Motivating K-12 Learners in Education

This is an informational article. It explains the lack of motivation many first-generation students face. Its purpose is to informed

According to Seyfarth (2008) “all of the actions of a human being originate from inner motivation” (p. 81). Therefore, teachers need to reflect on their beliefs about education in order to keep motivated and teach effectively. This paper will present my own personal practice theories and beliefs about the learner, the teacher, and the subject matter. As well as to analyzing the importance of the classroom climate, the parents, the school leadership team and the principles of learning.

“ Students do become behaviorally, emotionally, and cognitively involved in the learning activities their teachers provide (e.g., write an essay, solve a math problem), and their extent of effort, enjoyment, and strategic thinking does predict important outcomes, such as achievement. But students also do more than this. Students also, more or less, proactively contribute into the flow of instruction they receive as they attempt not only to learn but also to create a more motivationally supportive learning environment for themselves ( Bandura,

Motivation is an important aspect of everyday life. "Researchers have consistently found that an approach based on extrinsic rewards and consequences actually reduces children's intrinsic motivation to learn" (Solley). Motivation is lost due to the pressure

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

The fundamental aim of motivation within an educational environment is to essentially make certain that their students are continuously encouraged in order for them to complete any task effectively. The core significance of student motivational approaches is to aid an educator in boosting up student morale. An additional role of motivation is to ensure that even when students are facing a difficult time outside of school they are always encouraged to

Teachers make students motivated by used many teaching strategies. Also by using scaffolding and making sure the challenges are achievable to the student. Lastly, experience shapes motivation to learn. We are not realizing it is more important to focus on, “how,” the student is learning, rather than, “what,” they are learning. Students more eager to learn perform higher in reading a math. A teacher can help motivate students by forming a rapport with them, working with families, and using various teaching methods.

4 and Fig. 5 show the drop in total* motivation and types of motivation across marks achieved in the mid-year exams respectively. Fig. 4 shows a strong correlation to a linear regression line with an R2 value of 0.998. This would suggest that motivation has some impact on the process of learning. Fig. 5 shows the same as Fig. 4 except it is divided into both intrinsic and extrinsic motivation. Intrinsic motivation fits a linear regression model to a higher degree than extrinsic motivation, 0.92 to 0.82 respectively. This would suggest that there is more of a correlation between intrinsic motivation and academic learning than extrinsic motivation, however both appear to have some influence on the process of learning. This would suggest that intrinsic motivation has a larger impact on learning than being rewarded extrinsically through means of reinforcement and punishment. However there still appears to be an impact of extrinsic methods of motivation. This suggests that academic learning would be more effective when the person is intrinsically motivated in the learning

The greatest struggle in our educational system is the lack of educators that are willing to activate the students’ interest in the subject. Instead of increasing the students’ motivation to learn, students are being presented with material that is meaningless to them. I believe that effective teaching starts by presenting students with material that seems relevant to them. Presenting fresh ideas to students increases their motivation. Breaking the monotone routine makes students willing to explore new content. It is the teacher’s responsibility to provide students with some motivation that augments the students’ willingness to learn a topic. Learning is a step by step process that will not occur over night. This process requires great effort from both the teacher and the

(2017), educators play a key role in motivating students to learn (p. 234). Understanding the interests of students can help educators to develop motivating and engaging lesson content. Forming a syllabus around student interests is called an interest-based curriculum (Hedges, 2011, p. 25). Hedges (2015) states that building an interest-based curriculum is an effective way to engage students in meaningful learning experiences (p. 25). For example, when students show an interest in sport such as rugby league, educators can assist students to create a leaderboard that explores mathematical concepts like addition, subtraction, ordinal numbers, and chance and data. By adopting an interest-based curriculum, students are motivated to learn. In addition to curriculum strategies, students are motivated to learn through the law of effect. O’Donnell et al. (2016) describe the law of effect as the notion that positive outcomes of behaviours increase the frequency of the behaviour, negative outcomes from behaviours reduces the frequency of the behaviour (p. 241). Praise, privileges and attention can be used as positive reinforcers for desirable student behaviours (O’Donnell et al., 2016, p. 241). Educators can prompt students to demonstrate appropriate behaviours and engage in learning by publicly praising students who exhibit desirable behaviours. For example, a teacher can motivate students to sit quietly on the mat by saying ‘Thank you to those students

Three main theories included in chapter 4 to chapter 6 are competence beliefs, achievement values and self-determination. Authors presented those three theories and their relations with motivation. These three chapters according to children’s reasons and attitudes for whether they join in the different activities or not to analyse their motivations.

One of the first problems of students’ lack of motivation, is that many students will not try their best if there is not an incentive or a reward. “46 percent of the 13

The field of Educational Psychology attempts to find effective methods for motivation to help improve learning outcomes for students.

Motivation matters. Motivation is a characteristic that not every pupil has. In fact, according to the National Research Council report on motivation “Upwards of 40 percent of high school students are chronically disengaged from school,” meaning only sixty-percent or less actually are engaged (Crotty par. 3). Without motivation throughout school a student is at a high risk of dropping out,“on the other hand, students who are motivated to learn have higher achievement, show better understanding of the concepts they are taught, are more satisfied with school, and have lower dropout rates” (Crotty par. 5). In other words,

at a young age in schools, children are told to “stop using their imagination, all the answers are in the text book”, i was expected to receive grades of a certain merit, and that was final. Ninth grade was a hard year; i didn't process most types motivation. i did what was expected, nothing more and nothing less. i became a mechanized student, which is the key to a proper education until college level learning. confusing, but the level of motivation for a child through the different ranges of high school learning is based on prizes or a reward that