According to Jere Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by significant others (especially parents and teachers)."
To begin with almost all students are motivated in one way or another. One student may be deeply interested in classroom subject material and look for challenging course work, participate actively in class discussions, and earn high marks on assigned projects. Another student may be more concerned with the get-together side of school, interacting with classmates frequently, attending extracurricular activities regularly. Still another may be focused on athletics, shining in physical education classes, playing or watching sports most afternoons and weekends, and truly following a physical fitness routine. Yet another student—perhaps because of an undetected learning disability, a shy temperament, or a seemingly uncoordinated body—may be motivated to avoid academics, social situations, or athletic activities.
Motivation has several effects on students’ learning and behavior:
Students set targets for themselves and change their behavior accordingly. Motivation defines the specific targets toward which learners struggle. Thus, it impacts the selections students make—for example, whether to enroll in science or economics, whether to devote hours completing a challenging assignment or playing games with friends.
Motivation raises the amount of effort and energy that students devote in activities directly related to their needs and goals. It defines whether they chase a task enthusiastically and committedly or lazily and unenthusiastically. In my case, I strongly believe acting enthusiastically in everything you do will increase the amount of efforts and energy spent which will eventually lead to successfully accomplishment of goals.
Students are more liable to start a task they actually want to do. They are also expected to remain working at it until they’ve accomplished it, even if they are sometimes obstructed or irritated in the practice. Over all, motivation improves students’ time on task, a significant aspect affecting their knowledge and accomplishment.
Motivation affects what students pay attention to and how efficiently they practise it. For example, motivated students often make a determined struggle to really know classroom material—to study it meaningfully—and think how they might use it in their personal breathes.
The more students are driven to attain academic achievement, the more they will be pleased of an A and disappointed by a less grade. The more students want to be recognised and valued by fellows, the more they will respect membership in the “in” group and be upset by the mockery of classmates.
motivation is a behavior that makes people want to struggle all the time until he or she achieved the things that they all wanted. motivation can be divided into two ways, intrinsic and extrinsic. the intrinsic one usually comes from his or her desire and this method is really proven that it can possibly achieved if this intrinsic method is used because we do not need to rely on people around like friends mostly. the extrinsic one is the reversal from the intrinsic that we rely on the people who taught us to be motivated and this method quite or often proven or succeed because human also need a help each other.
According to Robbins et al; (Robbins et al, pg 296) motivation refers to the process by which a persons efforts are energized, sustained, and directed towards a goal. This definition has three key elements: energy, direction, and persistence. Motivation is a complex and important subject, has historically been given a great deal of attention by Psychologists, who have proposed theories to explain it. (Riggio, pg 188),
Have you ever wanted to learn a foreign language or learn to play an instrument? What was your inspiration to accomplish this new task? While we are all inspired to learn different things throughout our lifetime, not all students are driven to learn for the same reason. Over many decades extensive research has been conducted upon the field of educational psychology. Through this research, psychologists have identified two basic classifications of motivation; intrinsic motivation and extrinsic motivation.
“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)
Motivation – the psychological force that enables action – is considered to be an important factor in the process of achieving any kind of goal. It is an abstract concept that can have a different meaning to each person and can be used in several fields. Johnstone (1999) considers motivation as a stimulant for achieving a specific target. Similarly, Ryan and Deci (2000) claimed that to be motivated means to progress or to be in motion to do something. Motivation is closely related to the field of education, since it is an essential factor in the process of learning (Brewer & Burgess, 2005 in Sepora & Moghaddas, 2012). (Study 6, p.4)
At this point, let me state the obvious: Studying motivation is somewhat difficult, because motivation is subjective. Motivation is not directly observable. It must be inferred from student behavior. Also, behavior patterns exhibited by students may have similar surface attributes, but could arise from entirely different motivations (Good, Brophy, 1995).
Motivation is an internal process that makes a person move toward a goal, the dynamic of behavior. Do not be fooled though, people can be motivated by external incentives as well. First, a person experiences a need that energizes behavior called drive. A response is then activated that leads a person to their goal. According to Coon and Mitterer (2016) motives can be divided into three categories, biological, stimulus, and learned motives.
Motivation is literally the desire to do things. In detail, motivation is the internal and external factors that
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.
“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 at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should