IV. 1. The interpretation of motivation.

It is an old-new research question in pedagogy what the causes and motivation of human action are. The roots of the modern theory of motivation can be found in the so-called drive theory of the second quarter of the 20th century (Hull, 1943). The most significant features of this theory include the idea that all our actions are driven by a variety of external and internal factors. Later, Hull’s drive theory was modified and expanded several times. This theory has brought considerable results in the area of understanding the relationship between cognition and motivation: in this regard the original focus of academics shifted from general motivation research to the investigation of motivation development. Followers of cognitive pedagogy (e.g. József Nagy, 2010) summarize the essence of motivation as follows: motivation is a self-modifying, self-developing hierarchical system, the components of which use their specific organization and motives - in mutual relationship with the external and internal environment - in order to operate, modify and develop their own system.

Motivation is a biological, physiological, social, ethical and legal phenomenon; it is multidisciplinary, and this is why its pedagogical research can only be done by considering the results of several academic disciplines.

The operational phases and levels of motivation are as follows:

1) The initial phase or condition of motivation is the perception of a change in the external or internal environment. (Perception of stimuli). The external and internal stimuli, inducing assessment and decision, are called motivators.

2) The second phase is assessment and decision- making. At the end of this process people make decisions. A motive is the basis of assessment and decision-making, consequently it is the result of the mutual relationship between external and internal motivators. (For example, a new task is not challenging and motivating for an already exhausted, tired student.)

3) The third phase follows decision- making, and during this process goals are formulated.

4) The fourth phase is the urge for action, with willingness as its explicit expression.

The operational phases of motivation are inseparable from one another. They are parts of a system of phases, functions, and components, thus motivation comprises implicite (internal) and explicite (external) levels.

Table to introduce the motivational system (based on József Nagy, 2010. 261.)

Summarizing the essential features of motivation it can be said that it is one of the basic notions of psychology, and it derives from the concept of urge. The word itself goes back to the Latin verb movere, which means ’to move’. In pedagogical practice it is used as a collective word comprising motives and different external and internal factors. Motives can be divided into three basic types:

• Biological (strong, hereditary) motives: e.g. hunger, thirst, need for sleep etc.
• Social motives: curiosity motive, achievement motive, family etc.
• Personal motives: manipulation of the environment, exploratory behaviour, force of habits etc.