Motivation in Teaching and Learning

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 standard way of thinking about motivation has it that the only way to get people to be driven is to reward them extrinsically. In other words, the way we generally try to motivate people is by dangling a carrot in front of their face, or pushing them with a poke to the ribs with stick. Many people assume that if you want someone to do something, you incentivize them with external compensation. For example, if you want a student to work harder in class, offer them extra credits. If you want your basketball team to be better, make them run more suicides as punishment. However, in this book, Drive: ’’The Surprising Truth About What Motivates Us’’ by Daniel Pink challenges this conventional, preconceived notion of motivation of carrot and stick mentality. Pink divided motivation into three categories that evolved over time: motivation 1.0, 2.0 and 3.0.

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.

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

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

Motivation can be broken down into several subtopics that can address finer details with student motivation. One of the main issues is that students are not becoming personally invested in the class rather then being motivated by their grades. According to Alfie Kohn, students who are motivated by their grades is known as especially problematic, this has effects of decreasing a student’s interest in learning, and shutting down curiosity and risk-taking (Kohn, 2009). Also Mr. Kohn wrote a great book about how students are punished by rewards. In his book Punished by Rewards; he states incentives never produce anything more then temporary obedience. The more we use incentives to motivate people, the more they lose interest in what you are having them learn (Kohn, Punished by Reward, 1993). Couple ways to influence a student’s personal investment in a topic is to affect their self-efficacy and action possibilities. When helping students become confident in the subject matter, they can successfully engage in-group work and have positive outcomes in class by working on their self-efficacy skills. Closely connected to the concept of self-efficacy is that of action possibilities because actions you believe are possible and what you believe about the consequences of those actions (Peteranetz, Motivation, 2015). When students think that they are able to learn by just doing the necessary things to

Motivation is a large element to complete any given daily task; however students with ADHD are impacted by their disorder, which causes academic and behavioral concerns. Nowacek and Mamlin (2007), discovered that educators offer a small number of modifications for students who exhibit ADHD. However, teachers understood the characteristics students with ADHD possessed (Nowacek & Mamlin, 2007). Sapiro, Dupaul, and Bradley-Klug (1998), established when strategies, such as self-management, were presented to students with ADHD. These students were inclined to demonstrate a considerable amount of improvement in behavior and academics. Even though self-management was found to be effective, implementing this strategy was very time consuming (Sapiro, Dupaul, & Bradley-Klug, 1998). Since reinforcement was found to be effective, more research is needed to discover motivational strategies that are efficient, while simultaneously allowing the teacher to conduct their lessons along with the strategy to benefit students with ADHD.

Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success. Biehler (p. 225) claims that studies show that when CAI used in conjunction with a teacher's lessons, is particularly beneficial for low-achieving and young students.

Marsh (2008) states, “motivation is a very important force that affects and directs our behaviour. As a consequence it is a vital factor for teachers to understand and to apply in their teaching” (p.46). The question however is which motivation will you use and how? It would be nice to think that your classes will all be intrinsically motivated, but this may not always be the case; how will extrinsic rewards fit with my future classroom model? (Groundwater-Smith et al, 2006). As an answer to this, Marsh states that teachers need to employ a trial and error approach to

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

Motivation in the classroom plays an important part. There are many reasons why motivation is important and there are many different things that effect a student’s motivation. A student outside or home life may affect the student’s ability to perform in the classroom or the students social life while at school. When a teacher is trying to get his or her class motivated about learning there are many things that her or she needs to take in consideration.

While intrinsically motivated students exhibit the apex of self-determination, conversely, students motivated by extrinsic rewards can also perform well. High school students are often

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

Motivation plays a crucial role in the day-to-day life of every human being. It is responsible for the different decisions we make every day, the goals we set, and how we go about attaining those objectives. Without motivation, completing tasks and accomplishing goals will prove difficult, often impossible. In this essay I am going to discuss the importance of motivation in maximising my student experience in the University of Aberdeen. I am also going to describe Alderfer’s ERG Theory, Vroom’s Expectancy Theory and Locke’s Goal Theory, and show how these motivation theories apply to my intention to make the most of my student experience.

The importance of learning motivation in education is a change of energy in a person which is marked by the emergence of feelings and reactions to achieve a goal. The instructor's assignment isn't simply to dealing with training works out, inquiring about, creating, and dealing with an instructive organization, particularly understudies. Instructors are likewise in charge of producing learning, propel students.