Motivation is a complex part of human psychology and behavior that influences how individuals choose

to invest their time, how much energy they exert in any given task, how they think and feel about the
task, and how long they persist in the task (Bakar, [1]). Bakar added that motivation reflects in students’
choices of learning tasks, the time and effort they devote to them, their persistence on learning tasks,
and in coping with the obstacles they encounter in the learning process.

Motivation is a complicated aspect of human psychology and behavior that impacts how people spend
their time, how much energy they put into any task, how they think and feel about it, and how long they
stick with it (Bakar R. 2014). Bakar went on to say that motivation is reflected in students' choices of
learning tasks, the time and effort they dedicate to them, their persistence on learning tasks, and how
they deal with challenges in the learning process.

According to Luthans [2], motivation is a process which starts with physiological or psychological
deficiency or need that activates a behavior or drive which is aimed at a goal or incentives. This is why
motivation is refer to as “the reasons underlying behavior” (Guay et al., [3], p. 712). Learners assign
various meanings and attitudes to academic activities— personal meanings and attitudes that arouse
and direct their energies in different ways. These associated energizing and directing effects are referred
to as motivation or sometimes motivation to learn. Motivation is the key to success in the teaching-
learning process. Motivation, as the name suggests, is what ‘moves’ us. It is the reason we do anything
at all.

According to ( Luthans F. 2012), Motivation is a process that begins with a physiological or psychological
deficiency or needs and leads to the activation of behavior or drives aiming toward a goal or incentives.
Because of this, motivation is referred to as "the reasons underlying behavior." (Guay F, Chanal J, Ratelle
CF, Marsh HW, Larose S, Boivin M, 2010). Learners attribute varied meanings and attitudes to academic
activities—personal intentions and attitudes that stimulate and guide their energies in various ways.
Motivation, or motivation to learn, refers to this linked energizing and directing effects. The key to
success in the teaching-learning process is motivation. As the name implies, motivation is what moves
us. It is the driving force behind everything we do.

Motivation is important in getting students to engage in academic activities. It is also important in

determining how much learners will learn from the activities they perform or the information to which
they will be exposed to. Learners who are motivated to learn something use higher cognitive processes
in learning about it. Motivation to do something can come about in many ways. It can be a personality
characteristic or a stable long-lasting interest in doing something. It is pertinent to note that achieving
high level of motivation in the classroom leads to higher levels of understanding (Vansteenkiste et al.,
[10], [11]), creativity (Koestner et al., in Gibbens, [12]), productivity (Das Carlo, Swadi, & Mpofu, [13]),
and achievement (Moulaert et al., [14]; Sobral, [15]). Together these positive outcomes make motivation
one of the most important elements of learning (Carl Wieman Science Education Initiative, [16]).

Motivating students to participate in academic activities is critical. It is also significant in deciding how
much learners will learn from their activities or the material they are exposed to. Learners motivated to
learn something employ more excellent cognitive processes when doing so. Motivation to do something
can occur in a variety of ways. It might be a personality trait or a consistent long-term desire to
achieve something. It is worth noting that high classroom motivation levels lead to higher knowledge
(Vansteenkiste M, Simons J, Lens W, Soenens B. Matos L, 2005) and creativity. These positive effects
combine to make motivation one of the most crucial aspects of learning (Carl Wieman, 2013).
Motivating students to learn in school is a topic of great concern for educationists today, and motivating
students so that they can succeed in school is one of the greatest challenges of education. Student
motivation is an essential element that is necessary for quality education. Hadre et al. [17] argued that
motivation is among the most powerful determinants of students’ success or failure in school. In the
learning sphere, spurring students’ motivation to engage in academic activities is part of teachers’
teaching-learning strategy if the teacher wants to see consistent and quality results. For a learner to try,
there must be a motive. Motive simply means a desire, need, urge, or drive to achieve a certain goal
(Makokha & Ongwae, [18]). It is that drive which makes one does what one does. The motive will also
include interests, attitudes, and purposes. Seifert and Sutton [19] classified these motives and their
sources as (i) motives as behavior change, (ii) motives as goals, (iii) motives as interests, (iv) motives as
attributions about success, (v) motives as beliefs about self-efficacy, and (vi) motives as self-
determination.

