Influence Of Emotions On Adult Learning Motivations

As a professional child carer, my day-to-day role adheres to the CACHE values, by ensuring that the child is at the centre of my practice, and their needs are paramount [Bruce & Meggitt, 2012]. It is my role therefore to use the right skills and attitudes to create a safe, happy, positive, stimulating, multicultural learning environment in which children are cared for. I intend to achieve this by:

Human actions and interactions, in the process of value creation, play significant roles for attaining success and achieving goals. CCC, thus, concentrates on the cognitive and emotional factors of child care workers by using different organizational practices.

Motivation and emotion are closely linked concepts that affect behaviour. Motives affect emotion and emotion has related motivational properties. Motivation is defined as a reason or reasons for acting or behaving in a certain manner as it gives directions to our emotions, feelings and actions. Similar to motivation, emotions also activate and affect behaviourisms but emotion is rather a more subjective, complex experience resulting in behavioural changes. (Quizlet.com, 2016) (Alleydog.com, 2016) (En.m.wikiversity.org, 2016)

Chapter one of this book identifies key elements that are essential in the methodology of facilitating adult learning. Brookfield highlighted in two areas: Motives for Learning and Principles of Effective Practice aspects which impart an understanding of the potential within adult learners through the active practice of facilitations.

Malcom Knowles’ assumptions of adult learners notes that motivation is a key factor in adult learning new content. Whether the motivation is

Along with school, many adults also have other obstacles they face. They must also learn to balance family, work, and marriage life. Adult learners may actually perform better academically than traditional students despite having fewer sources of support outside of their educational institutions and more stressors (Osam, Bergman, & Cumberland, 2017). College bound adult learners face numerous situational hurdles, including finances, family life, health, work conflict, and transportation (Osam, Bergman & Cumberland, 2017). Achievement motivation involves two broad kinds of goals: learning goals (seeking to increase one’s competence, understanding, or mastery) and performance goals (seeking favorable judgements or avoiding negative judgements of one’s competence from others) (Remedios & Richardson, 2013). Adult learners know that their future depends on their success in school. They work hard, most of the time more than traditional students, to make their dreams come true. They sacrifice time with family and friends to put in the work to make their dreams a reality. When they accomplish their goals, they feel a sense of achievement because despite the many obstacles they had to face, they were successful in

According to Dictionary.com, motivation is an arousal of an organism that acts toward a desired goal. Emotion is the state of consciousness of what one experiences such as love, hate, happy and sad. Behavior is an action or reaction under certain circumstances. The relationship between the three is feelings that one receives under each. For instance, a cold rainy day, on such a day, one’s motivation may be to lie around all day and possibly not change out of their pajama’s, which could lead to a sad and depressive day, (emotions) which leads to an “I don’t care” behavior.

I decided to use Mindmup to create a map for attribute #6. In attribute six, Knowles explains the motivational factors behind adult learning. Most of the motivation for adults is intrinsic, however, career advancement and increased salaries are extrinsic motivators that are common for adult learners. Additionally, a motivated learner who understands how their learning will be beneficial will be a better learner and will retain this information for a longer

. First, as a student I feel like my emotions are always coming in. Like if I don't get into a class that I need I start feeling sad, and angry at myself. I feel sad that I wasn't able to get into the class, and angry at myself for not trying hard enough. I know if I would've tried harder there could've been a chance for me to get

Parent/caregiver training is vital to the success of the generalization of what is learned in the clinical/school setting to the home setting. This article focused on an area that could be very important in the process of parent training, in that we teach one to teach others in the home. The study shows some positive results in the area of care giver training through the pyramidal “train-the-trainer” procedure. A weakness in the study is that a larger study is needed to overcome some of the problems that seem to arise in this study. The fact that the some of the problem behavior did not occur during baseline, but did occur at higher levels with caregivers after the training leaves questions about the data that was gathered. Another possible question that I would like to see address if possible is caregiver enthusiasm as it relates to working with the child. If the caregiver selected is not fully engaged in the training, how does it impact the data taken during the trials? Having worked with many families and children, often time’s family members are very tired from years of working with the

Relevant understanding of learner compensation is demonstrated but the impact of emotional design particularly on knowledge transfer is not depicted significantly (Igase, 2013).

The second emotional challenge faced by the adult learner is “ongoing engagement in a collegiate environment” (Kasworm). This means that the adult needs to continue to readjust with each course that is completed. The adult needs a “classroom world (that) should ideally connect them with their other worlds.” (Kasworm) It’s important for them to gain knowledge that will help them in their jobs and allow them to put it to practical use or they have a hard time investing in the time necessary.

While this general apathy in education has increased rapidly over the last few years, there is good news. We already have the remedy—and it costs nothing. De Lay (2014), suggests that student apathy is a by-product of mediocre teaching and the absence of a learning purpose. At its best, the current educational system is archaic. As a result, students are taught to think in a linear fashion that is wholly unlike the world in which they live (Robinson, 2010). Educational practices brought into the 21-century will encourage students to feel the excitement of learning. Not only is it important for students to become lifelong learners, but

Notes on Motivation and Emotion – Chapter 9 Essential Questions: • In what ways are humans motivated to behave? • What methods of motivation are more effective than others? • How can one increase their motivation to behave in various ways? • What is the role of hunger in motivating behavior? • How do maladaptive eating patterns affect behavior? • What role do emotions play in behavior? • How do cognitions affect emotions? • How does stress influence health and behavior? • How can people reduce stress? • In what ways can stress be beneficial? • How do social factors affect the influence of stress on health and behavior? Unit Objectives Discuss the similarities of instinct and drive theories. Discuss the difference

In Mel Levine’s article All Kinds of Minds, he states that “motivation drops from a bad grade, family issues, what they hear on the bus, or a remark from the teacher” ( Levine 38). Such emotions such a those given can make an impact on how he or she views themselves plus can last for a long period of time. In contribution to the attribution theory, the outcomes of behavior will take a rise. The best concept in overlooking those emotions is simply developing a positive state of mind. The more the student thinks positively, the less negative emotions will intrude.