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Since any stimulus is potentially a secondary source of drive and any source of drive may become associated with behaviour which brings reinforcement, the social sources of drive can be almost infinite in number. Social sources of drive combine with relevant activities to form motives. A motive consists of an increase in drive plus its associated goal-oriented behavioural trends. A drive state which has acquired goal direction through learning constitutes a motive.
The goals towards which motives are oriented constitute incentives. Incentives may be objects, conditions, or experiences. Incentives may be either immediate or close at hand, or they may be delayed and remote. They may represent sub-goals which are desirable only because they lead to larger, more significant and remote goals. The educationally significant reinforcements (rewards and punishments) represent incentives which are used to instigate and sustain activity. Since the motivational properties of incentives are acquired, they will vary tremendously from person to person and from situation to situation. The potency of a given incentive depends on the strength of the relevant motive and the degree to which the individual sees the goal as satisfying the motive in terms of risk and effort. Some incentives which are important educationally derive this importance from the cultural context in which they are embedded. The potency of social incentives represents the relative attractiveness of certain social experiences in terms of their probable contribution to the individual’s social acceptance, the degree to which he is liked and loved (affiliative motives), or admired, respected, and envied (prestige motivation).   
The number of possible motives is so great that for discussion purposes, it usually helps to classify them in some way. All such classifications are arbitrary and become useful only within a limited context. One classification, which is meaningful in an educational context, divides the social motives, into two large groups—the affiliation-oriented motives and the prestige-oriented motives. These two groups—sometimes called ‘motives’ rather than ‘group of motives’—have been given various names. Some refer to these motives as ‘needs’.
The affiliative motives constitute the most basic socially-oriented behavioural trends. They represent a continuum ranging from a degree to be with other people rather than to be alone (gregariousness), at one end, to a preference for the presence of people with whom we have a common language and interest (social interaction) as contrasted with ‘foreignness,’ to a preference for people with whom we have had previous pleasant experience (friends) as compared with strangers, as intermediate categories, to a desire to have continued intimate contact with our loved ones, at the other extreme. The series of social relationships encompassed by the affiliative motives range in their degree of affectional or emotional involvement from minimal (gregariousness), to the most intimate of emotional ties as found in the parent-child, husband-wife relationship. (Educational Psychology by Sawrey and Telford)