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Personal goals examples essay
Factors responsible for students motivation
Factors responsible for students motivation
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All our lives we try to understand to define our mission in this life. We find motivating factors for our being. A lot of great people made the whole world remember their names, by finding and developing their mission. They knew what was their purpose, that is why they succeed. Knowing purpose, you have your motivation and the reverse having motivation, you know what your purpose is. Your mission is your motivation; it helps you to see far beyond your limits. Starting on motivation I want to define what is it. Motivation is a type of energy, which helps you to do tasks. It is a phenomenon which is hard to control. As Daniel Pink (2009) stated there three are types of drives which are like our operating systems, “The first was the biological drive. Humans and other animals ate to sate their hunger, drank to quench their thirst, and copulated to satisfy their carnal urges.’’(p.3). This first drive is not responsible for tasks like walking someone’s dog or conducting a survey. For that kind of tasks people have the second drive about which Daniel Pink (2009) added that extrinsic motivators make you to do tasks, “If you promised to raise our pay, we’d work harder. If you held out the prospect of getting A on the test, we’d study longer.’’(p.3). This type X motivation is working when you are going to get some rewards after finishing your work. But there is one more drive the third drive which is much harder to understand. It is about intrinsic motivation. For example, when you are reading a book not for classes, but just for you, your motivation on reading it is intrinsic it is the third drive which makes to read it. Because you are not reading it for getting high mark from your teacher, you read that because it is interesting for you,... ... middle of paper ... ...ths are opened for him he can continue his education or he can start working to gain money. Here the first goal for the student is to get the undergraduate degree for which he has to work a lot, and here the student has intrinsic motivators like public opinion got high about him, he can find a job after graduation, he can get masters degree for better job, and he is learning a lot of interesting things about the world, etc. Works Cited Covey, S. R. (1989). The seven habits of highly effective people. New York: Simon and Schuster Horakova, M. (2012, September 03). I shall always be with you. Retrieved from http://www.lettersofnote.com: http://www.lettersofnote.com/2012/09/i-shall-always-be-with-you.html Sandberg, S. (2013). Lean in. New York, NY: Alfred A. Knopf. Pink, D. H. (2009). Drive: The surprising thruth about what motivates us. New York, NY: Riverhead
The book Into The Wild, written by Jon Krakauer, tells the story of Chris McCandless a young man who abandoned his life in search of something more meaningful than a materialistic society. In 1992 Chris gave his $ 25,000 savings to charity, abandoned his car and most of his possessions, and burned all of his money to chase his dream. Chris’s legacy was to live in simplicity, to find his purpose, and to chase his dreams.
That book, composed by Stephen R. Covey, is “The Seven Habits of Highly Effective People.“
He says that it is hard to get students to learn because they have more freedom than they had when they were in school. Students do not have their parents with them to motivate them. Students are more focused on having fun than they are with learning. If students do not learn then they will struggle when it’s time to actually get a job. The author says that they will exhibit the same lack of motivation in their careers.
Based on the different reasons or goals that give rise to an action, motivation can be classified into intrinsic motivation and extrinsic motivation (Ryan and Deci, 2000). The first type, intrinsic motivation, refers to doing something because “it is inherently interesting or enjoyable” (Ryan and Deci, 2000, p. 55). This type of motivation refers to the reasons for L2 learning that are derived from one’s inherent pleasure and interest in the activity and the activity is performed because of the spontaneous satisfaction associated with it (Noels, 2001). Researchers (e.g. (Vallerand, 1997; Vallerand et al., 1992; Noels et al., 2000) have categorized intrinsic motivation into three subtypes: (1) intrinsic motivation-Knowledge, which is the motivation
It is said that Western civilization had been primarily male dominated and as a result as diminished the feminine. Women’s roles in society have changed drastically over the past decades. While it took much time, progress for women’s rights has blossomed. Influences in civilization have affected view points of the commonly held mores, expectations, and stereotypes which define gender.
