-motivation
The
definition of motivation
“Motivation is
defined as an internal drive that activates behavior and gives it direction.
The term motivation theory is concerned with the processes that describe why and
how human behavior is activated and directed”
.Motivation is
some kind of internal drive which pushes someone to do things in order
to achieve something.Marion Williams and Richard Burden suggest that motivation
is a state of cognitive arousal which provokes a decision to act as a result of
which there is sustained intellectual and/or physical effort so that person can
achieve some previously set goal.
Why do we need
motivated students? Motivated students will eventually become entrepreneurs or
work for an employer. These motivated employees help organizations survive.
Motivated employees are more productive (Lindner, 1998).
How do we motivate
our students? Research show that setting objectives is an effective way of
helping students learn and recall information. It is important for students to
set not only long term goals of the project, but the short term goals as well.
( Briggs, Gustafson, & Tillman, 1992, p. 110 )
Teachers
often blame a student’s learning problems on his or her so-called lack of
motivation. According to Driscoll (2000) teachers believe that this lack of
motivation is the underlying reason students avoid class work, refuse to become
fully engaged in a learning task, fail to complete work they could easily do,
or are willing to complete a task only for some tangible reward it may bring.
It is almost as if teachers believe
motivation to be an innate trait of learners rather than a variable that is
significantly shaped and influenced by outside factors (Paris & Turner,
1994).
The kind of motivation :
Intrinsic motivation
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. 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 reward. Intrinsic
motivation has been studied since the early 1970s. 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. Students who are intrinsically motivated are more
likely to engage in the task willingly as well as work to improve their skills,
which will increase their capabilities Students are likely to be intrinsically
motivated if they:
- attribute their educational results to factors under their own control, also known as autonomy or locus of control
- believe they have the skills to be effective agents in reaching their desired goals, also known as self-efficacy beliefs
- are interested in mastering a topic, not just in achieving good grades
·
Extrinsic motivation
Extrinsic motivation
Extrinsic motivation refers to the performance of an activity in
order to attain a desired outcome and it is the opposite of intrinsic
motivation. Extrinsic motivation comes from influences outside of the
individual. Common extrinsic motivations are rewards (for example money or grades)
for showing the desired behavior, and the threat of punishment following
misbehavior. Competition is in an extrinsic motivator because it encourages the
performer to win and to beat others, not simply to enjoy the intrinsic rewards
of the activity. A cheering crowd and the desire to win a trophy are also
extrinsic incentives.
·
Source of Motivation
: the motivation that brings students to the task of learning English can be
affected and influenced by the attitude of a number of people. It is worth
considering what and who these are since they form part of the world around
students feeling and engagement with the learning process.
1. The
society we live in
2. Significant
others : parents, older siblings and student’s peer
3. The
teacher
4. The
method
·
Six Ways to Motivate Students to
Learn
Scientific
research has provided us with a number of ways to get the learning juices
flowing, none of which involve paying money for good grades. And most smart
teachers know this, even without scientific proof.
1. Fine-tune
the challenge.
We’re most motivated to learn when the task before us is matched to our level
of skill: not so easy as to be boring, and not so hard as to be frustrating.
Deliberately fashion the learning exercise so that students are working at the
very edge of your abilities, and keep upping the difficulty as they improve.
2. Start with the
question, not the answer. Memorizing information is boring. Discovering the
solution to a puzzle is invigorating. Present material to be learned not as a fait accompli, but as a
live question begging to be explored.
3. Encourage
students to beat their personal best. Some learning tasks, like memorizing
the multiplication table or a list of names or facts, are simply not
interesting in themselves. Generate motivation by encouraging students to
compete against themselves: run through the material once to establish a
baseline, then keep track of how much they improve (in speed, in accuracy) each
time.
4. Connect
abstract learning to concrete situations. Adopt the case-study method that has
proven so effective for business, medical and law school students: apply
abstract theories and concepts to a real-world scenario, using these
formulations to analyze and make sense of situations involving real people and
real stakes.
5. Make it
social.
Put together a learning group, or have students find learning partners with
whom they can share their moments of discovery and points of confusion. Divide
the learning task into parts, and take turns being teacher and pupil. The
simple act of explaining what they’re learning out loud will help them
understand and remember it better.
6. Go deep. Almost any subject is
interesting once you get inside it. Assign the task of becoming the world’s
expert on one small aspect of the material they have to learn—then extend their
new expertise outward by exploring how the piece they know so well connects to
all the other pieces they need to know about.
Motivation is likely to be highest when:
1. Learners
do not experience frequent failure and harsh criticism.
2. The
curriculum material is interesting and relevant; topics are sufficiently challenging,
but not overwhelming.
3. Learners
are encouraged to set their own goals and are then supported in achieving them.
4. Learners
are given the opportunity to make choices and exercise some control over what
they do in class and the manner in which they do it (greater autonomy).
5. Collaborative group work is used frequently.
6. Teachers
reverse students’ negative thinking about their own capabilities,and enhance
positive self-belief by encouraging open discussion about learning, learning
strategies, effort, and ability.
7. Teachers
remember to apply the principle that learners’ motivation and confidence are
enhanced by respect and approval from others.
8. If
a reward system is used in the classroom it should ensure that all students attain
rewards if they put in sufficient effort.
©
Self Esteem
·
Self-esteem
is a disposition that a person has which represents their judgments of their
own worthiness. Olsen, J.
