Life Skills & Leadership: Unit 3, Session 4: Setting Priorities, Managing Time | Page 67 of 68Trainer Material 1: Motivation Theory
Typically we talk about motivation in terms of rewards and punishments, which are referred to in this session
as reasons “outside” of a person. Another type of motivation is internal, or referred to here as “personal.” We
don’t always realize it, but our personal/internal motivations have a great deal of influence over our behavior.
This type of motivation comes into play in several types of situations:
a.) Relationships – We are more likely to do something to be part of a group we value (e.g., peer
pressure, family obligations, being on a sports team)
b.) Meaning – We are more likely to do something if it has meaning for us or is connected to a sense of
purpose (e.g., achieving a goal, following the advice of a teacher or religious leader, being consistent
with ones values)
c.) Choices – We are more likely to do something when it is our own choice to do it (e.g., working on a
hobby; doing a school project you chose; choosing what music to listen to while doing something
you “Have To” do)
d.) Ability – We are more likely to do something if we have the skill and confidence to do it (e.g.,
writing, solving math problems, playing a musical instrument)
The situations used in the activity “If I Told You ...” in the Application phase are meant to illustrate the
differences between outside motivations and these various personal/inside motivations. If these inside
motivators are not present, we will be less motivated (e.g., having to relate to people we don’t like; not seeing
a purpose in what we are asked to do; being told exactly what to do without a chance to make a choice within
the constraints; not having the ability to do something well). Participants do not need to know this much detail
about motivation theory. The ability to recognize outside as opposed to personal influences upon the reasons
for their choices is enough.
A Word about Choice ...
In Western cultures, and especially American culture, choice is highly prized. Many people from other cultures
do not understand why Americans offer children so many choices even when it is not a question of money or
resources. Be aware that people in your host culture may not place the same importance on choice making
that you do. But this is just one aspect of choice – being able to have what you want.
Another dimension of choice is control. When we speak about choice as a motivating force, what we are really
talking about is autonomy, the ability to have some control over one’s situation. When someone is
continuously telling you what to do, how to do it, and when to do it, you will probably lose interest or even
become resentful. But if you can have some choice – even within a confining situation – your motivation will
likely increase. For example, if you had to do a large amount of office filing or copying, you would probably be
more motivated if you could choose whether to do it before or after lunch or if you could decide to spread the
work over two days.
There are probably cultural variations in the degree to which people respond to choice and autonomy as a
motivator. And this sort of variation would be true of all the personal motivators above.