Motivation is important because it allows you to work towards and complete your goals. GPA allows you to see, on average, how well a student has performed in all classes they have taken. It is likely there is a relationship between motivation and GPA. If a student is highly motivated, will their GPA rise? Based upon previous research, it is hypothesized that students who are highly motivated will have a GPA of 3.0 or higher. Seventeen university students, 9 male and 8 female participated in the survey. The survey included 9 questions that measured motivation, measured on a Likert scale from 1-5. [Results].
Students may see the results and decide to change their study habits. One application for the real world could be software that helps raise a students GPA. A software developer might use the results from this study to better understand how motivation influences GPA.
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People become motivated because they want to succeed at what they are doing. Without motivation, you would never be productive or get anything done. Motivation is important because it allows you to work towards and complete your goals. University students are likely to be very motivated. One motivating factor for students is the prospect of getting a good job upon graduation. Doing good in a University means getting a high grade point average (GPA). GPA allows you to see, on average, how well a student has performed in all classes they have taken. GPA can be seen as a result of student success, and motivation can be seen as a key factor to student success. Because of this, it is likely there is a relationship between motivation and GPA. So, if a student is highly motivated, will their GPA rise?
(Author Name) did a st...
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...tion, and a score of 1 (not motivated) would be the least motivated. A total of four questions were reverse scored.
GPA. The survey included one question relating to a high or low GPA. The participants were asked whether they had a (high) GPA of 3.0 or higher, or a (low) GPA lower than 3.0.
References
Brint, S., & Cantwell, A. M. (2010). Undergraduate time use and academic outcomes: Results from the university of California undergraduate experience survey 2006. Teachers College Record, 112(9), 2441-2470.
Burton, L. J., & Albion, M. J. (2013). Developing a self-report measure of students’ interest and motivation for studying engineering.
Bye, D., Pushkar, D., & Conway, M. (2007). Motivation, interest, and positive affect in traditional and nontraditional undergraduate students. Adult Education Quarterly, 57, 141-158. doi: 10.1177/0741713606294235
USAA defines itself by its dedication to help manage military members’ finances throughout their military career and beyond. (usaa). USAA and its employees are simply already motivated by serving the military community because those in the military have sacrificed so much to serve their country. Serving those in the military gives employees a sense of purpose and doing meaningful work. Motivating employees isn’t that simple though, therefore USAA’s motivational techniques have been analyzed in order to determine what areas the company is succeeding in and what areas need improvement.
Grades do motivate students to do better but, grades cause students to want to get a good grade instead of fully mastering the material. They look at school just trying to pass which promotes cheating on tests and homework. They also will choose the material that is the easiest and choose a class with a professor who doesn’t care to raise their GPA. School is supposed to be about learning and understanding new material to help gain knowledge and a new way of thinking.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
The school council should raise the GPA requirement because it develops good work habits. These work habits can be develop by studying for a test, doing the assigned homework, or taking good notes. Students who develop good work habits, such as responsibility and efficiency, will get a better job position more than students without the work habits. Students with good work habits know that they are fulfill the expectations of themselves placed by teachers and parents. Even though students are under pressure at one point, their work habits let them progress more easily in life. With good habits and high...
When a student applies to college, the GPA can be meaningless for many high school students and for college admissions it can be difficult to determine an accurate picture of a student from it. From a study concluded during 1991 to 2003 evidence shows that student GPA has risen by 12.5 percent without a rise in ACT scores. This shows that more students are receiving higher grades even though the skills haven't improved. Tests are becoming less challenging, more and more teachers are allowing students to pass courses, even if the they don't know the information.
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
Landis, Raymond B. Studying Engineering: A Road Map to a Rewarding Career. Los Angeles, CA: Discovery, 2013. Print.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
“Contrary to expectations, students in the "low free time" group reported a higher average GPA than did those in the "high free time" group” (pg 6). This finding was not surprising to me and it was interesting to see that they thought there would have been a different result. To me it case since that people with less free time would do better in school as most of our time is taken up by working on home work and attending classes. The findings also showed that people with less free time where not as happy as those with more to me this point toward the concept of a time famine since the people who spend more time one school are lacking the time the need to enjoy the college experience.
Shoup, Rick. Kinzie, Julian. “Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence.” Journal of Higher Education. Sep/Oct2008, Vol. 79 Issue 5, p540-563. Web. 29 April 2014.
For an individual to progress and excel through college, it takes a certain measure of drive to achieve the necessary academic quality. This drive requires its recipients to work harder and achieve better grades, more income potential, and more recognition.... ... middle of paper ... ...
Grades are one of the most important factors of my high school career. My grade point average and my SAT's determine what college I go to. They determine my effort at high school. I must do whatever possible to keep my grade point average above 3.0. My GPA currently is ok, but if I could increase it by just .2 I would be much better off. Grades are very crucial for getting acceptance to college. They are one of the major things that colleges look at to accept you (or so I have been told). So I will keep pushing myself so that my grades will increase this year, making it possible for me to hopefully enter a better school then I can right now.
Being motivated is not just about a good end result, but it is about acquiring an ingrained mindset that empowers and directs one’s behavior. (Tan, OS, Parsons, R. D., Hinson, S. L., & Sardo-Brown, D., 2011) Mary Doe can clearly be seen to be unmotivated in learning as seen from her low expectations of success. She is seen to have a low gauge of her ability, which leads to her low confidence, and lowered motivation towards her academics. We will explore the possible causes, as well as solutions to aid the improvement of her motivation in learning.
Heibutzki, Ralph. How Lack of Time Management Affects College Students. Demand Media, 2009. Web. 15 Nov. 2013
Student motivation can be affected by several factors. These elements include parent involvement, teacher enthusiasm, rewards, peers, the learner’s environment, personal experiences, personal interests of the student, and self-esteem and self-image.