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Factors affecting student motivation
Factors affecting student motivation
Factors affecting student motivation
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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.
Mary Doe looks to her peers to determine her ability, she thinks that she has put in her best but is still unable to succeed. Mary Doe may have allowed her imagination to run wild, imagining the only the worst response that could come from her classmates. This could have caused great distress, thus choosing to react to her fear of scoring a lower grade than her classmate, with a “flee-response” (Tan, OS, et al., 2011). The psychological provocation could bring about a feeling of despondency that counters her efforts. This could explain w...
In The article “Brainology” “Carol S Dweck, a professor of psychology at Stanford University, differentiates between having a fixed and growth mindset in addition how these mindsets have a deep effect on a student’s desire to learn. Individuals who have a fixed mindset believe they are smart without putting in effort and are afraid of obstacles, lack motivation, and their focus is to appear smart.. In contrast, students with a growth mindset learn by facing obstacles and are motivated to learn. Dwecks argues that students should develop a growth mindset.
Through his eyes, he has experienced two very different worlds which are to be much alike in expectations and attitudes. However, this being not the case, it leads me to question how much the psychological and social effects of being in a remedial class weight on the minds of the adolescent. It is interesting to me that the expectations were so vastly different in a world where we teach our young minds that anyone can achieve with enough effort. Effort itself, was not pressed in the lower classes (or at least not expected, let alone strived for), and thus, students suffered from the psychological effects of being placed in a class in which they felt intellectually inferior to those who were in a higher stratum of
The assignment was an English paper, that she had no idea how to this paper. Like most of us do, she freaked out. She called her mother, and her mother basically said that she was screwed. Most parents when we tell them about our grades, or anything worrying us can give us advice or help but Jennie was not so lucky. She freaked out because in reality, who 's actually prepared for their first college paper? No freshman is actually prepared for such an assignment. I wasn 't preprared either. She says “I called my mom and in tears told her that I had to come home, that I 'd made a terrible mistake” (Crucet 3). Crucet is obviously facing fear here. She was facing fear because for once, maybe she actually did not know what to do. As a freshman, we go into college preparing to do as well as we did in high school. Jennie quickly realized college is a completely new environment for her and I feel like her fear is quite normal for any freshman college
The characters of Edna, Mr. Oakhurst, The Innocent, Piney, Mother Shipton, and The Duchess all face different forms of failure in their respective stories, The Awakening and “The Outcasts of Poker Flat”. Each character has a unique response to failure; some bend, while others break. Though at times people fall short of their goals, it is not necessarily the human lot to try and fail; sometimes people make the choice to fail by losing hope, or by viewing death as failure, or by having a negative outlook on life, but it is essentially they themselves who allow the failure- it all stems from the person’s perspective and individual choices. Even though humans don’t always succeed in their endeavors, humans are not predestined to fail.
Due to her experiencing of her mother as insensitive, ridiculing, and disparaging we can understand that she would have an aggressive drive towards her mother for making her feel bad about herself. Freud described a type of anxiety known as signal anxiety. This type of anxiety is produced by a danger situation, or via the anticipation of danger. Signal anxiety is produced by the ego, and it serves to activate the forces at the command of the ego to meet or avoid the impending traumatic situation, which would result should the id be allowed to act on the aggressive drive (also known as id’s wish-fulfillment) (CITE). Freud identified four primary danger situations. They include loss of object, loss of object’s love, castration anxiety, and guilt (CITE). Of these danger situations, the most relevant one for Ms. M is that of castration anxiety. Castration anxiety, in a metaphorical sense, refers to the fear of being degraded or made insignificant. It is usually an irrational fear where an individual will go ...
