Motivasi Perilaku karena Menginginkan Hadiah dan Pujian

Key wellness / self-care & productivity takeaways (for teachers)

• Use praise and rewards wisely

  • Praise and gifts can motivate students, especially in the short term.
  • But avoid relying on them as the main driver of behavior.

• Differentiate “rewards promised” vs. “appreciation”

  • Promised prizes/praise (external motivation):
    • Encourages students to act because of something they expect to receive.
    • Can backfire if the reward is not delivered as promised, leading to annoyance, anger, or feeling unappreciated.
  • Appreciation (support/recognition):
    • Given at the end (or after learning) so students aren’t driven by anticipation.
    • Helps behavior become less dependent on external payoff.

• Identify each student’s behavioral motivation to build internal motivation

  • Students may have different internal motives; external rewards can disrupt or overshadow internal motivation.
  • Teachers should observe and recognize what motivates each student, then stimulate the emergence of internal motivation.

• Grow internal motivation—this is the “most important” goal

  • Instead of only pushing behavior through prizes/praise, teachers should nurture students’ internal drive so they can sustain diligence and engagement.

Practical strategies / methodology mentioned

• Observation & differentiation

  • Identify whether students are motivated by:
    • punishment/avoidance (previously discussed level), or
    • praise/gifts (this video’s level).

• Adjust reward timing

  • Provide appreciation after learning, not as a promise that students chase during the task.

• Relational approach

  • Be close to students, understand their internal motivation, and tailor support accordingly.

Presenters / sources

• Dayan Ghazali (mentioned as the explainer)
• “Gozen” (referenced as the person who categorizes levels of behavioral motivation)