Teacher Motivation and Its Effect on the Academic Achievement of Kindergarten Children

Extrinsic motivation is working on a task to receive a reward in the end. For students, this reward would be good grades and a high GPA. Non-traditional students had higher levels of intrinsic motivation, meaning they enjoyed what they where doing and were not just motivated by grades and GPA. Non-traditional students are ones that are financially independent and possibly working a full time job. (Author Name) concluded that the students interest in their major lead to the highest levels of motivation. Although this study focused heavily on motivation, it did not focus on actual GPA scores.

“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

The major changes that this research suggested to Tinto’s theory provides a thoughtful guideline for parents, teachers, and the student service practitioners to brainstorming about what are the most effective and purposeful motivational orientations that can trigger the internal desire of students toward

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

Of the many mini theories developed, intrinsic motivation plays a role in workplace situations I have personally experienced. Factors that encourage intrinsic motivation include challenge, curiosity, control, fantasy, competition, cooperation, and recognition. Intrinsic motivation challenges the way we learn, our purpose, interests, and meaning. Intrinsic motivation occurs when there is a generalized interest in a goal and it benefits us when the behavior to achieve the goal is self-imposed (Reeve, 2009).

These individual factors include motivation, persistence, and resilience. Motivational factors can be internal, external, or a combination of both. Moreover, intrinsic behaviors are derived from “interest, pleasure, and desire” (Trevino et al., 2014). According to Trevino et al. (2014), intrinsic motivated individuals in academic settings usually have positive academic outcomes, such as good performance, higher GPA’s, and higher graduation rates.

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

In a classroom setting, it may be clear that most students are more extrinsically motivated to undertake their academic work, even though for some, it could be inherent extrinsic motivation, an example being, a student who understands that studying hard and doing assignments has a bigger reward in the long-term, as they will pass exams and attain good grades. In the same class could be another student who does assignments to avoid sanctions by teachers or parents (Lepper, Corpus and Iyengar, 2005). Both of these examples showcase students who are extrinsically motivated to study even though one appears to be more inherently thoughtful of their own benefit, while the other is doing it just to avoid punishment and is more dependent on the teacher’s or parent’s reaction. Children mostly do things that are

Those that are intrinsically motivated have a bit of advantages over workers who are more predominantly extrinsically motivated. For instance, intrinsically motivated people work on job tasks because they find them enjoyable and interesting. Additionally, there is evidence showing that intrinsic motivation is positively correlated with learning, achievement, perception of competence and self-efficacy. At the same time, it is negatively correlated with anxiety, depression, and frustration. An intrinsically motivated individual will be committed to his or her work to the extent to which the job inherently contains tasks that are inherently rewarding to him or her (Lei, 2010).

To investigate whether there were changes in students’ MSLQ motivation factors over the 10 weeks, one-way repeated measures MANOVA was used. The six dimensions of motivation and two timepoints were used as within-subject factors, and school, grade and gender as between-subject factors across the two timepoints. Preliminary assumption testing was conducted and no serious violations noted. The results revealed a significant main effect for time F (1, 335) = 25, p < .01, Wilks’ Lambda = .93 partial = .07 suggesting that time impacted the students’ motivation. Another significant main effect was for motivation F (5, 331) = 689.70, p < .01, Wilks’ Lambda = .09, partial = .91 indicating different levels across the different motivation factors.

According to the class PowerPoint over chapters nine and ten in regards to motivation in the classroom, intrinsic motivation is when a student is engaged in the activity itself because it is rewarding to the him or her. Using this concept will help students become more motivated to do their assignment if they truly want to learn more about the topic. This concept is important to note because it can help improve students’ grades in many subjects, depending on how motivated they are in these subjects to do well in them in the end. When connecting intrinsic motivation to struggling ELL students doing their book reports, a simple solution for getting them to want to work more on their assignment is to have them choose their own country. This way they will want to learn more about a country they chose themselves, and will genuinely want to learn about their country of choice in this way. This connection also relates to a cognitive theory of motivation called interest theory. From the same source, interest theory is defined as motivating

Young children are compelled to learn because of their natural curiosity in life. Older children seem to need a push in the direction to learn. This describes the two types of motivation. Intrinsic motivation describes the young child. It is motivation from within and the desire someone feels to complete a task, including natural curiosity. Intrinsic motivation is anything we do to motivate ourselves without rewards from an outside source. “In relation to learning, one is compelled to learn by a motive to understand, originating from their own curiosity” (Rehmke-Ribary, 2003 p.intrinsic).

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

validate this study, this article was examined with the use of another educational article Tasdiq Nomaira Alam, an educational lecturer, and researcher, known for one of the best coordinators at IIUM. Alam believes that the use of in-depth small group observations and unique classroom techniques validate the essence of not only motivating students, but certifying the leading cause as to why secondary students are motivated.