Intrinsic Motivation is Ideal

Motivation is the key to supporting and advancing the learning of children and young people within my class. Motivation affects the nature of an individuals behaviour, the strength of the behaviour, and the persistence of the behaviour. There are many approaches to motivation: physiological, behavioural, cognitive and social. It is the crucial element on setting and achieving goals.

Teaching theories are as much part of the classroom as the student and the teacher. The effect individual theories have on an environment depends how they are incorporated within the classroom in addition to the influence they have had on the curriculum construction. This essay will briefly look at how motivation theory, cognitive and social cognitive theory along with constructivism have impacted on education and the classroom.

Motivation often is classified as intrinsic or extrinsic. Students who are motivated intrinsically have an internal drive to succeed and a personal interest in the material. Students with extrinsic motivation engage in activities to obtain external incentives, such as grades or rewards (Sedden & Clark, 2016). Although, instructors note that intrinsic motivation is best for students, many

Motivation is an important aspect of everyday life. "Researchers have consistently found that an approach based on extrinsic rewards and consequences actually reduces children's intrinsic motivation to learn" (Solley). Motivation is lost due to the pressure

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

Motivation can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

By the end of this lecture you will have a better understanding of what Motivation is and the theory behind it.

Students live in an instant gratification world where points are earned, rewards are given, checkmarks are made and stickers are received. These extrinsic motivational strategies may initially increase student performance, but over time research shows it may diminish students’ intrinsic motivation. Educators must be cautious of the rewards given to students. When rewards are over used students tend to want more rewards which decreases intrinsic motivation. In addition, overly rewarding students with positive praise and recognition can cause harm to motiving students to become genuinely motivated. Research states, “Supporting student autonomy in the classroom, by giving them meaningful choices regarding their own educations, and by setting up

I support extrinsic motivation because I have seen it work well in the lower grades of the school I currently work in. By giving the children a goal to reach by the end of the day for good behavior, class participation and effort, I have seen a motivated class not just willing to learn, but to be proud in the work they have accomplished that day. Using both intrinsic and extrinsic motivation can be very valuable in the classroom. Offering my classroom an extrinsic motivation, for example, an extra recess at the end of the day can be a great motivator. Also encouraging my students for the effort they have put in day to day and showing them how it will help them outside the classroom can also be a great motivator. In our textbook Kingdom Living In Your Classroom (2008, pg. 120) it talks about this saying, “When students can relate course content to their

I support both extrinsic motivation and intrinsic motivation. Extrinsic motivation is a motivation that students perform well to obtain awards or avoid some type isolation from others. Intrinsic motivation is a motivation that students undertake an activity for their own sake. (McCullough, 2008) I choose both to motivate my students because both help students want to strive more on their success. Encouraging student more to want to learn more is a good thing for students. Yes, I would blend the two in the classroom. I believe when students do good in their classwork and other things they should be rewarded for it, but I also believe that when they are not doing their class work or on task it should be consequences should be taking place.

There are different things a teacher can do to trigger this type of motivation in students. “Some examples of

A theory that supports motivation is the self determination theory. In the self determination theory people need to grow and gain fulfillment by a drive in them. Self Determination is the process of deciding how to act on ones environment. When one is trying to overcome a challenge or encountering a new experience a person wants to gain the knowledge to succeed over the new challenge. When self determination theory is in focus internal factors are at play; a person is primarily focused on the need to gain knowledge or independence. There are three factors that contribute to a student’s self determination and the needs are linked to the student’s

What is motivation? What influences it? The term motivation can be defined in different ways. Motivation can simply defined as “ a need that, if high, is evident in a strong desire to achieve, to excel, to reach a high level of excellence” (Lefrancois 430). To become motivated, one must have a positive attitude to a variety of learning skills. Some factors that influence motivation include our peers, friends, parents, and environmental settings. Division four being high school division, attention is focused towards learning and what methods can be used. Students at this stage are more eager and develop a sense of what he or she wants to do and accomplish in upcoming adulthood. With a division comes a group of intelligent theorists. All

The purpose of education is to provide the right system of learning for a student. However, motivation of learning can