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could drive human to do an action. Furthermore, motivation can be explained into some views. They are, namely:
a. Intrinsic and Extrinsic Motivation
According to Kleinke 1978, results of a behavior can be positive and reinforcing or negative and punishing. Acceptance or refusal of the results of the
behavior can understandably come from the externals environment or internals. The positive reinforcement for one’s behavior may be delivered by the external
sources or by personal satisfaction and so does the punishment. Outside reinforcement is what is called by extrinsic motivation, whereas inside
reinforcement is intrinsic motivation. Positive reinforcement can be in form of reward or appreciation. Meanwhile, negative can be in form of punishment or
disapproval. People are more likely to be adaptive to the external reinforcement. Intrinsic motivation is an effort from inside a person to achieve goals competence
or mastery. Intrinsic motivation is believed as an inborn tendency toward self- determination
. The implication is that when people can identify the motivation from outside, they will be less likely to perceive it as an intrinsic motivation, and
conversely.
b. Theory of Motivation
The following discusses the other theories of motivation that are commonly used to explain motivation.
i. Humanistic Approach
Maslow in Woolfolk, 2005 proposed a hierarchy of needs to picture human life’s needs. The hierarchy is divided in two levels: deficiency needs and being
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needs . Deficiency needs comprises human physical needs, safety needs, need for
belonging, and self-esteem. Meanwhile, being needs consists of intellectual achievement, aesthetic appreciation, and lastly the self-actualization. His
explanation was that when human had achieved higher needs, he had less motivation to satisfy his lower needs.
ii. Cognitive Approach
Attribution theory is one of the theories of motivation on cognitive approach. Weiner postulates that attribution theory is a way that people ascribe
something that causes them to be motivated Woolfolk, 2005. Three dimensions that are attributive cause are namely locus, stability, and controllability. Locus is
the source of the cause. Stability is the condition that cause is either changeable or unchangeable, whereas, controllability is the condition where the person can
control it or not.
B. Theoretical Framework
In order to answer the first problem—the level of the Microteaching students’ teacher personal efficacy—, researcher should construct an efficacy
belief test. The test is according to the Bandura’s guide to construct efficacy belief test. Thus, the test uses the phrase “can do”. Next, the record of strength ranges
from 0-point to 100-point scale. 0-point represents “cannot do”, 50-point is “moderately certain can do”, and 100-point is “certainly can do.”
Bandura also states that efficacy belief is belief on a specified domain. Since the object of the research is Microteaching students, the domain of teacher
personal efficacy belief is on teaching. However, the task demands of the teacher
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