Growing up, my parents never expected perfection but expected that I try to accomplish my best. The effort I’ve put forth in learning has been reflected in my grades throughout my high school career. I’ve entered myself in vigorous course work such as AP Government and AP English to become well prepared for my college career, all while maintaining a 4.4 grade point average this year. Not only do I engage in AP classes, but up until this year I had no study halls. I wanted my day to be packed full of interesting classes that I would enjoy learning about. My grades and choice of classes prove the effort that I put forth in my learning. Working hard now can only pay off in the future. Learning now creates a well-rounded human being. Working to learn is why I am so dedicated to my studies now.
No matter how popular you were, you always wanted to fit into a group. If you were not accepted, you could take it personally. You would think something is wrong with your physical appearance, your thoughts and ideas, or even your religion. This could put emotional distress on a person and lead to MDD or an emotional disorder. There is so much pressure to fit in and be cool in high school, that when it doesn’t happen, it is reflected onto you, not the others in the group. In this case study, there were general differences in Janet’s marriage that she would take personally. For example, she spent more money on clothes than her husband. Instead of talking about this behavior, she blamed herself and would over exaggerate the matter until she believe that it was a terrible sin. She automatically thought that the problem originated from her physical being not an issue between two people. This was one aspect of why she developed
Dweck also argues that attributing poor performance to lack of ability depresses motivation more than belief that lack of effort is to blame. Another argument is that persistent students look at failures as mistakes that need to be fixed. Dweck gathered his information by studies from different universities and fro 373 students that were monitored for two years into their transition into Junior High school. This article is meant for students that lack intelligence and ability in school to motivate them to give more effort in school. Just like Marita's Bargain both articles promote that education is important. Both articles have ways that students can become successful in school. In conclusion students with lack of motivation need to learn that mon ones is born smart, but they need to work hard to become
In chapter 5, Motivating the Unmotivated, Kuykendall discusses the lack of motivation among Hispanic and Black students. Many youths who exhibit low motivation may fail to reach their full potential not because they do not want to learn but, because it is impossible for them to learn (p. 93). Setting low expectations, having an incongruent teaching style, grouping students based on ability, and test bias are all ways to debilitate a student’s motivation. Many Blacks Hispanics are in a survival state, therefore it is important that teachers are educating students for the real world to keep them motivated in the classroom. Kuykendall mentions ten techniques that are helpful to motivate unmotivated students (p. 97).
At the same time, these individuals are trying to accomplish something even greater than a college degree by putting their family legacy first. As most cases, some students come from families with little to no educational background. Although the odds are stacked against these students, the ones who are able to break these barriers carry the torch onto other students to follow. Researchers studying student success have found that majority of students attribute their success by having academic self-efficacy (Madonna 164). Self-efficacy is the student’s own belief of how well they can perform when it comes to their academic career. Students that exhibited high levels of academic self-efficacy excelled in their studies while maintaining a passion for college. However, students who lacked this trait were less passionate about their academic work and earned lower grades compared to their counterparts. In addition to self-motivation, researchers have also found that the expectancy theory greatly affects students in their ability to accomplish goals (Madonna 164). The expectancy theory is described as a student’s ability to make a decision that will lead to a desirable outcome for the student. By overcoming and breaking their own boundaries, students who overcome rigorous years of academic study are more able to share their experiences with those around them. After graduating with a degree, these students come out of college with learning strategies which will enable them to be successful in or out of their academic
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
“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.
Motivation is the process of getting someone to act on a particular situation. According to (Adelhardt, S, K. 2015, December 2) lack of motivation in the workplace is the most problematic subject for all managers, because it leads to decreasing productivity, performance and yet it increases the chances of employee resignation. Many employers suppose that managers these days are struggling to motivate their employees due to lack of significantly vital experience as well as knowledge in the employee engagement developing process. One of the successful strategies that managers can use to increase employee inspiration is by offering an attractive remuneration and benefits to their employees. Remuneration and benefits such as an extrinsic bonus
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.
Linnenbrink, E. A. & Pintrich, P. R. (2002). Motivation as an enabler for success. School Psychology Review, 31 (3), 313-327