5. Vallerand, R.J., Reid, G. (1988). On the relative effects of positive and negative verbal feedback on males’ and females’ intrinsic motivation.
Canadian Journal of Behavioral Science, 20 (3), 239-250.
The goal of this study was to analyze the effects of both positive and negative feedback on male and female students’ intrinsic motivation. Research was conduced with a random sample consisting of 30 male and 30 female undergraduate students. All students were studying physical education in the Montreal, Canada area. Students involved in the study reported to a laboratory. They were asked to balance on a stabilometer 20 times for 20 seconds each. Some students received positive comments from the instructor and some students received negative comments. The subjects then complete a questionnaire at the end of the trials. The students were questioned with The Mayo (1976) Task Reaction Questionnaire (TRQ). This research study found that male and female students who received positive feedback reported higher levels of intrinsic motivation.
This study addresses the need for additional research. This study did not present the same findings as other studies conducted during the same time. This brings the reliability of this study into question. There are uncertainties regarding the effect of positive feedback on female students. Additional research reported in this article found that positive feedback could have a negative effect on female students’ intrinsic motivation (Deci, 1977, p. 241). This study and the past research it addressed helped me consider how I will verbalize feedback as positive and constructive in a way that does not make it over powering or controlling. This article also included a definition of intrinsic moti...
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...research this study addressed the problem of students basing their success on comparisons with their peers. This study tells me that I need to address this problem within my research. In 2006, Schweinle, Meyer, and Turner addressed this problem as well by including only six students as they researched student motivation, so that students were less likely to compare answers and more likely to provide genuine thoughts without peer influence. This tells me that my evaluation should not be based on social comparisons to students in the classroom, but focused specifically on the task and students individual growth. I also need to make sure that students are not sharing scores or feedback with each other. Peer comparison could be considered an outside variable that effects student motivation. To ensure ecological validity I need to address the variable of peer comparison.
“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)
The cognitive evaluation theory suggests that motivation-performance relationships may be explained by intrinsic and extrinsic motivations and influences. An intrinsic motivation is an internal, subjective and person reward for participating in an activity (Cox, 2007). The performance of an athlete who is intrinsically motivated may be fueled by an internal reward such as emotional gratification, the pleasure of physical activity, or feelings of being challenged.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. Retrieved from http://search.proquest.com.libraryproxy.griffith.edu.au/docview/214113991?accountid=14543
Wang, S.-K. (2012). Motivation: A General Overview of Theories. Retrieved from Emerging Perspectives on Learning, Teaching, and Technology: http://epltt.coe.uga.edu/index.php?title=Motivation
Slavin proposes several way to tap into students’ intrinsic and extrinsic motivation. For example, to tap into students’ intrinsic motivation a teacher should make the content interesting, relevant, useful, and engaging. As well as using a variety of methods to present the material. Such as, including videos, and inviting in guest speakers. (Slavin,2015). Educator’s should also work on creating a classroom atmosphere that is warm, accepting, positive, and makes all students feel welcome. One way in which this can be accomplished is by creating a classroom that that values cultural diversity. (Slavin, 2015). Tapping into students’ intrinsic motivation, “… prepares students for a world in which they will increasingly need to take responsibility for motivation themselves, and maintain high productivity in less structures, more flexible workplaces.” (Slavin, p.263).
Attraction and repulsion incentives combine to determine the overall motivation of the person to act in a certain way. I am very motivated to do well in this class because I decided I wanted to do well in this course so I am taking the required actions to do so. My motivation is mainly intrinsic because it is based on the activity itself and the direct outcome of the activity. In order to achieve what I want in this course I need to focus on the activities and receive good grades.
...). Effects of differential feedback on students’ examination performance. Journal Of Experimental Psychology: Applied, 15(4), 319-333. doi:10.1037/a001784
Intrinsic motivation supposes that studying is usually a natural and pleasing activity and that we are all created with the inborn capacity to lea...
“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.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
To measure achievement motivation we have developed a questionnaire using the achievement motivation inventory with relevant changes. The questions have been divided in four different categories.
Author Amy Novotney said that using positive reinforcement can motivate students to accomplish their goals and refresh their minds. Taking breaks and having incentives after each task would keep students focused and motivated to finish their tasks. For example, the thought of rewarding myself with ice cream after completing this paper is an incentive to keep me motivated to finish it (Novotney). Negative reinforcement can also be used to stay focused on the task and motivate me. Thinking of the consequences of not completing a task or studying for an exam can be a sufficient motivator for someone finish the task on time,
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
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