Television has affected every aspect of life in society, radically changing the way individuals live and interact with the world. However, change is not always for the better, especially the influence of television on political campaigns towards presidency. Since the 1960s, presidential elections in the United States were greatly impacted by television, yet the impact has not been positive. Television allowed the public to have more access to information and gained reassurance to which candidate they chose to vote for. However, the media failed to recognize the importance of elections. Candidates became image based rather than issue based using a “celebrity system” to concern the public with subjects regarding debates (Hart and Trice). Due to “hyperfamiliarity” television turned numerous people away from being interested in debates between candidates (Hart and Trice). Although television had the ability to reach a greater number of people than it did before the Nixon/Kennedy debate, it shortened the attention span of the public, which made the overall process of elections unfair, due to the emphasis on image rather than issue.
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
The purpose of this lab was to figure out how much energy and weight from the dart was needed to puncture the plastic film, or causing it to fail. Molecularly, the lab was testing to see if there was enough weight to break the bonds that make up the plastic film. Physically, if the energy and weight was powerful enough, then this would create a hole in the plastic film upon contact with the dart. The critical parts of this machine were the “O” ring and the weights. During this lab it was important the the “O” ring was functioning properly. This meaning that the “O” ring could hold the plastic film taut in order to accurately determine how much energy was needed to tear the film. Also, the weights were important because the weights were crucial
The author trusts that all humans have some level of motivation as long as they exist. In turn, there are several well-known classic approaches that consider motivation such as instinct, drive reduction, arousal, incentive, and humanistic approaches. It is beyond the scope of this paper to describe all in detail, but a brief synopsis of each follows: (1) Instinct approach theorists suggest that humans have many diverse instincts that are biologically determined and cause innate patterns of behaviors such as reproducing, territorial protection, curiosity, acquisition, and fight, flight or freeze to name a few (McDougall, 1908). (2) Drive-reduction theory proposes that individuals have needs that are essential for survival and this need cause a tension to act called a drive. These drives entail primary drives for physical needs such as water and food, and acquired drives realized through conditioning or experience such as the need for income or social acceptance; whereas, one must meet the need to reduce the drive to return to a state of homeostasis (Hull, 1943). (3) Theorists who support an Arousal approach believe that humans are motivated by stimulation and people develop an optimal level of stimulus tension; whereas, task performances may suffer if the level is too high such as severe test anxiety or even too low such as boredom
Covey, Stephen R. The 7 Habits of Highly Effective People: Restoring the Character Ethic. New York: Free, 2004. Print.
“Never underestimate your own strength. You were born for a purpose and are blessed with the power to achieve it” (Leon Brown). I have this quote printed out and on the wall next to my door so I can see it every day as a reminder to myself. I believe that we all have a purpose on this earth and that everything we go through on the journey there has a reason whether to teach a lesson or set an example. We have places where we want to end up and goals we want to achieve. We set these goals and dreams to help us fulfill the purpose we see for ourselves. I believe my purpose is to help people in their times of need. To fulfill my purpose, I will need to use my personal, academic and career goals to create a pathway to get to where I want to be
Covey, Stephen R. The 7 Habits of Highly Effective People: Restoring the Character Ethic. New York: Simon & Schuster, 1989.
new environment. We need to give him some time until he becomes familiar with his
Motivation is key in the workplace. It is developed from the collaboration of both conscious and unconscious principles such as the strength of desire or need, motivating force or reward estimation of the objective, and desires of the person and of his or her peers/co-workers. These elements are the reasons one has for carrying on a specific way. An illustration is an understudy that invests additional energy contemplating for a test since he or she needs a superior review in the class. The Inside and outside principles that animate want and vitality in individuals to be constantly intrigued and centered around their work, part or subject, or to try to achieve an objective.
According to Greenberg (1999), motivation is defined “as a process of arousing, directing and maintaining behavior towards a goal.” Where “directing” refers to the selection of a particular behavior; and ‘maintenance” refers to the inclination to behave with consistency in that manner until the desired outcome is met.