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Incentive Theory: Pull Theory of Motivation01:18

Incentive Theory: Pull Theory of Motivation

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Incentive theory, or the "pull theory" of motivation, suggests that external rewards primarily drive behavior. Individuals are motivated to engage in activities when they anticipate a desirable outcome. This is why people often work hard for promotions or study intensively to achieve high grades. These incentives can be tangible, physical rewards such as money or promotions, or intangible, non-physical rewards like praise and social recognition.
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Introduction to Motivation and Emotion01:29

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Motivation is a multifaceted process that drives behavior toward fulfilling various physiological or psychological needs. This process involves initiating, guiding, and maintaining specific actions influenced by internal and external factors. For example, when someone feels hungry while watching television, hunger is a motivator, prompting the individual to get up, walk to the kitchen, and find something to eat. In this instance, hunger initiates and sustains the behavior necessary to meet the...
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Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Drive-Reduction Theory: Push Theory of Motivation01:27

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Clark Hull's drive-reduction theory, introduced in the 1940s and 1950s and often termed the "push theory" of motivation, provides a framework for understanding how biological and learned drives influence behavior. Hull suggested that motivation originates from the need to alleviate physiological tension caused by unmet biological necessities. The theory proposes that when a basic need, such as hunger or sleep, goes unfulfilled, it creates an internal imbalance. This imbalance, or...
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Secondary Motives: Power Motivation and Achievement Motivation

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Power motivation and achievement motivation are two essential social motives identified by psychologist David McClelland. These motives influence behavior in various personal and professional contexts, shaping how individuals interact with others and pursue their goals.
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Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Retraction Note: Motivation as an Axiological Factor in Learning Chinese.

Journal of psycholinguistic research·2026
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Motivation as an Axiological Factor in Learning Chinese.

Dinara Turkpenova1

  • 1Department of General and Professional Pedagogy, Institute of Social and Humanitarian Sciences, Orenburg State University, Almaty, Kazakhstan. diturkpenova@rambler.ru.

Journal of Psycholinguistic Research
|May 4, 2023
PubMed
Summary

Discover key motivators for learning Chinese in Central Asia and Russia. Employment opportunities (28%) and travel (25%) are top drivers, while low motivation poses a significant teaching challenge (79%).

Keywords:
Chinese languageDemotivationForeign languageMotivation

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Area of Science:

  • Linguistics
  • Education
  • Psychology

Background:

  • Motivation is crucial for foreign language acquisition.
  • Understanding learner motivation in specific regions is vital for effective pedagogy.

Purpose of the Study:

  • Investigate motivations for learning Chinese in Central Asia and Russia.
  • Identify challenges faced by Chinese language learners and teachers in these regions.

Main Methods:

  • Anonymous questionnaire survey with students.
  • Oral interviews with Chinese language learners and teachers.
  • Manual data analysis with statistical presentation via charts and tables.

Main Results:

  • Key motivators include employment opportunities (28%), travel (25%), cross-border communication (20%), friendship (15%), cultural interest (7%), and study (5%).
  • Teachers identified low motivation as a major challenge, impacting learner engagement (79%).

Conclusions:

  • Learner motivation significantly influences Chinese language acquisition in Central Asia and Russia.
  • Addressing motivational challenges is essential for improving Chinese language education outcomes in the studied regions.