Motivation Of An Ideal Learning Environment

A widely observed behavior in students is their decrease in motivation. Many will label students as being ‘lazy’ or ‘careless’ with their work when in reality multiple factors are influencing their motivation to do well in school. Two kinds of motivation, intrinsic and extrinsic, are the primary influences on how students behave in school. Intrinsic motivation is very important because it is what makes students want to learn more because the reward is self-satisfaction and enjoyment in the tasks they are doing. If a student is more motivated by extrinsic motives it means they are working by external pressures or constraints such as grades. These students will tend to show more signs of extrinsic motivation, which in turn decreases intrinsic motivation. This decrease in intrinsic motivation is what sets many students apart from their seemingly more successful peers. In a study done by Henderlong and Lepper in 2002, it was shown that too much focus on extrinsic values leads to an overall decrease to perform in school because the intrinsic motivation has decreased. This also shows that intrinsic motivation is in fact what leads to students being motivated in school and in the classroom. Overall, intrinsic motivation is crucial to student wellness in terms of behavior, academics, and emotional wellbeing. Authoritative figures in the classroom such as teachers have the most influence on student motivation whether they are aware of it or not. This being said teachers

One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote “Motivation is construct

Education today is too Type X- meaning the emphasis on greater rewards for doing what you should do anyways is based on extrinsic rewards. The education system seems to be heavily based on carrots and sticks. The biggest way to motivate someone seems to be by dangling something, such as a carrot, in front of someone 's face or poking them with a stick. If you want a student to do something, why are they motivated with some type of compensation such as an A in the class? In his book, Drive, Daniel H. Pink divides motivation into three categories that evolved over time- Motivation 1.0, 2.0, 3.0. using these theories to challenge this motivation of carrot and sticks.

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

A lack of motivation and engagement are two of the main factors that impact many of today’s middle grades classrooms. With all of the technological advancements made in the past few decades, our societies teaching and learning styles have changed. This generation of students are oftentimes thought of as lazy, entitled, and needing immediate gratification. Perhaps they are rebelling against the traditional “skills and drills” of educational practices by refusing to complete assignments and disengaging in classroom activities.

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.

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

Self-motivation is essential for students to partake in an active and responsible role in their education.  Self-motivation allows students to perform at their best and to learn without any sense of limitation.  With this, students will find a reason to work — and as a result, they will give their best to every assignment.  In addition, students will take an initiative to participate in class. Studies made by Csikszentmihalyi and Nakamura state that, “activities will not continue unless they are enjoyable—or unless people are motivated by extrinsic rewards” (602).  Motivated students

Reviews of the literature on human motivation suggest that providing students with options and involving them in decision making are key facets of addressing the problem of engagement in the classroom and at school (Deci & Flaste, 1995; Deci & Ryan, 1985; Stipek, 1998). Various interventions to get the student reengaged is dependent upon intrinsic motivation that have a positive motivational effect. Poor motivation in high school has greater consequences than in lower levels. They often do things because the activity leads to a desired reward. For those with learning, behavior, and emotional problems, there has been widespread use of incentives" to promote the behavior we wish to see.

143). This motivation is the key to any adolescence success if desiring to continue to pursue future higher education. Though this is not the teachers fault within the classroom, educators can take an influence on their students’ success through discovering what type of topic influences such feelings of greater motivation to investigator further.

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

Motivation is necessary for survival. In order to obtain the food necessary to live another day, one must do something for it, whatever has to be done. When it pertains to obtaining an education, young teens and children need to be motivated in order to learn. The majority of youngsters that show up to school at such an early

There are numerous motivational theories that have been discussed and tested. Different students unknowingly, or sometimes knowingly, utilize different theories since no two students are alike. Many teachers acknowledge that different students are motivated by different things, whether it be intrinsic extrinsic, self-efficacy or interest. Not only can gender and age differences affect motivation, but the student 's self-efficacy and level of goal setting also affect the student 's motivation. As a teacher, it has been noted that certain students are motivated to do certain tasks while others are not. In order to learn, students need to be motivated. One of the most difficult challenges of teaching is fighting the battle of motivating the students, which then leads to supporting them and helping them motivate themselves.