Intrinsic Motivation And Student Success

Nieto& Bode mentioned that young people felt the need to de-emphasize their identity, culture, or language in school. Yet this de-emphasis may have had negative consequences for their learning. (Nieto& Bode, 2008) I became more proud of my origin and background. Especially throughout this semester, my perspectives on race, diversity, and equality have altered to a better understanding. I become more proud of my own culture and being who I really am. Also, I learned that as a teacher I should be more aware of culture diversity in classroom. I should take my diverse background as an advantage because it helps me to “design an appropriate instructional strategies to ensure equal outcomes for diverse students.” (CSU San Marcos, 2017, p.4)

People of color in the classroom are challenged by tough circumstances that many of their mainstream counterparts may not be exposed to on a daily basis. Whether it is ethnicity, family sizefamily size, first language, poverty or any other number of characteristics that people of color face, they do in fact, have a strong impact on a student’s development.

The United States is full of different ethnicities and races with different cultures and are accustomed to a variety of different behaviors and ways of learning. It is essential that the curriculum within the Nation’s schools, colleges, and universities are reflected to the ethnic, cultural, and racial diversity within the United States. Schools, colleges and universities are using various approaches to inspire ethnic content into the curriculum, including the contributions, additive, transformation, and social action approaches. To respond adequately to the ethnic realities with the nation and the world, the curriculum should be transformed and should help students to develop decision making and social action skills. According to the book

The student population is more diverse than ever before with non-white enrollment up to 45% in 2008 from 32% in 1988 (Aud, Hussar, Planty, Snyder, Bianco, Fox, & Drake, 2010). With the changing student demographics it is important that we as educators focus on educational practices that afford all students a level playing field in their educational experience. Discipline outcomes for culturally and linguistically diverse students particularly those of African-American descent and people of color, such as Mexican Americans, Puerto Ricans, Native

Deci, E.L., Koestner, R. & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.

Intrinsic motivation involves being in an activity only for the enjoyment of the activity and for no other motive (Deci, Ryan, & Guay, 2013). For example, going out shopping with friends because a person genuinely enjoys the company of friends and shopping (Deci, Ryan, & Guay, 2013). In a competitive setting a person may less likely express intrinsic motivation (Deci, Ryan, & Guay, 2013). The thought of the reward decreases the ability of intrinsic motivation according to a research study. Intrinsic motivation is important for every adult

In the spring of 2015, I won the Underclassmen French Department award. This award was presented to a student who had taken French 1, French 2 and was currently enrolled in French 3. Kathleen Vogt, French Department Chair claimed my qualifications for this award were highest cumulative GPA in French 1 through three, outstanding effort in the classroom, as well as active participation in French Club. Winning this award took three years of hard work and dedication. I had to learn an entire new language and be the best at it for three years straight. Intrinsic motivation is what kept me going when it got challenging. I studied for hours to work on my pronunciation, spelling, and grammar. At the end of my second year in French, I almost stopped

Self-motivation is essential for students to partake in an active and responsible role in their education.  Self-motivation allows students to perform at their best and to learn without any sense of limitation.  With this, students will find a reason to work — and as a result, they will give their best to every assignment.  In addition, students will take an initiative to participate in class. Studies made by Csikszentmihalyi and Nakamura state that, “activities will not continue unless they are enjoyable—or unless people are motivated by extrinsic rewards” (602).  Motivated students

Intrinsic motivation is comprised of the internal rewards a person perceives from taking an action (Kreitner & Kinicki, 2013). Thomas’s building blocks for summoning intrinsic motivation are “Choice,” Competence,” “Meaningfulness,” and “Progress” (Kreitner & Kinicki, 2013, p. 252).

For students in an educational environment, they are more likely to succeed and do better if they have an intrinsic motivational approach to their studies. One thing that can be changed or encouraged

Let’s take a closer look at how motivation ties in with these intrinsic and extrinsic theories for motivation. It is clear that motivation is one of the most prominent driving forces by which humans pursue and ultimately achieve their goals. Motivation, quite simply, is rooted in the human instinct to minimize pain and maximize pleasure. The characteristics of such a basic theory would usually be about as clear cut as they come. However, motivation relies heavily on one’s personal psychology as well as specific situations. As noted before in the survey, it also has two very distinct and different sides to it, those being intrinsic motivation and extrinsic motivation.

Students are generally classified by two different types of motivation, which are, intrinsic and extrinsic motivation. These two types of motivation are the basis for a student’s action and their view of how they perceive schooling and even life. The first type of motivation is intrinsic motivation, which “generally refers to motivation to engage in an activity because that activity is enjoyable and satisfying to do” (Noels, Pelletier, Clément, & Vallerand, pg. 38, 2003). Intrinsic motivation is generally the best type of motivation for students to have, because doing certain activities is not being forced upon them; however, the students are enjoying the activities by themselves. This also leads to

Despite the use of primary language support to facilitate the understanding of instructions/tasks in English, the ways students engage in-class discussions and activities and interact with peers during pair and group works are important aspects to look at. Students’ engagement and performance in learning English may certainly depend on how highly motivated students are toward their learning goals. Thus, motivation is one of the most important components in the learning process. Students love to learn, when they are highly motivated to learn. Bruning et al. (2011) stated that “motivation is the neglected heart of instruction”. In other words, while planning a lesson, the motivational factors should be taken in consideration since they play a huge role in students’ performance, attitudes, behaviors, and even creativity (Ryan & Deci, 2000). Indeed, every teacher uses several different strategies to keep their students’ engaged and committed to the tasks by promoting more individual or class participations. The two types of motivation, such as intrinsic and extrinsic, are really important to figure out their impact on students’ learning performance, especially in English.

Intrinsic motivation has been studied since the early 1970s. Intrinsic motivation is the self-desire to seek out new things and new challenges, to analyze one's capacity, to observe and to gain knowledge.[5] It is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on external pressures or a desire for consideration. The phenomenon of intrinsic motivation was first acknowledged within experimental studies of animal behavior. In these studies, it was evident that the organisms would engage in playful and curiosity driven behaviors in the absence of reward. Intrinsic motivation is a natural motivational tendency and is a critical element in cognitive, social, and physical development.[6] Students who are intrinsically motivated are more likely to engage in the task willingly as well

To examine the effects of rewards on intrinsic motivation for children in special education, a review of research was conducted. Students who are intrinsically motivated, tend to experience school success because they select challenging activities and spend more time on the task at hand. It can be very easy to undermine intrinsic motivation by using rewards. This change in motivation then results in more errors in the learning process as well as slower acquisition of skills.