Most of the researchers have found that there are significant relationship between motivation and social support, within the organization and school. In organization, a study from Lin and Huang (2011) have purposed to examine the relationship between achievement motivation and training motivation. Furthermore, the study also investigated the social support of managers and colleagues as moderators for testing their effect on the relationship between two variables. In findings, the training motivation is significantly affected by achievement motivation, while the social support of managers and colleagues shows a moderating effect in organizations (Lin & Huang, 2011).
In schools, Urdan and Schoenfelder (2006) have purposed an analysis article to describe and analyze the research on the contextual influences on student motivation critically, by reviewing the research from three theoretical perspectives (achievement goal theory, self-determination theory, and social-cognitive theory) and the field of social relationship with teachers and peers. In the studies of all three perspectives have emphasized the importance of providing students with a sense of ownership in learning process and the appropriate challenging academic work, will more likely to improve student motivation. Whilst, the perspectives of psychologist on social relationship have found the motivation behavior in school results from a combination of the characteristics of students and the environment. For instance, to encourage the “unmotivated” student willing participants in academic task are needed the conditions of the tasks are according to their interests, or got the opportunities to meet the social needs through the cooperation with friends or caring support from...
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... the path of enrollment to the college, which due to the factors of the possible lack in adult role models and the required knowledge to assist in successful completion of college. However, the non-first generation college students are reported to have higher levels of motivation and more likely to attend college for achieving higher grade point average. Besides, the researchers also found that receiving support from family is important for the students to increase the well-being and chances of enrolling in college (Pannell and Olmos, 2012).
As a whole, the studies showed the motivation will positive affected by social support, within the organization and school. In addition, the relationship between motivation and social support will impact the differences in achievement. However, the year of study and sex differences will persist as areas of concern in our study.
Vallerand R., Fortier M. & Guay F. (2000) School motivation for teens. Journal of Education Today, December 2000
In my community, El Sereno, college is viewed as an option as opposed to it being the next step in life. Most people in my area either begin working or start a family after they graduate from high school. Not always by choice, but in some cases by circumstance. Students in my neighborhood either lack the knowledge, financial support, guidance or even legal status that would otherwise drive them to apply or even go to college. About eighty-percent of students graduated from my high school, but only about twenty-percent ended up attending a four-year university (NINCHE). One of the biggest reasons for student’s low college entrance rate has to deal with their family's socioeconomic
Although perhaps supportive of higher education their parents and Family members may view their entry into college as a break in the family system rather than a continuation of their schooling. In families, role assignments about work, family, religion and community are passed down through the generations creating intergenerational continuity. When a family member disrupts this system by choosing to attend college, he or she experiences a shift in identity, leading to a sense of loss. Not-prepared for this loss, many first-generation students may come to develop two different identities one for home and another for college, the student might feel he needs to do better in college then his parents. So the student might start feeling the pressure, that there is too much going on in his life and at home, because the parent is putting too much pressure to do better but the student just can’t stay focus on their studies, and they eventually will develop low grades he or she might just drop out of school, the parent might want them to work and go to school that could be difficult for the student. A student need to be successful in college to succeed, parent needs to be more supportive, and maybe their child can finish
First generation college students are students who comprise a distinct minority within most institutions of higher learning. These groups of students are the first generation of students in their family lineage to attend a college or university (Allwood, 1966). Due to the lack of family guidance in navigating through the college experience, first generation students face an array of obstacles upon entering the realm of higher education. These students are less likely to obtain their bachelor degree due to finance, family support and retention, all which ultimately limit their college experience. Not only do these students experience issues migrating through high school into college, they also lack the necessary resources some students need to achieve higher standards. For instance financial assistance, mentorship, and other motivating factors that can help a student grow into a professional.
“First-generation,” a term that has recently began to permeate through our discourse surrounding education. Yet, secondary education institutions have found difficulty settling on a definition that fully captures the distinct and incomparable experiences and backgrounds of students. The definitions of a first-generation college student varies from institution to institution; ranging from having no parental figures who ever attended postsecondary education, to having one or more members in the immediate family who did not obtain a bachelor degree.
Most first generation college students are significantly older than the average, approximately 24 year of age (Pascarella et. al 2004). The surrounding low-income environments that many of these students are raised around can explain this late age. This financial pressure can also explain another category of first generation students, preparation (Chen & Carroll, 2005). These students are often less prepared to enter the college life. They have not been exposed to the necessary preparation needed to succeed on college admissions tests and furthermore don’t meet the performance requirements that universities and institutions require. Analyzing the prefaces that surround the environment of first generation college students aids in understanding current problems faced in college as well as assist in proposing solutions for this subset of
A first-generation college student is someone whose folks didn’t attend or graduated from college. Many times, students face this reality and have no one to rely on. Some of the challenges this students face are unique psychological challenges. Although there is upportive staff in college, one of the most important roles of a family is support. Their family may see their entry to college as an insult or misunderstood their reason for wanting to have a major. In families, role are assign to each member such as working, cleaning or taking care of others. When one of the family members decides to interference with this system to attend to college, this one leading the student to a loss of personality.
“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.
Motivation in college is different. For starters, as a student, I have to be self-motivated. My parents are not here to make sure I get my work done and go to class. I have to find motivation in myself to go to class and get my work done.
First in the Family: A First Generation College Student. Across universities throughout the United States, the presence of first-generation college students is on the rise (Stephens 1). Students whose parents do not have a degree in higher education, are being given the opportunity to shape their future for the better as they embark on a journey to receiving a four year degree unlike their parents who were not given such an opportunity. With the number of first-generation college students on the rise from the past, I became interested in seeing how the views, relationships, and ideas of these students were unique, and how they differed from the average student attending a university; an average student coming from at least a middle class background who has at least one parent with a degree in higher education.
In the 21st century, if an individual decides to make a major commitment or resolution, they have the utmost support from their peers and family members. However, when a first-generation college student decides on furthering their education, the dearest people close to the student seem to disappear. Linda Banks-Santilli (2015) claims that first-generation students apply to a single college and without the help of a parent (para. 13). Although Banks-Santilli does not say so directly, she assumes that the students can not afford multiple application fees and the students are unsure on how to determine which college is a good fit, as their parents have not taken them on a college tour. I agree that first-generation students have far less help
Motivation is important because it allows you to work towards and complete your goals. GPA allows you to see, on average, how well a student has performed in all classes they have taken. It is likely there is a relationship between motivation and GPA. If a student is highly motivated, will their GPA rise? Based upon previous research, it is hypothesized that students who are highly motivated will have a GPA of 3.0 or higher. Seventeen university students, 9 male and 8 female participated in the survey. The survey included 9 questions that measured motivation, measured on a Likert scale from 1-5. [Results].
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.
This day and time motivation seems to be harder to achieve. The use of homework passes and free time would be used as a form of motivation. Students, young and old, appreciate rewards even if it is only verbal praises. Some form of recognition creates a desire to achieve even more. Notes written by the teacher on returned homework or test papers may give inspiration to a shy student. This is also a way in letting the student know that they are an individual who is capable of achieving great things if they really try.
Motivation is defined as “the reason or reasons one has for acting or behaving in a particular way”, or “the general desire or willingness of someone to do something.” Children are motivated by many things at an early age. It is easy to see that parents and peers play key parts in motivating children in their pursuit of education.