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y needs. These are basic needs that humans require for physical and psychological well-being. They must be at least partially satisfied before a person can be motivated to pursue the satisfaction of self-actualization. The needs for self-actualization are called growth needs or being needs. As being needs become satisfied, people are able to fulfill their personal potential and to achieve self-actualization. However, being needs can never be completely filled. The motivation to achieve them is endlessly renewed.
Maslow’s theory of needs implies that it is necessary for teachers to establish a good relationship with students in order to make them feel safe and respected to fulfill their deficiency needs. And then students should be aroused their intrinsic motivation to achieve academic success and finally fulfill their self-actualization.
3.2.2 Needs for Achievement
The desire to succeed or excel is called achievement motivation. People differ quite markedly in their need to achieve or to be successful. People who strive for excellence in a field for the sake of achieving, not for some rewards, are considered to have a high need for achievement.
The origins of high achievement motivation lie in the family and cultural group of the child. Achievers are produced by parents who let them go on their own, let them set their own goals, and make their own mistakes. These parents encourage high but appropriate goals, respect the child’s abilities, take and show great pleasure from the child’s success, and give lots of praise. These children are more likely to develop a high need for achievement.
Apart from a need to achieve, Atkinson (1964) points out that a person might be inclined to avoid engaging in a particular activity because of a fear of failure. If the need to achieve in a particular situation is greater than the need to avoid failure, individuals will tend to sake the risk and try to achieve. On the contrary, if the need to avoid failure is greater, individuals will tend to avoid doing the activity. Achievement motivation for any individual can thus be determined by the relative strength of the tendency to approach a task compared with the strength of tendency to avoid the task.
According to this theory, students are usually discouraged by failure and encouraged by success. Teachers should encourage them to set up high but attainable goals, and place high values on their being independent, successful and ambitious.
3.2.3 Needs for Self-determination
Students have three categories of needs: a sense of competence, relatedness to others, and autonomy. Competence involves understanding and believing that one can achieve various outcomes. Relatedness involves developing satisfactory connections to others in one’s social group. Autonomy involves initiating and regulating one’s own actions. Most of the research in self-determination focuses on autonomy needs, which can be achieved through allowing some students’ choice and input on class decision-making in the classroom.
Deci and Ryan (1985) define self-determination as “a quality of human functioning that involves the experience of choice, in other words, the experience of an internal perceived locus of causality”. Locus of causality means to account for whether people see themselves or others as the cause of their actions. People who see themselves as largely responsible for originating their own actions are termed origins, whil本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。