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Motivation may be tangible or intangible. Learners seeking intangible rewards are motivated by the desires for personal comfort and security, group approval, and the achievement of a favorable self-image. The desire for personal comfort and security is a form of motivation which instructors often forget. All learners want secure, pleasant conditions and a safe environment. If they recognize that what they are learning may promote these objectives, their attention is easier to attract and hold. Insecure and unpleasant training situations inhibit learning. Learners also want a tangible return for their efforts. For motivation to be effective on this level, learners know that their efforts are suitably rewarded. These rewards need to be constantly apparent to the learner during instruction, whether they are to be financial, self-esteem, or public recognition. 

The tangible rewards of aviation are not always obvious during training. Traditional syllabi often contain lessons with objectives that are not immediately obvious to the learner. 

These lessons may pay dividends during later instruction, a fact the learner may not appreciate and may result in less knowledge transfer than if the learner could relate all objectives to an operational need (law of readiness). The instructor should ensure that the learner is aware of those applications not immediately apparent. To reduce this issue, the instructor should develop appropriate scenarios that contain the elements to be practiced. 

Everyone wants to avoid pain and injury. Learners normally are eager to identify operations or procedures that help prevent injury or loss of life. This is especially true when the learner knows that the ability to make timely decisions, or to act correctly in an emergency, is based on sound principles. 

The attractive features of the activity to be learned also can be a strong motivational factor. Learners are anxious to gain skills that may be used to their advantage. If they understand that each task is useful in preparing for future activities, they are more willing to pursue it. 

Another strong motivating force is group approval. Every person wants the approval of peers and superiors. Interest can be stimulated and maintained by building on this natural desire. Most learners enjoy the feeling of belonging to a group and are interested in accomplishment, which gives them prestige among their peers. 

Every person seeks to establish a favorable self-image. In certain instances, this self-image may be submerged in feelings of insecurity or despondency. Fortunately, most people engaged in a task believe that success is possible under the right combination of circumstances and good fortune. This belief can be a powerful motivating force for learners. An instructor can effectively foster this motivation by the introduction of perceptions that are solidly based on previously learned factual information easily recognized. Each additional block of learning should help formulate insight, contributing to the ultimate training goals and promoting confidence in the overall training program. At the same time, it helps the learner develop a favorable self-image. As this confirmation progresses and confidence increases, advancement is more rapid and motivation is strengthened. 

