Study shows that students are motivated by the lectures that are delivered with case and examples. None of them are motivated by simple notes giving lectures.

7. Lectures given in your college motivates you

No. Of Students 60 100% Strongly Agree 12 24% 34 48% 4 8% 5 10% Agree Neutral Disagree Strongly Disagree 5 10%

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Table 7: Agree That Lectures Are Motivating

10% 10% 8%

24% Strongly Agree Agree Neutral 48% Disagree Strongly Disagree

Table 9: Agree That Lectures Are Motivating CONCLUSION: Survey shows that majority of the students agree that the lectures that are delivered in their college motivate them. But still dissatisfaction was found in some of the students.

8. Teachers and professors in your college are motivating factors.

No. Of Students 60 100%

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

16 27%

27 45%

9 15%

7 11%

5 2%

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Table8: Teachers Are Motivating Factors

11% 15%

2% 27% Strong ly Ag ree Agree Neutral 45% Disag ree Strong ly Disag ree

Fig 10: Teachers Are Motivating Factors

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CONCLUSION: Study shows that while most of the students agree that teachers and professors in their college are the motivating factor but also some students do not agreed to it.

9. You are motivated enough as to work with best of your capability

No. Of Students Strongly Agree Agree Neutral Disagree Strongly Disagree

60 100%

16 27%

24 40%

12 20%

8 13%

0 0%

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Table9: Motivated To Work With Full Capability Table11: Motivated To Work With Full Capability

13%

0% 27% Strongly Agree Agree Neutral 40% Disagree Strongly Disagree

20%

CONCLUSION: Students agree that they are motivated enough to work best according to their capabilities during their course. Only very few students disagreed to it.

10.Your participation in various inter college events enhances your level of motivation
No. Of Students 60 100% 24 40% 15 25% 11 19% 5 8% Strongly Agree Agree Neutral Disagree Strongly Disagree 5 8%

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Table 10: Participation increases level of motivation

8%

8% 40%

19%

Strongly Agree Agree Neutral 25% Disagree Strongly Disagree

Fig 12: Participation increases level of motivation CONCLUSION: Students also agreed that participation in various inter college events enhances your level of motivation. But still there was disagreement from some students to this.

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11. Gets motivated by the type of responsibility given to you during your academic session

No. Of Students

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

60 100%

19 32%

27 45%

4 7%

5 8%

5 8%

Table 11: Motivated By Responsibility Given

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8% 7%

8% 32% Strongly Agree Agree Neutral 45% Disagree Strongly Disagree

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Table 11: Motivated By Responsibility Given

CONCLUSION: Study shows that majority of the students agree that they are motivated by the responsibility given to them during the course. Only very few students are there who disagrees that it is not a motivating factor.

12.There is some kind of discrimination in your college

No. Of Students

Strongly Agree

Agree

Neutral

Disagree

Strongly Disagree

60 100%

7 12%

14 23%

18 30%

14 23%

7 12%

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Table 12: Discrimination In College

12% 23%

12% 23% Strongly Agree Agree Neutral 30% Disagree Strongly Disagree

Table 12: Discrimination In College

CONCLUSION: Students when were asked that whether there is any kind of discrimination than there was equal number of percentage who agreed and who disagreed. Also many students remained neutral to this that shows that they also agree to this.

13.GD/PI sessions acts as motivating factors

No. Of Students 60 100% Strongly Agree 27 41% Agree 25 38% Neutral 3 5% Disagree 5 8% Strongly Disagree 5 8%

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Table 13: GD/PI Sessions Are Motivating

8% 5%

8% 41% Strongly Agree Agree

38%

Neutral Disagree Strongly Disagree

Fig 15: GD/PI Sessions Are Motivating CONCLUSION: According to the survey it is clear that students are motivated by the GD/PI sessions. There are very few students who are not motivated by this.

14.Changes in the level of the Motivation after joining the course

No. Of Students 60 100% Increased 30 50% Decreased 15 25% No Change 15 25%

Table 14: Change In Level Of Motivation

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25% 50% 25% Increased Decreased No Chang e

Fig 16: Change In Level Of Motivation CONCLUSION: The survey shows that motivation level of only 50% of students have increased after joining the course. And that of 25% students have decreased and remaining 25% found no Change in themselves.

FINDINGS

Motivation plays a great role in the success of any student. Students are generally motivated by appreciation as compared to rewards as they desire for self actualization.

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 Joining the management course doesnt mean that it will increase their motivation level. Some students also get demotivated during the course. This may be due to many reasons like: Teaching method of students Activities performed at college level Motivating techniques used etc.

