5. Vallerand, R.J., Reid, G. (1988). On the relative effects of positive and negative verbal feedback on males’ and females’ intrinsic motivation.
Canadian Journal of Behavioral Science, 20 (3), 239-250.
The goal of this study was to analyze the effects of both positive and negative feedback on male and female students’ intrinsic motivation. Research was conduced with a random sample consisting of 30 male and 30 female undergraduate students. All students were studying physical education in the Montreal, Canada area. Students involved in the study reported to a laboratory. They were asked to balance on a stabilometer 20 times for 20 seconds each. Some students received positive comments from the instructor and some students received negative comments. The subjects then complete a questionnaire at the end of the trials. The students were questioned with The Mayo (1976) Task Reaction Questionnaire (TRQ). This research study found that male and female students who received positive feedback reported higher levels of intrinsic motivation.
This study addresses the need for additional research. This study did not present the same findings as other studies conducted during the same time. This brings the reliability of this study into question. There are uncertainties regarding the effect of positive feedback on female students. Additional research reported in this article found that positive feedback could have a negative effect on female students’ intrinsic motivation (Deci, 1977, p. 241). This study and the past research it addressed helped me consider how I will verbalize feedback as positive and constructive in a way that does not make it over powering or controlling. This article also included a definition of intrinsic moti...
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...research this study addressed the problem of students basing their success on comparisons with their peers. This study tells me that I need to address this problem within my research. In 2006, Schweinle, Meyer, and Turner addressed this problem as well by including only six students as they researched student motivation, so that students were less likely to compare answers and more likely to provide genuine thoughts without peer influence. This tells me that my evaluation should not be based on social comparisons to students in the classroom, but focused specifically on the task and students individual growth. I also need to make sure that students are not sharing scores or feedback with each other. Peer comparison could be considered an outside variable that effects student motivation. To ensure ecological validity I need to address the variable of peer comparison.
While no significant gains were noted in the area of student motivation, additional research in this area is needed to determine if specific motivational factors would contribute to an increase in motivation.
Intrinsic motivation has several advantages over extrinsic motivation. First of all, intrinsically motivated learners are more likely to select challenging tasks. Second, evidence suggested that learners gain more knowledge when they read material that they consider intrinsically interesting. Third, the conditions that support intrinsic motivation also promote greater creativity and better conceptual learning. Fourth, intrinsic motivation is associated with greater pleasure and more active involvement in activities.” (p.
Henderlong, Jennifer, and Mark R. Lepper. "The Effects of Praise on Children's Intrinsic Motivation: A Review and Synthesis." Psychological Bulletin 128.5 (2002): 774-95. Web. 28 Feb. 2011.
Extrinsic and Intrinsic Rewards The link between employee motivation and the rewards they receive from their employers is vital to maintaining a loyal, reliable and steady workforce. The two categories of rewards, also referred to as motivators, are intrinsic and extrinsic. “The primary difference between the two types of motivators are extrinsic factors that arise from outside the body of the employee, where as intrinsic elements arise from within the employee.” (Cherry, About.com)
“Motivation is the process whereby goal-orientated activity is instigated and sustained” (Schunk, Pintrich & Meece, 2008. As cited in Eggen & Kauchak, 2010, p.284). Motivation comes in many forms and can be divided into two broad categories - extrinsic and intrinsic motivation. Extrinsic motivators are external factors which can motivate a student; rewards are an example of this. An issue with extrinsic motivators is that the desire for the learner to participate often lessens, once the rewards are withdrawn (McCullers, 1987). On the other hand intrinsic motivation comes from within - learning for the joy of it - where the desire to learn leads to a higher level of knowledge, and is a reward in itself. Kohn (1996, p.285) states that research suggests, “Rewards actually decrease interest in intrinsically motivating tasks, therefore sending the wrong message about learning” (as cited in Eggen & Kauchak, 2010a)
Feedback also “can reinforce a behavior, provide information about the correctness of a performance attempt, explain why an error occurred, prescribe how to fix an error, and motivate the athlete to continue working toward their goals” because feedback “shapes a learner’s efforts to achieve a task goal” (Coker, 2015, p. 31). This is
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
The cognitive evaluation theory suggests that motivation-performance relationships may be explained by intrinsic and extrinsic motivations and influences. An intrinsic motivation is an internal, subjective and person reward for participating in an activity (Cox, 2007). The performance of an athlete who is intrinsically motivated may be fueled by an internal reward such as emotional gratification, the pleasure of physical activity, or feelings of being challenged.
Encouragement rather than the rewards and praise system, is more likely to be effective as a means to motivate learners and keep learners motivated in the foundation phase classroom. Background of study Introdudution: In many social contexts (relationships, at work, in sports and our communities), humans often use praise and rewards as a predominant motivator towards a certain goal. The conventional foundation phase classroom is no different as praise and rewards have been used by many teachers for decades as a means to motivate learners in their school work and other social issues. This is done by recognising and appreciating learner’s achievements and good behaviour by giving good remarks (well done) and rewards (a golden star) if the learner
To measure achievement motivation we have developed a questionnaire using the achievement motivation inventory with relevant changes. The questions have been divided in four different categories.
“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.
What contributing factors affect student motivation towards success in college? Motivation is a force that helps people to achieve what they yearn to be, which helps people conquer obstacles to reach a goal. Students can be physically present in the classroom, but mentally absent. Many things can play a factor in student academic success from the quality of the professors’ lecture, to sufficient and modern facilities or the effective engagement between student and professors. In many researches including the books Lives on the Boundary by Mike Ross and Academically Adrift by Richard Arum and Josipa Roksa it demonstrates factors that students face in the achievement of academic success. Those factors that coincide on student academic success are motivation, life responsibilities, and preparation.
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
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.