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Impact of extracurricular activities on kids
The role of motivation in learning
The relationship between academic performance and extracurricular activities
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Choice, along with fostering student interest and engagement, plays a role in motivation. Implementing choice in the classroom has the potential to improve academic achievement for the students (Omar & Barzan, 2012).. This is the case for multiple reasons. Omar and Barzan (2012) suggest that the climate of the classroom plays a role in the achievement of students. As stated previously, creating a supportive environment for the students to learn in is vital for academic success. Also, this type of environment, one of structured choice, helps foster intrinsic motivation (Williams & Yoshiyuki, 2015). This is the case because it allows the students to take ownership of their work and choose the route they are going to take. With them picking it, they are more likely to be motivated intrinsically rather than through extrinsic means. Omar and Barzan (2012) found that intrinsic motivation is much more long-lasting when compared to extrinsic motivation. This is the case because the students inherently want to do it by their own means rather than doing it for a reward. Extrinsic motivation may work in the short-term, but intrinsic motivation works better for long-term growth. Therefore, teachers should try to …show more content…
The sense of independence students acquire due to choice allows them to prosper according to Furtak and Kunter (2012); students who reported high levels of autonomy in their study performed better academically and had more motivation than those who did not have high levels of autonomy support. Therefore, providing students with choice and the opportunity to experiment is great for motivation and academic achievement. However, as discussed previously with Williams and Yoshiyuki (2015), it is important to provide the students with clarity and directions. If they do not receive that, they will be more prone to perceive the instruction or assessment as negative rather than
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
The author believes that goals and desires require an individual to be motivated to move from one state of being to the next. This motivation encompasses the emotional, cognitive, social, and biological drives that trigger behavior (Maslow, 1943). Accordingly, the word motivation befalls the frequently used description of why an individual achieves a goal, and the term motivation originates from the Latin root movere, which means “to move.” Therefore, motivation stands as the state that “moves” an individual to act in a particular way. For instance, when one is lying on the beach on a warm summer day and begins to feel hot, the physical need to cool down might cause one to stand up, go to the water for a dip. If the heat remains too over-bearing,
Goals and desires require an individual to be motivated to move from one state of being to the next. This motivation encompasses the emotional, cognitive, social, and biological drives that trigger behavior. Accordingly, the word motivation befalls the frequently used description of why an individual achieves a goal, and the word motivation comes from the Latin word movere, which means “to move.” Therefore, motivation stands as the state that “moves” an individual to behave in certain ways. For example, when a person is relaxing on the beach on a warm summer day and begins to feel hot, the physical need to cool down might cause a person to stand up, go to the water for a dip. If the heat is great enough, the person might even leave the beach
Although today’s culture is for students to sit, listen, and learn, Edmundson and Freire indicate that there are valuable rewards in provoking students to critically think and analyze the material provided, but say little about ways to keep students motivated. Further research indicates that motivation plays a significant part in keeping the interest and focus of students and teachers. Adjustments to educational culture are insignificant if strategies for increased motivation in the classrooms aren’t utilized.
First of all, it is important for teachers to create a learning environment where students learn to be intrinsically motivated. Intrinsic motivation occurs when students willingly participate in an activity because they find enjoyment in the activity. When students become intrinsically motivated they are willing to take responsibility of their own learning. “Controlling educational climates under- mine intrinsic motivation” and therefore undermine a students progress towards becoming autonomous (pg 136). The main difficulty in guiding students towards autonomy has to do with the current reward and punishment practices used within classrooms. As a teacher, I need to rid my classroom of extrinsic motivations and help students internalize their motivation. Students normally begin school with mostly external regulation as the main regulatory style. External regulation occurs when a students motivation is based on external rewards or punishments. As students move away from external regulation towards introjected regulation, they slowly begin to internalize the motivation to participate in an activity. Introjected regulation occurs when students have become aware of themselves and others view of them and is a means of feeding the ego or satisfying internal expectations. Then students move into identified regulation, which occurs...
“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)
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).
Theoretical framework in this study consists about the content Motivation Theories and how it can be applies to Generation Y. The first part of theoretical frameworks analyses the motivation factor that influence Generation Y to work as hotel employee. Some motivations are contradictory in different articles. Second part describes content motivation theories and the need to adapt them to fit the characteristic of Generation Y. This part also includes suggestions on how to modify the theories to suit the needs of Generation Y.
Ryan, R., & Deci, E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54. Retrieved March 4, 2012, from http://www.unco.edu/cebs/psychology/kevinpugh/motivation_project/resources/ryan_deci00.pdf
Motivation is a vital topic in organisations as it 'concerns what drives a person's choice of what to do, how hard they try, and how long they keep trying.' Arnold et al 2010. Managers and senior managers try to understand human needs in the belief that doing so accurately makes it easier to influence what they do. (Boddy 2010, page 451). There are 2 types of rewards, intrinsic and extrinsic. Intrinsic rewards are valued benefits that come from the individual such as feelings of satisfaction, achievement and competence. (Boddy 2010, page 471)
Have you ever taken into consideration how motivation can affect your work environment? In the health care field, motivating employees can be very challenging because associates are individuals, meaning what works for one may not work for another, so managers must communicate. Motivation is a state of feeling or thinking in which one is engaged or aroused to perform a task or engage in a particular behavior (Burns, Bradley, & Weiner, 2011). Motivation can help improve job performances. Employees are motivated when they expect that their actions are likely to achieve a goal or receive a reward that satisfies their needs. However, making sure cultural differences are understood would help with motivation as well. The process of motivation will account for an individual’s intensity, direction, and persistence of effort toward attaining a goal. Intensity is classified as how hard a person tries. The direction is the effort that is channeled toward, and consistent with, organizational goals. For persistence, this relates to how long a person can maintain effort (Robbins, 2014).
A constructive teacher realizes students should participate in creating classroom rules because they will be more willing to follow them. This also means that by “encouraging children to make classroom rules, the teacher minimizes unnecessary external control and promotes the development of children’s moral and intellectual autonomy” (DeVries & Zan, 2003, p. 67). I consider myself an autonomy-supportive teacher because I believe in involving “students in the process of learning by giving them choices” (Brophy, 1998, p. 130). This supports the idea of intrinsic motivation which is to get students excited about learning by giving them freedom to choose how they will complete an assignment. For example, when it comes to students giving a report on an assigned book, they will be given the choice of how they would like to share what they learned and choice of working alone or with other classmates. The method used to share what they learned could be a book report or a video that allows the student to be creative. The goal is for students to have the freedom to choose in a safe environment they help to create.
One contributing factor towards student success is student motivation. Motivation is reading unassigned books out of class that relate to the class subject matter, just to expand his or her knowledge. The need or want type of actions a persons’ mentality is, to reach a personal goal or objective of some sort. People’s motivational purpose in school can range from, higher earning potential, more job stability, greater benefits, and even just to gain more knowledge. In a YouTube video entitled “The Surprising Truth about What Motivates Us” by Dan Pink, he suggests that three elements: purpose, mastery, and autonomy play a part towards true motivation. Autonomy is ones self-drive, while
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
Many of the class room activities that a teacher wants students to do are not necessarily in themselves interesting or enjoyable therefore, using more active and volitional forms of extrinsic motivation such as electronic media sources are effective strategies for successful teaching (Ryan & Deci, 2000). Ryan and Deci (2000) proposed a Self Determination Theory (SDT) in order