The article discusses four major dimensions contribute to motivation. The first dimension was competence (am I capable). This dimension indicated the student believed he or she had the ability to complete the task. The second dimension was control (can I control it?). Control made students feel they were in control by seeing a direct link between actions and outcomes. The students retained autonomy by having some choice about whether or how to undertake the task. The third dimension was interest (does it interests me/is it worth the effort?) Interest was the student has to have some interest in the task or saw the value of completing it. The fourth dimension is relatedness (what do others think?) Students believe that completing the task is related to social rewards such as a sense of belonging to a classroom or other social groups or approval form a person of social importance. These dimensions of motivation were what many of the students used or relayed on though out their learning experience. As educators, we need to be aware of where are students are and channel in to increase their motivation level.
Schools play an important role in motivating students by picking up where parents leave off or stepping in when parents are unable or reluctant to be actively engaged (Center on Education Policy CEP 2012). Schools staffs realized they have to create programs to increase motivation for students. Schools staff needed to target certain groups of student who were less motivated or were likely to become unmotivated. Schools staffs needed to target groups of students who were potential dropouts, students who never competed schoolwork and students who had poor attendance (Center on Education Policy CEP 2012). T...
... middle of paper ...
...arners. The data will show what specific concepts needs to be review and the areas students are the weakest in. We will look at how specific styles of teaching help increase student motivation and intern increase their scores.
Works Cited
Center on Education Policy (CEP). (2012). What Can Schools Do to Motivate Students? George Washington University.
Center on Education Policy (CEP). (2012). What is motivation and why does it matter? George Washington University.
Dana, N. F., & Yendol-Hoppey, D. (2009). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry(2nd ed.).
Thousand Oaks, CA: Corwin Press
Mart, C. (2011) How to Sustain Students’ Motivation In a Learning Environment. Ishik University
Pintrich, P. (2003) Motivation and Classroom Learning. J. Riley and Son Press
From the beginning of high school, students strap on their seatbelts and prepare for one of the most vigorous races of their lives – becoming successful. With the rare occurrence of a break, kids are expected to keep on driving as fast and as powerfully as they can in order to get into a “great” college, which would be followed by graduate school and then an actual job that would make a lot of money. In American society, common values include working hard, determination, and being so productive that free time is not even a question. However, this philosophy is taking a major toll on American college and high school students. For at least 40 years, America’s future has been steadily growing unmotivated, tired, and hopeless due to the overemphasis on performing well in school. This phenomenon is appropriately expounded in William Zinsser’s “College Pressures”, which takes a look at the top four sources of tension that cause these feelings of dejection and agitation. After reading this article, I came up with a few solutions to this national problem. It is time to switch the harsh, over-encouraging green light of education to a comfortable yellow one. In order to make this ideal transition, directors of education across the country need to primarily reduce the amount of out-of-class assignments, lighten the grading system, and incorporate days in the school year that allow students to express their thoughts about school and provide useful feedback.
Vallerand R., Fortier M. & Guay F. (2000) School motivation for teens. Journal of Education Today, December 2000
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
An intrinsic motivation is characterized as a motivation for the sack of doing it. There is no external reward for completing the specific task in intrinsic motivation. The motivation come from the person 's desire to complete the task because they know the task itself is rewarding enough. An internal motivation differs slightly from intrinsic motivation. Internal motivation is strictly from the desire and willingness of the person to complete the task. External motivation is a motivation factored by outside influences. Whether the outside influence is negative or positive, the motivation comes from money, grades, awards, tokens, criticism, or punishments.
Being motivated is not just about a good end result, but it is about acquiring an ingrained mindset that empowers and directs one’s behavior. (Tan, OS, Parsons, R. D., Hinson, S. L., & Sardo-Brown, D., 2011) Mary Doe can clearly be seen to be unmotivated in learning as seen from her low expectations of success. She is seen to have a low gauge of her ability, which leads to her low confidence, and lowered motivation towards her academics. We will explore the possible causes, as well as solutions to aid the improvement of her motivation in learning.
Theories of Motivation What is the motivation for this? According to the text, motivation is defined as a set of factors that activate, direct, and maintain behavior, usually toward a certain goal. Motivation is the energy that makes us do things; this is a result of our individual needs being satisfied so that we have inspiration to complete the mission. These needs vary from person to person as everybody has their individual needs to motivate themselves.
According to Greenberg (1999) motivation is defined "as a process of arousing, directing and maintaining behaviour towards a goal." Where directing' refers to the selection of a particular behaviour; and maintenance' refers to the inclination to behave with consistency in that manner until the desired outcome is met.
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.
Many factors affect a student’s choice of staying in school, including but not limited to where they came from, their academic success, and their individual decisions. There are so many effects to this huge epidemic happening to this generation’s students. Although they cannot completely control how their life goes, making education a focus will benefit them greatly in the long run. The students can gain a sense of accomplishment that can boost their self-esteem and confidence later in life. Although school may not be the most fascinating place to go, in the end the effects are worth every minute of it.
Renchler, Ron. “School Leadership and Student Motivation.” ERIC Digest No. 71. ERIC Clearinghouse on Educational Management: Eugene, OR, 1992.
Because motivation is a very strong will power to support students to complete their goal or stay focus to overcome laziness. Next, students can reward themselves after they done something good or finish their schoolwork. The reward don’t have to be big or good, a little thing like pizza or go play game to relax their brain will help them, and make them feel accomplish. The last thing to do is stay active at all time, after done schoolwork, students can go workout or just go outside and run around for thirty minutes will help them clear their brain and make them
My main vision encompassed providing administrators, teachers, students and parents with the resources necessary to achieve high levels of learning and academic performance. As one of the school leaders for a school with alternative setting, I believe that our over-aged and under-credited students can achieve and become prepared to enter in a post –secondary educational program
Linnenbrink, E. A. & Pintrich, P. R. (2002). Motivation as an enabler for success. School Psychology Review, 31 (3), 313-327
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
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.