The Importance Of Motivation In Education

Do you ever wonder why some people are known as “straight A students” and while other people struggle in school even though they’re smart? Learning something can be tough for some people. People have different ways and approaches of acquiring new knowledge. And no one has a better learning style than anyone else. However, no matter what approach you have in learning, how we gain and receive knowledge is dependent by our environment, time and resources and most importantly, our interest and drive. In the excerpt, Learning to Read from the autobiography of Malcolm X, Malcolm X displayed how interest and drive influenced his journey on learning how to read. Being aware of his illiteracy, Malcolm X’s interest and drive to improve himself and absorb knowledge from reading motivated him learn how to read. Given the diverse attitudes and approaches toward learning, interest drives our motivation to learn and gain knowledge.

Gamification is an important and useful tool used today across many disciplines including education, health and research. It combines play and game design with systems or programs using rules, challenges, and rewards motivating users to engage in traditionally non-gaming environments. This essay discusses the definition of gamification, how it is used in education, health and research to increase motivation, and the limitations of this use. Gamification can benefit many in society to increase motivation, although some caution is advised.

Peter Drucker the famous 20th century management consultant may have described motivation best saying, “We know nothing about motivation – all we can do is write books about it”. Motivation is a commonly used buzzword thrown around in daily conversations without much meaning behind it. Motivation defined by Jason Colquitt and company in Organizational Behavior is as follows “a set of energetic forces that originates both within and outside an employee, initiates work-related effort, and determines its direction, intensity, and persistence” (Colquitt, LePine and Wesson ).

Teachers should show that they care about their students by being kind, showing compassion and asking about students’ life’s outside of the classroom setting. I agree with Lavoie when he discusses how teachers should ask questions about student’s personal life’s because this way students can feel like they have a special connection with their teacher. Out of all of these motivational approaches, I feel like I am a student who is motivated by people. For example, when an adult figure in my life, like my parents for instance compliment me on my achievements, I feel way better about myself and I feel accomplished for making them proud. The six motivational approaches Lavoie describes help motivate all different types of students.

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.

Motivation in the work place is good for any organization. A leader will encourage their staff to bring to the table new ideas, be creative, and how to work as a team. In looking at motivation in the work place, employees have certain needs that must be kept in the workplace. Maslow’s Hierarchy of Needs describe these needs in the workplace and they are: A sense of feeling they belong in the organization, a sense of feeling safe in a work environment, self actualization needs, physiological needs, and finally the feeling of having a positive self-esteem (Warrick, 2016). Employees want to feel wanted and needed in order to have a sense that not only the work they contribute to an organization is needed, but that they are appreciated for what they contribute. Employees want to feel that their work is appreciated and that they have job security. This makes them feel needed, empowered, and that their work matters.

Some students struggle more than others. According to Wery and Thomson (2013) the most difficult time teachers encounter when teaching struggling students are related to motivational aspects. There are many different situations that can take away from motivation in a student. “While some students come to school highly motivated, others exhibit significant reluctance towards learning activities” (Wery and Thomson, 2013). Lack of a stable support system can lead to a lack of motivation in a student. Without the support of family and friends, one might find success useless because they don't have anyone to share it with. “Teachers are often at a loss as to how to help these students and simultaneously feel pressure to ensure they meet the required academic goals and objectives.” (Wery and Thomson, 2013). Although teachers may feel that they cannot help with motivation in that department, that is not

Motivation is an energy change in an individual characterized by the emergence of feelings and reactions to achieve the goal. Motivation is the act or a process stimulating to action or providing an incentive or motive, especially for an act. To motivate ourselves must have a cause, have a big dream, run to our own race, take one more step and let go of the past. Individuals who have high motivation could have a strong reason to achieve the desire by immediate action. David Myers (1996: 297) stated that “motivation as a need or desire that serves to energize behaviour and to direct it towards a goal”. According to this definition motivation is a source to move the person to the task. According to Stephen P Robbins, motivation is “the willingness to exert

Motivation is hard to find, but everyone has that one person in their life that they look up to. Throughout my years of growing up I saw someone struggling hard to make it in life and saw how she worked day and night to make a living. This person has helped me with both school work and how to keep pushing to reach my goal. She has been there since day one every time I get frustrated she always by my side tells me it’s going to be worth it trusts me to just keep going that person who I look up to everyday is Melissa Corona my mother’s little sister I call her Nana.

In 1874, Charles Darwin first stated human beings principal motives were based upon survival and reproduction. Emotions are often interrelated fluctuating human behavior, confirming motives are more than just biological responses (Yake and Patry, 2014). A broad way to classify motives is in two categories: deficiency and learned motives. Some psychologists distinguish this through motivated reasoning and rationality. Biological motives ensure survival and reproduction; Social motives are traditionally learned motives to satisfy personal expectations according a wide range of factor from morals to cultural backgrounds. The actions completed to remain committed are critical factors to shaping one’s personality, allowing differential elements of a person (Mayer, 2005).

Before delving into the topics of motivational theories, the affects of motivation, and motivational tools, etc., it is important to first define motivation and explain why the subject of motivation is so important in the organizational setting today.

The other important thing about this place is the cost of living; it is very low when we are comparing with other universities and cities. The university is having a wide range of library and IT resources. Bangor is also having a strong research wing and I like to do my research in marketing sector here itself. Bangor is also having a good job zone which will help the students to get their part time job easily. Many career workshops are conducted by the university, by this we will be getting assistance in making a curriculum vitae, how to attend an aptitude test and competency about interviews. More over Bangor is having a beautiful geographical structure and the city is quiet and free from the noise pollution. All these factors made me to take my masters in marketing from Bangor.

High school students often graduate and never go further, instead opting for a 9 to 5 job that requires minimal skill, while the students who do go to university have trouble utilizing their degrees and are often buried with such deep debt that they are essentially slaves. This system has been the same for quite some time, and in such a dynamic world, it is a dangerous thing to rely on. Instead, the education system needs to be redesigned from the ground up to produce individuals with useful skills, so that our society does not collapse and millions are left unemployed. Education needs to be centered around development of skills and problem solving rather than drilling students with info to pass an exam and then forget the information the next week. Students need to be guided to knowledge and advised on how to deal with real world situations, and how to learn and build real intelligence.

discovered that several children reported they read for fun, at least one to two times per week, scored higher on reading assessments, than the approximate 20% of New Zealand children that reported they did not ever read for fun (Chamberlain, 2008, as cited in Fletcher, Grimley, Greenwood, & Parkhill, 2012 p. 4). Previous research has supported the claim that teachers can promote motivation among their students regarding reading in middle and upper primary grades, when teachers select literature that involves a climax that is likely to peak the student’s interests and read aloud as a whole class setting (p. 9). Although several teachers and parents alike are not particular fans of students reading magazines, yet many teachers find

Studies have indicated that intrinsic motivation increases student achievement. The success of integrating technology with increased student achievement could vary based on students’ intrinsic motivational styles. ATLAS has identified viable motivational styles within individual learning styles. Understanding different technologies and their effect on motivational styles in ATLAS has not been studied, but studies validate the importance and the need for this study.