Smart Home And Life

BC - Building Motivation

Hi, I’m Lee Hayden,  website owner, manager, and author .  Welcome to the Hayden Center For Educational Excellence.  The Hayden Center  offers students a variety of educational programs of study, each  program leading to an opportunity to  experience a unique  form of  lifestyle  enrichment.  Click here to review the available programs of study, courses, durations, and costs.  Contact Lee Hayden at 707-945-1294 if you have questions.

The present purpose is to discuss “Building Motivation”.  This free brief course summarizes the associated fee based short course which is conducted  face-to-face.  I’m Lee Hayden and I commit  to making this a course of high quality and exceptionally beneficial to you.

When frustrated by students failure to pay attention, complete assignments or attend class,  teachers often blame family and community factors for students lack of motivation  to learn. However, others and myself have never met an unmotivated student.

Studies have shown that students do best when intrinsically motivated, when there is a caring classroom envionment, when administrative policies don’t interfere with the learning process, when the family is supportive and values education, and when  high self-esteem and self-awareness are prevalent.  The SHAL website educational programs are fully supportive  of all these studies.  Not only does this website support the studies, but it also extends some of the studies so that a student is motivated to invent a enriched lifestyle.

I often tell students that I want them to have an enriched life.  An enriched life?  An enriched life is an ordinary life or good life in which certain attractors have  been added to transform a good life into and enriched life.  An attractor is any person, place, thing, concept, or idea that exerts a mental attractive force or pull. Each  individual usually has their own unique set of attractors. A culture has its own unique set of attractors with its membership consisting of individuals with one or more of the same attractors. Somewhat similarly, a society has a unique set of attractors  and a membership of cultures  in which there are  one or more of the same attractors.  Thus, to have an enriched life beyond an ordinary/good life, an individual must somehow find their own attractors. A major aspect of the  short course  is about helping students find their attractors.

I am personally committed to improving your level of motivation to the maximum extent possible.. Almost everyone will qualify for the course, but I reserve the right to limit enrollment to only those students, who in my judgement, would benefit from the course

 The  subject of this  brief course is “Building Motivation”. As always, the free brief course summarizedes the associated fee based short course.  If, after completing this brief course, you believe the short course meets your needs, then sign-up.  Please note that this course can be tailored to the needs of almost all students, including students who have lost confidence in their ability to complete one or more traditional courses   Work with me and, in a face-to-face environment, we will improve your motivation.

Let’s first talk about the Intrinsic Motivation Model.

A growing body of evidence suggests that almost all students perform best in classroom situations  when they are intrinsically motivated.   Intrinsic motivation is  a stimulation that drives a student to adopt a new behavior,  change from one to a different behavior, or continue  a given behavior for  the student’s  own internal satisfaction.   For example:  As a result of being tutored, Joe  has begun  1) doing his math homework consistently and 2) volunteering to present his results  in class..  Thus,  1) Joe has adopted a new behavior which is consistently doing his math homework, 2)  the stimulation for adopting the new behavior is the tutoring, and 3) Joe has evidently experienced an internal satisfaction because he is  volunteering to present his homework results in class.

Intrinsic motivation is greatly enhanced when directly related to the idea of purpose. There is substantial evidence that having a purpose in life  is part of the human  condition and that the brain is hardwired to seek purpose.  Having a recognized  purpose in life guides the many  choices each individual makes during their  journey through life. Having a purpose that we are striving to achieve gives meaning to our lives.  Moreover, a purpose enables  commitment and stirs our passion.  For all the foregoing reasons, having a purpose  greatly intensifies intrinsic motivation.

From a negative perspective,  substantial  evidence exists that intrinsic motivation diminishes when there are too many class disruptions, classroom management is weak, students are unable to understand the presentation or presentation materiel , the teacher is perceived to be uncaring or maintaining  an attitude of distance,  people suffer when they lack purpose.  Clinical studies show that people deteriorate in various ways without purpose

 Although, there are many levels of motivational intensity ,  our focus will be on only two levels: motivation that achieves the ordinary/good life and motivation that achieves the attractor levels.  Each achievement in life results from the associated  level of  motivational intensity. Each motivation, of which we have many,  is inherently an internal attitude created from feedback from external personal experiences.

Let’s now look at the Compliance Motivation Model.  This model is the most commonly used model in this country.

[Note: Describe the Compliance Motivation Model.  The teacher is a boss and tell the student exactly what to do and when to do it.]

I believe that a working model for intrinsic  motivation can be developed and would either complement or be superior to an extrinsic motivation working model.  Intrinsic motivation is part of a self-management system where learning tasks to be performed are determined by the student.  Extrinsic motivtion is part of a compliance system where learning tasks to be performed are externally determined by administrative policy and teacher requirements.

Many factors exist affecting our motivation to learn. Several key factors are defined and discussed below.   These factors need to be identified and then integrated into a unfied theory.

  1. Multiple intelligences.   Brain scanning instruments have shown that we all have multiple intelligences.  The three  intelligences common to us all are cognitive, emotional, and social.

  1. Animal brain Inheritance. As a simplyfing assumption, we assume the human brain is the frontal cortex plus an animal brain.  The brain may be viewed as a reptile brain inside a mammal brain inside a primate brain inside a human brain.  Only the human brain has a conscious function.

  1. Zombie. A zombie is a Man without a cognitive intelligence or a Man that does not use his cognitive intelligence.   All other intelligences function normally.


  1. Belief system.  Everything we say and do is consistent with our belief system.

  1. Evolutionary Brain structures.  Our emotional intelligence kicks in before cognitive intelligence.

  1. Intrinsic motivation. A feeling of satisfaction or fullfillment

  1. Maslow’s hierarchy of human needs.  Maslow’s research concluded we humans have the following needs: physiological, safety and security, caring relationships, self-esteem, and self-actualization.  We hypothesize that a need state vector can be constructed with a component for each need and that the student  can confidently provide a value   (on a scale of 1 - 10) representing the extent that  the given need is satisfied. The need state vector would have five components.   

A student may choose to have an ordinary life / good life and that is a good choice.  or choose to go beyond and have an enriched life.


Some people conform to their environment, others adapt to it, and still others are highly  motivated to  learn from their environment and change what needs improvement.

Some people conform to their environment and life happens to them.  It is said that life lives them instead of them living life. They  go through life with their eyes wide shut instead of wide open.  Statistically, there is at least one of these people in a typically sized class room.  They usually need attention from their peers. Attention is most easily obtained by some sort of class disruption.  Usually, the disruption  is humorous  in order to minimize teacher comment.  

Motivation is a decision to learn.  Without motivation, a person does not learn.  How motivated are you?

Let’s discuss conforming, adapting, and learning from and changing our environment.

State your agreement with the statements in Dialog 4.1  A score of 10 means full agreement.

State your agreement with the statements in Dialog 4.2  A score of 10 means full agreement.

BC - Building Motivation