M.; Breckler, S. J.; Wiggins, E. C. (2008).
·
Self-esteem
has been compared to a bucket of water. It starts out full when we're born, but
whenever we develop negative beliefs about ourselves, it's like poking little
holes in that bucket and our self-esteem drips out.* Have the group brainstorm
a list of things we do or say to ourselves or to others that pokes holes in the
self-esteem bucket. Put this list on the wall to serve as a constant reminder.
·
At the top of this column is a list of things
we can do to protect, raise, or reinforce our self-esteem. Go through this list
with the group and discuss each point. How might each of these things
contribute to a higher self-esteem? Can they think of any additional
suggestions of their own?
·
Eleanor
Roosevelt said "Nobody can make you feel inferior without your
permission." Have a group discussion about this quote. What does it mean?
How true is it? Can you think of cases where it might not be true? In what
kinds of situations would this quote be most useful to remember?
·
Have
everybody in the class bring in one or two advertisements aimed at teenagers.
These can be cut out of magazines or taped off of TV. Have a class discussion
to evaluate the ads by asking the following questions: How is this ad
attempting to appeal to me? What assumptions does this ad make about me? How is
this ad intended to make me feel about myself? Is there anything about this ad
that's intended to make me feel is ad intended to make me feel better about
myself, or bad about myself? In what way is this ad attempting to appeal to me?
Would I be most vulnerable to this ad if I had high self esteem, or low
self-esteem?
·
THE
IMPORTANCE OF SELF-ESTEEM AND THE IMPLICATIONS FOR TEACHERS
·
Self-esteem is the sum and substance of one's feelings and thoughts about who we
are and as such is of great importance.
·
Self-esteem is
the foundation that we build the rest of us on.Self-esteem, or one's sense of
worth, is often fragile and sensitive to events that happen on a day-to-day
basis.
·
Self-esteem is critical for individuals to think about and be able
to
1. take advantage of strengths and for learning from mistakes
(metacognition).
2. Healthy self-esteem is an essential component for learning.
Regardless of age, the self-esteem of a learner facilitates or inhibits
learning.(Solomon 1992)
3. Learning is growth - intellectual, physical, psychological,
social, spiritual and combinations of those. In every aspect of this learning
process there is the potential to damage, maintain or increase self-esteem.
Self-esteem in most students 'mirrors' the appraisals of others, in particular
parents and teachers. Teachers views clearly affect learners achievements.
Positive appraisals over an extended time tend to increase the level of
learning. Prolonged or consistent negative appraisals tend to lower learning
achievement. Students tend to perform in accordance with teacher expectations
and treatment - self-fulfilling prophecy (Loomans & Loomans 1994).
·
Teachers find
that students with low self-esteem exhibit some or all of the following
characteristics:
1. learning problems
2. social and emotional problems
3. behaviour problems
4. unstable home lives
5. high absenteeism
6. frequent illness
·
The wide range
of experiences a student has while going through school - scholastic, athletic,
social, emotional - all constitute input to his or her self-esteem development.
Every success and failure, together with the reactions of peers, parents and
teachers to these experiences, will contribute significantly to the students
self-worth, self-confidence, self-reliance and self-competence (Robb &
Letts 1995).
·
As teachers we
can be instrumental in creating a classroom environment which nurtures and
supports students developing self-esteem. This can be achieved by modeling to
students that mistakes are part of the learning process for both children and
adults. It is important to empower and skill students to assess their
achievements in a positive productive manner. This creates autonomous learners.
Students need to be encouraged to develop support systems both within and
outside of the classroom so that they feel confident to take risks in their
learning.
·
Lack of confidence in one’s
ability obviously relates to self-efficacy, as discussed above, and to feelings
of self-worth and fear of failure. To protect feelings of
selfworth some students would rather their failures be attributed to the fact
they had not made an effort rather than that they lacked ability (Covington
& Teel,1996).
©
Anxiety
·
Anxiety is an unpleasant state of inner
turmoil, often accompanied by nervous behavior, such as pacing back and forth, somatic complaints
and rumination. Seligman,
M.E.P.; Walker, E.F.; Rosenhan, D.L..
·
Impact of Anxiety
Anxiety
disordered students
1. Obvious distress and disability
2. Less likely to have satisfying social relationships
3. Higher ongoing usage of health facilities
4. Take longer to move out of home
5. Live a life (in their own words) of “missed opportunity”
6. Early anxiety disorders predict adult anxiety disorders, depression,
suicide, substance abuse and conduct problems
7. 85% of depressed adolescents have a history of childhood anxiety
8. growing out of it’is a myth
·
Academic Impact of Anxiety
1. Anxiety leads to poor academic performance & under-achievement
2. High anxious children in grade 1 are 10x more likely to be in bottom
1/3 of class by grade 5
3. High anxious students score lower than peers on measures of IQ and
achievement tests (eg basic skills)
4. Anxiety leads to poor engagement in class
5. High anxious students often avoid tasks that require communication
or that involve potential peer or teacher evaluation
6. They consequently miss the benefit of interactive learning
experiences
7. Anxiety leads to school refusal•Anxiety leads to drop out–49% of
anxious adults report having left education early, 24% indicated anxiety as the
primary reason•Academic consequences lead to long term economic losses for
individual and society
·
How does anxiety impact at
school?
1. Learning
2. Attention
3. Interpretation
4. Concentration
5. Memory
6. Social Interaction
7. Beliefs/Expectations
8. Health
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