Management students suffer from tension and stress during their course that may also be the reason for the decrease or no change in the motivation level of students.

RECOMMENDATIONS

Counselling sessions can be conducted in institutes to know the reasons of tension and stress and overcome them. Teachers should not make any kind of discrimination between students.

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 Lectures should be provided with the intension so that the students feel motivated. Students should be appreciated by the teachers apart from giving rewards. This will enhance the motivation level of management students. More and more GD/PI sessions should be conducted to increase the motivation level of students.

CONCLUSION

After studying the data and findings, I came up the following conclusion:

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Positive academic motivation not only helps a management students succeed in college, but also helps the student to see that learning is rewarding and important in all aspects of life college, work, and community. Management students need more recognition than rewards as a source of academic motivation. Teachers play a great part in motivating students either at school level or at college level. So, teachers should try to motivate students at the best of their part and help them to achieve success and to achieve what they need in life.

LIMITATIONS OF THE STUDY

AWARE BUT NO EXPERIENCE: Some students who were taken as sample were aware about the online shopping but they never had an experience of it.
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 CASUAL ATTITUDE: Some students were casual in responding to the questions. LESS TIME: It was not possible to conduct a proper research in such a short span of time. CONVINIENCE SAMPLING: Samples were chosen according to convenience and availability of respondents. RESTRICTED AREA OF RESEARCH: The area of research was restricted to Lucknow management Students only.

BIBLIOGRAPHY

en.wikipedia.org/wiki/Motivation www.psychologytoday.com/basics/motivation
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Aswathappa K; organization Behaviour Tata McGraw-Hill Publication. Kothari C.R.; Research Methodology Methods & Techniques New age international Williams, R. L., & Stockdale, S. L., "Classroom Motivation Strategies For Prospective Teachers", "The Teacher Educator", 2004

Vallerand, R. J. (March 08, 1993). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic, And A motivation In Education. Educational and Psychological Measurement, 52, 4, 1003-17.

Moen, R., & Doyle, K. O. (1978). Measures of Academic Motivation: A Conceptual Review. Research in Higher Education, 8, 1-23.

Fulk, B., Montgomery-Grymes, D. J. (1994). Strategies to Improve Student Motivation. Intervention in School and Clinic, 30(1), 28-33.

Hoyenga, K. B., & Hoyenga, K. T. (1984). M otivational E xplainations of Behavior . Monterey, CA:Brookes/Coles Publishing Company.

Archer, J. (1994). Achievement goals as a measure of motivation in university students. C ontemporary Educational Psychology, 19, 430-466.

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CHAPTER 3 Annexure

QUESTIONNAIRE

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IMPACT AND ROLE OF ACADEMIC MOTIVATION AMONG MANAGEMENT STUDENTS IN LUCKNOW

Institute Name: ___________________ Gender: M [ ] F[ ] ] 23-25yrs [ ]

Level of Education: 1styr [

] 2nd yr [

Age Group: 20-23yrs [

25-28yrs [

More than 28 yrs [

(You are requested to be true while answering. All the information given by you will be kept confidential) 1. For Management course you were __? Self motivated [ ] ] Motivated by Parents [ Motivated by Friends [ ] ]

Motivated by Relatives [ 2. In Class you get motivated by__? Appreciation [ ]

Rewards [ ]

Marks or Position Gained [

3. During the course, did you feel any kind of__? Tension [ Stress [ ] ] Frustration [ ]

4.

Form the following need, which need that derives your motives?
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Security [ Esteem [ ]

Social [

] ]

Psychological [ ]

Self Actualization [

5. Which is your strongest need (at present) that you desire to achieve? Security [ Esteem [ ] ] ] Social [ ] ]

Psychological [

Self Actualization [

6. What type of lecture(s) motivates you? Simple notes giving [ Guest Lectures [ ] ] Lectures through Presentations [ ] ]

Lectures with cases & live examples [ ]

Taking Presentations by Students [

7. Please tick() for the following according to your satisfaction level(SA- Strongly agree, A- Agree, N- Neutral, D-Disagree, SD- Strongly Disagree)

S.No.

Question

SA

SD

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Lectures given in your college motivates a. you Teachers and professors in your college b. are motivating factors You are motivated enough as to work c. with best of your capability Your participation in various inter d. college events enhances your level of motivation Gets e. motivated by the type of

responsibility given to you during your academic session There is some kind of discrimination in

f. your college GD/PI sessions acts as motivating g. factors

8. Rank () the following(1-for lowest ,5-highest)

S.No. a. the course b.

Question Your level of motivation before joining

Level of motivation now

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Thanks for giving your valuable time and support. Signature

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