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factors influencing motivation in learning
factors influencing motivation in learning
factors affecting academic motivation
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The Role of Motivation in Academic Achievements
Many people would find it difficult to understand why some students perform well in academics while others perform abysmally in all spheres of their academic endeavors. Without a proper investigation and understanding of the fundamental cause, one would just draw a conclusion that the student who fails to strive in school is not good or perhaps not intelligent enough. However, studies have shown that academic achievements go beyond just being enrolled in academic institution. This paper will attempt to investigate the causative factors, motivating factors and the roles they play for an individual to achieve academic success or fail. But before that, the meaning of key concepts such as motivation,
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Experts have categorized motivation into two major groups of internal motivation and external motivation. The individual influenced by the external motivation with an independent goal takes up a specific function, the internal motivation on the other hand provides the sufficient grounds for doing a task. Psychologically, it is believed that motivation should be taken into consideration in education because of its effective relationship with new learning, capabilities, approaches, and behaviors. psychologists present motivation for academic achievement as one of the primary concepts for defining such type of motivation. Motivation for academic achievement is associated to behaviors which lead to learning and achievement. In other words, motivation for academic achievement is such a universal predisposition towards performing a task successfully in a particular context and assessing the performance spontaneously. This internal motivation, is said to be a psycho-cognitive condition which is acquired once the individual sees him/herself to have independence. The sources of this motivation can be Internationally, Nationally, institutionally, and individually (self-motivation) initiated. A typical example was the increase in students’ performance as a result of strengthening the management capacity and accountability of Liberian educational sector. Under this structure, classrooms were built or rehabilitated; more than one million textbooks and 20,000 teachers were employed, millions of instructional materials were procured, etc. following the reopening of schools after the Ebola crisis. When the funding phased out partner organizations like USAID, UNICEF, OSIWA, EU, Save the Children, and Plan International,
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 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.
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.
Motivation research has a long history starting with the concept of instincts, drives and internal traits and extending to achievement goal theories. Achievement goal theory has its roots in the social-cognitive view of motivation and instead of focusing on causal attributions they give importance to the types of goals that individuals pursue in situations. Achievement goal theorists focus on goals involving the development or demonstration of competence. They are concerned about students’ intentions or reasons for engaging or choosing different learning activities.
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].
Rowell, L., & Hong, E. (2013), Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16 , 158-171.
Pintrich and DeGroot (1990) investigated the effect of motivation orientation and self-regulated learning on academic ability. One hundred and seventy three seventh grade students from a school in Michigan were recruited. The Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure use of learning strategies, intrinsic value and self-regulation. Additionally, previous classroom assignments indicated academic performance. A positive relationship between intrinsic motivation and self-regulated learning was recorded. Furthermore, academic performance was reported to be directly influenced by intrinsic motivation. Although Pintrich and DeGroot (1990) examined the link between motivational orientation and use of self-regulated learning strategies, the results may not be inferred to different populations. As the average age of participants was twelve years and six months, the findings cannot be generalised to college students due to the potential influence of age on the variables
As a high school senior I have learned that one must be motivated. One needs that drive or goal, that energizes their behavior towards a goal. Without being motivated we can have academic success.When a person is motivated th...
“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.
What contributing factors affect student motivation towards success in college? Motivation is a force that helps people to achieve what they yearn to be, which helps people conquer obstacles to reach a goal. Students can be physically present in the classroom, but mentally absent. Many things can play a factor in student academic success from the quality of the professors’ lecture, to sufficient and modern facilities or the effective engagement between student and professors. In many researches including the books Lives on the Boundary by Mike Ross and Academically Adrift by Richard Arum and Josipa Roksa it demonstrates factors that students face in the achievement of academic success. Those factors that coincide on student academic success are motivation, life responsibilities, and preparation.
In the field of education there is a broad spectrum of strategies to motivate students. Through research only a sample of the spectrum was covered, which consisted of twenty-nine sources. Four interrelated categories were created that individually provide strategies to motivate students. The four categories consist of teaching strategies to motivate students, program structure to motivate students, self-motivational strategies, and parent strategies to motivate students. All of these categories conclude that a positive environment provided by parents, school officials, and the students themselves, act to enhance a students motivational drive to succeed in the classroom.
The Achievement Motivation theory provides a final content theory of motivation. The theory has been advocated by David C. McClelland and his associate’s .It was in the late 1940s that David C. McClelland and his friends began to study three needs that motivate human behaviour-power, affiliation and achievement. McClelland believes that each person has a need for all the three but that people differ in the degree to which the various needs motivate their behaviour.
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...
What is Motivation and how does it affect an individual? Motivation is the reason or reasons one has for acting or behaving in a particular way. There are two types of motivation that affect us, Extrinsic and Intrinsic. Extrinsic motivation is the type of motivation that motivates us to perform or engage in an activity to earn a reward or avoid a form of punishment. Examples of this would be working hard for a raise, because you want a better pay check or cleaning your room as a kid to avoid being in trouble from your parents. In both examples, the person is motivated to gain a reward or avoid punishment. However, intrinsic motivation is when a person performs an activity, because it is personally rewarding. Examples of this type of motivation
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