Encouraging students to learn in school is an important concern for educators today, and encouraging
students to succeed in school is one of education's most complex challenges. Student motivation is a
critical component of high-quality education. Hadre (Hadre P. Crowson H, Debacker T, White D. 2018)
argued that motivation is among the most important predictors of a student's academic success or
failure. Improving students' motivation to participate in academic activities is part of a teacher's
teaching-learning strategy if the teacher wishes to see consistent and high-quality results. There must be
a reason for a student to try. Motive is the desire, need, urge, or drive to achieve a specific goal.
(Makokha A. Ongwae M. 2018). It is the drive that drives one to do what one does. Interests, attitudes,
and goals will all be part of the motivation. Seifert and Sutton defined these motives and their sources as
(i) motives as behavior change, (ii) motives as objectives, (iii) motives as interests, (iv) motives as success
attributions, (v) motives as beliefs about self-efficacy, and (vi) motives as self-determination.

Seifert and Sutton asserts that motives are affected by the kind of goals set by students—whether they
are oriented to mastery, performance, failure-avoidance, or social contact. They are also affected by
students’ interests, both personal and situational. They are affected by students’ attributions about the
causes success and failure—whether they perceive the causes are due to ability, effort, task difficulty, or
luck.

According to Seifert and Sutton (Seifert K, Sutton R. 2019), the type of goals set by students—whether
they are oriented towards mastery, performance, failure avoidance, or social contact—influences their
motivations. Students' personal and situational interests also affect them. They are influenced by
students' perceptions of the causes of success and failure, such as whether the causes are because of
ability, effort, task difficulty, or luck.
Nashar [20] explains that the motivation to learn has an internal and external impulse that causes a
person (people) to act or reach his/her destination so that changes in his/her behavior occurs. Hamzah
[21] argues that the nature of motivation to learn is internal and external encouragement to students
who are learning to hold a change of behavior. Students' motivation in the learning process can be seen
from their behavior in learning. Students who have high motivation to learn are diligently working on the
task, resilient in the face of adversity, show interest in a variety of problems, prefer to work
independently, and not get bored in doing the task (Bakar, [1]).

According to (Nashar H. 2011), motivation to learn has an internal and external impulse that leads a
person (people) to act or arrive at their target, causing changes in their behavior. According to (Hamzah
A. 2016), the nature of motivation to study is internal and external encouragement to students learning
to hold a behavioral change. Their learning behavior can observe students' motivation in the learning
process. Students highly motivated to study and work tirelessly on the task are resilient in the face of
adversity, are interested in a wide range of problems, like to work autonomously, and do not become
bored while doing the task (Bakar R,2014).

Baron and Donn [22] added that students with a high level of motivation have some characteristics, such
as initiative, diligence and active in learning, not easy to satisfy, punctual and disciplined, always trying to
learn with the best result. Additionally, motivated students achieve academically by engaging in behavior
such as studying, question asking, advice seeking, and participating in classes, labs, and study groups
(Schunk, Pintrich, &Meece, [23]). According to Sanfeliz and Stalzer [24], motivated students enjoy
learning science, believe in their ability to learn, and take responsibility for their learning. High academic
success of high ability students is their high level of motivation to continue their education (Kozochkina,
[25]). Highlighting some of the qualities of motivated students, Palmer [26] stated that students, who are
motivated pay attention, begin working on tasks immediately, ask questions and volunteer answers, and
appear to be happy, eager, and enthusiastic to learn. This proves the efficacy of motivational strategies in
enhancing students’ learning in and outside the classroom.

According to (Baron RA; Donn B.2018), students with a high level of motivation have traits such as
initiative, diligence, and active learning, being difficult to please, being punctual and disciplined, and
always striving to study to the best of their ability. Furthermore, motivated students excel academically
by engaging in behaviors such as studying, asking questions, seeking advice, and participating in classes,
labs, and study groups (Schunk DH, Pintrich PR, Meece JL,2018). Motivated students enjoy learning
science, believe in their abilities, and accept responsibility for learning. High ability are motivated to
continue school because of their high academic accomplishments(Kozochkina TL 2019). (Palmer.D,2017)
highlighted some of the characteristics of motivated students, stating that motivated students pay
attention, begin working on tasks immediately, ask questions and volunteer solutions, and
appear cheerful, ready, and passionate about learning. This demonstrates the effectiveness of incentive
tactics in improving students' learning inside and outside the classroom.