Assess The Role Of Motivation In Education

The School Motivation and Learning Strategies Inventory (SMALSI) is a self-report tool designed to determine student performance across a comprehensive set of behaviors representing learning strategies, academic motivation, and test-taking. This inventory is unique in that it is designed especially for use with school-aged youth. There are two forms: a Child Form for students aged 8-12 years, and a Teen Form for students aged 13-18 years. Both forms consist of over 100 items written at a third grade reading level, which should take from 20-30 minutes to complete. The SMALSI can be administered individually or to a group; the form also can be read to students who have difficulty reading. The SMALSI is intended for use in both general and special education for the purposes of: (a) screening to facilitate identification of topics for group instruction; (b) prereferral intervention, which may ameliorate learning difficulties and avert the need for special education; (c) special education assessment, which is linked directly to intervention in areas that may exacerbate academic difficulties; and (d) research related to understanding the nature of these skills and to the development of effective interventions for learning strategies, test taking, and academic motivation.

Mitchell (1982, p.82) describes motivation as “the degree to which an individual wants and chooses to engage in certain specified behaviours”. Hence, in general, behaviour is determined by certain motives, thus, Vroom and Deci (1992, p.33) considered motivation “as the causes of our behaviour”. Moreover, according to Mullins (2013, p.245) motivation is concerned with question “why do people do what they do?”, because motivation is an inner driving force which leads to particular action to achieve some aim and fulfil some need. In other words, Chartered Management Institute (cited in Mullins, 2013, p.246) observes that, “the aim of management is to give people what they really want most from work”.

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

Can you elaborate on what your mean by your statement on staying motivated and how that brings excitement to lesson plans and keeping students engaged? Are you referring to staying motivated yourself in reference to bring excitement into the lesson plans? In other word keeping yourself pump up or motivated for the lessons you will be delivering. If so do you believe that your lessons all need to be exciting and entertaining for each student? Or are you referring to internist or extrinsic motivation for engaging students? If so, how do you tap into what motivates your students especially since each individual student will have their own motivational venue.

An example of this can be found in a journal article, in which researchers studied the effects on students who were told stories of famous scientists’ failures, as opposed to those who were told stories of famous scientists’ successes. This made the stories more relatable, thus improving the students’ motivation (Lin-Siegler, Ahn, Chen, Fang, & Luna-Lucero, 2016).

American education system has thrived in teaching on extrinsic motivators: such as, the ability to work on a timely basis and the completion of work or tasks; when the best type of education is achieved through intrinsic motivation, having children learn because they want to learn the subject, instilling pride in the work that is accomplished.

When we see a person acting in an abnormal way, we cannot help but think “why are they doing that?” We form judgements about people and question the reasoning behind their actions in an attempt to better understand their situation. This ability to understand intentions plays an important role in today’s society, allowing us to relate to one another and form deep connections through picturing ourselves in that same position. Nevertheless, there are times when we are unable to relate, and unable to understand why someone chooses to act in a certain way, say a certain thing, or be a certain type of person. This desire – this motivation to do something – has been felt by each and every human being

Motivation is the “why” behind our behaviors. Behavior that is usually goal-oriented. The forces that lie beneath motivation can be biological, social, emotional or cognitive in nature. There are, indeed, a plethora of inducements that cause us to act the way we act and do the things we do. They include things like quenching our thirst, reading to gain knowledge, studying to ace an exam, surpassing quotas and meeting deadlines for a promotion, etc. According to Kendra Cherry’s article on “WHAT IS MOTIVATION”, there are three components of motivation: activation, persistence and intensity. Activation is the decision to initiate a behavior. Persistence is the continued effort toward a goal even though obstacles may exist. Intensity is the

Accurately predicting academic persistence for incoming and returning college students is constant problem for all involved. Multiple predictors currently exist to help determine the academic motivation of students. Traditional predictors cover the cognitive aspects of students. The most common predictors are standardized tests and high school GPA. Noncognitive predictors are difficult to accurately measure but still contribute to a student’s persistence. Cultural predictors such as economic status, moral support and ethnic differences also play a role in a student’s academic motivation. The purpose of this paper was to explain the effectiveness of these predictors.

It is important for everyone especially students to do well in school because it reflects in the foundation of their accomplishments in life. Students are affect their ability to move to the next level when they fail to complete some requirements. It takes many factors to motivate individuals to continue on striving for academic achievements. (Higgins, 2008) It is said that motivation gives big contribution in one individual’s success. Motivation is defined as the organized patterning of three psychological functions that serves to direct, energize, and regulate goal-oriented activity: personal goals, emotional arousal processes, and personal agency beliefs. It is an interactive construct representing the direction a person is going, the

Motivation affects many different areas for students in education. Areas include how the student feels about school, teacher relationships, testing performance, and time and effort spent on academics. Without motivation, academic engagement is almost impossible to achieve. However, research has shown that highly motivated students perform better academically, have a better self-esteem, and tend to complete high school. As a student progresses through school, motivation tends to decline. According to a 2004 analysis by the National Research Council, approximately 40 percent of high school students report being disengaged from learning. In addition, a similar survey showed that 70 percent of students who dropped out of school stated that being unmotivated was a key factor (Kober and Usher, 2012).

History teaches us that motivation has been a key ingredient proven effective in the accomplishment of tasks, or used to get things done. This paper will discuss the classic and contemporary background/history of motivation. In addition, covered will be the theoretical background and theories, the implications motivation has for leaders, and the motivational tactics used in the working environment that stimulate results.

Q: 1. Select three motivational theories or concepts from the lesson. Write a recommendation which includes a brief explanation of each theory or concept and why you selected it. Include key terms and concepts from the textbook.

As many of us near our senior year of high school we all begin to think seriously about pursuing our education further and what we want to come of it. This is also the time when we pick a major and sometimes incorporate graduate school into our future goals. These educational goals that we form at an early age reflect our desires most truly because we have yet to be discouraged by hardly anything. However, the downside is that in many cases rising college students don’t realize all that entails reaching the goals they have set for themselves. As a result, many students falter in their pursuit towards the original set goal. There are several common ways in which students deviate from the original plan. Some students begin college under a

What is motivation? What influences it? The term motivation can be defined in different ways. Motivation can simply defined as “ a need that, if high, is evident in a strong desire to achieve, to excel, to reach a high level of excellence” (Lefrancois 430). To become motivated, one must have a positive attitude to a variety of learning skills. Some factors that influence motivation include our peers, friends, parents, and environmental settings. Division four being high school division, attention is focused towards learning and what methods can be used. Students at this stage are more eager and develop a sense of what he or she wants to do and accomplish in upcoming adulthood. With a division comes a group of intelligent theorists. All