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Factors that influence motivation on academic performance
What is the significance of motivation on students
Factors that influence motivation on academic performance
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Introduction
Motivation can be defined as one’s direction and action to behavior. To be motivated means to be moved to do something (Ryan & Deci, 2000), also a person who feels activated and ambitious toward an end is considered motivated, whereas someone who feels inspiration to do something is characterized as unmotivated. Rather, there are different kinds of motivation, such as extrinsic motivation, intrinsic motivation and amotivation. In this article, the dominant areas I would like to research are about extrinsic and intrinsic motivation, which directly related to students’ performance in school.
In our life, a concern from many parents and teachers is how to motivate student to learn, especially for students who ranging in age from
I designed an interview study for graduate students were in the education class in Heidelberg University. My goals were to find what are the extrinsic and intrinsic motivation that drives them to pursue the master degree and if the overall motivation change over from freshman to senior. Also, I want to find are the positive or negative in students’ life. This sample comprised a total of 7 students, which were in their first year or last year of master’s degree. Consequently, my core interview questions included: (1) What are the extrinsic motivations that drives you to purse master degree? (2) What are the intrinsic motivations? (3) Do you think your overall motivations changed from freshman to senior in your graduate career? Please pinpoint. (4) Do you still believe that extrinsic and intrinsic motivations are positive or negative for
In addition, 5/7 of interviewees believe that find a job as predominant extrinsic motivation that drives them to pursue higher education.
My parents support me all the time, I think to pursue master degree that will help me to get better job and will be easy to get one relatively.
I am a worker in factory and often in service occupation. As extrinsic motivation, I think I want to get better job that directly related to my master degree and its interest for me.
3/7 students believe that they want to prove themselves and to be first graduate person in their family as the result to pursue higher education. Rather, 2/7 of participants also think that to explore the interesting and fresh things are their extrinsic motivations.
My guidance-counsellor was wrong and he did not believe me, to be graduate students is my dream and I could prove myself is better.
Looking my parents, both of them just got high school diploma and I want to be first person among my family and lets the parents are proud of
I decided at that moment that I would return to school and graduate with my bachelor?s degree. I made a promise to myself that I would finish my education. If I complete my education, I would make my parents proud of me. Plus, I want to be the first person on either side of my family to attend graduate school. Adults return to college primarily because they desire a higher paying career or a professional job. This could be a registered nurse, an elementary school teacher, a policeman or an attorney. It could also be an accountant, a journalist, a librarian, an interior decorator or a beautician (Smith, 2001).
...as gone through those very same experiences. I arrived to college with many common misconceptions about the so called college experience. Similar to William Dereiewicz’s argument, for me college became this one thing everyone must do to earn more money. To be more successful I had to look towards the “STEM fields – science, technology, engineering, and math” (27). I am personally guilty for falling into this common misconception but have since learned that college is more about experiences. College gives you the necessary skills to function in your chosen major. I came to Montevallo as a Biology major but have now began to question that decision. Looking towards the future I am hopeful that I will adapt to my newfound independence and develop my own set of moral beliefs and similar to my parents provide my future children with better opportunities than the one I had.
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.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
“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)
People have very different reasons on why going to college and getting an education is important for them. Some people go to college because that is what is expected of them, and others go because they have nothing else better to do. However, I am interested in going to college and obtaining a good education because it will benefit my family, my country, and me.
Intrinsic motivation – participating in school for
People in the past did not stress value of receiving a higher education because it was not as indispensable as it is today. Now, people perceive others not only by their appearances, but by their accomplishments. Employers always hire people with the most education and experience. The majority of students are concerned about getting a higher education throughout the years. Nevertheless, some people question the purposes of getting educated, and consider it meaningless. The concept of education has a significant meaning. It enables one to take control of knowledge and apply it. It is education what prepares the mind to comprehend and learn important ideas. A higher education is very important for an individual's success in life. It offers students skills that prepare them mentally, physically and socially for the world of work later in life. A higher education should not be a choice, because it is the foundation of our society. It helps students with their personal development, provides economic growth, helps students understand and interpret the world around them, and affects individuals’ job positions. It will promote new interests, economic stability, help students understand others, and prepare better individuals for the future.
My parents were partially right, hard work and experience paid off; I spent 13 of my 15 years in the grocery business in management and was paid well; however, the lack of further education due to the financial, informational and encouragement barriers, resulted in some missed opportunities along the way. Nonetheless, almost thirty years later I have overcome those barriers and my dream of going to college has been revived. I will graduate…. just in time to send our firstborn off to college with all the information and support she will need.
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Theorists believe that motivation within the classroom has its benefits when able to produce work from students. Some students have the ability to work without much motivation. This is known as intrinsic motivation. Intrinsic motivation is where students are able to motivate themselves and produce work at high standard. The students have to be determined to strive and have the self-ability to do the work that is needed (Brewer, Dun, Olszewski, 1988). Students who need more praise and encouragement to produce work come under the category of extrinsic motivation. Extrinsic motivation is about rewarding the students for their work. If a student is able to get done what they have been asked, they will be rewarded with for example a sticker or a lucky dip. Extrinsic motivation for some students means the reward is...
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.
This study is focused to find out each motivational component that is used by the teacher to maintain and protect students’ motivation. The writer will choose which of the components are used to motivate students through learning process.
To a certain extent it can be said that without a sense of motivation, whether it be intrinsic or extrinsic, a child’s ability to learn and reach their potential is greatly lessened. Motivation is best described as an internal state that not only arouses and directs behaviour but also helps to maintain it (Woolfolk & Margetts, 2013). Motivation not only plays a large role in a child’s learning ability, it also shapes a student’s interests and enjoyment of school and study (Martin, 2003). For both pre-service teachers and expert teachers it is easy to see that if a student possesses high motivation to learn, their behaviour towards their school work is more positive and in turn leads to higher academic success, whereas a student with little to no motivation will exhibit negative behavi...
Motivation is really important tool in a learning environment. Also motivation effects student learning and their behavior as well. It directs behavior towards particular targets. Also it effect the decision which students takes. In motivation mainly we have two types which is intrinsically and extrinsically being motivated. For example: when a student is intrinsically motivated they just do it for themselves not because of the reward that they will get back. It’s just because they have their own interest and they enjoy doing that. On the other side, when a student is extrinsically motivated they just do it for the reward that they will get. That’s why in learning process it’s important that each student should