The Effect Of Motivation On Children 's Life

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.

The concepts of motivation allowed me to understand each of my students on an individual level as well. Not all students are motivated the same way and learning new ways to motivate first graders that are not, “if you do this, you will get a prize” changed my classroom environment. I used strategies like goal-setting to get my students motivated to do well on their assignments. When they saw the growth they were making it was pushing them to do better. They didn’t need to get something in order to do well. The satisfaction in seeing their growth gave them motivation. I am hoping that by starting them out with this strategy young, stays with them as they move on to the upper grade levels.

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 to learn is what ruins the joy of learning for children. Children do notenjOy learning

The fundamental aim of motivation within an educational environment is to essentially make certain that their students are continuously encouraged in order for them to complete any task effectively. The core significance of student motivational approaches is to aid an educator in boosting up student morale. An additional role of motivation is to ensure that even when students are facing a difficult time outside of school they are always encouraged to

In Ganah’s article (2012), motivation is stated as “essential for successful learning as less able students who are highly motivated can achieve greater success than more intelligent students who are not well motivated” (p. 251). I believe this author described motivation dead on. For my students in their Special Olympic competition, motivation was key. We as their coaches along with their fellow athletes stood at the finish line whether it was on the track or at the end of the pool, we stood cheering for them and they would run faster, swim harder, or work harder to finish. Just like motivation is key for the athletes I worked with, it is also key in the classroom. In the short essay, Motivating Factors in Child Learning (1937), the author gives us many factors that can influence a student’s motivation. Although this article was written many many years ago I can see the relevance in some of the methods. In the article I read about how a student’s emotions can effect how they learn (Mast, p.3). This was found true in my students. My students would have off days just like myself and any other human being. We modified their classwork on their bad days so that they could still accomplish some task but they were able to do it in their time. Helping my students was my ultimate goal and so modifying their classwork so they still complete some work only helped

The majority of ASCC’s course offerings are Associate of Arts and Associate of Science degrees. However, the college offers only a Bachelor in Education Degree, BED program, in 2006, under the Teacher Education Department. The BED program provides theoretical and practical experiences for pre-service and in-service elementary education majors. One of the major challenges of the program since its inception is the low enrollment from the general student population. A slow but significant climb in enrollment was noticeable when a new platform was required for the program in 2008 – the introduction of MOODLE in addition to the face-to-face format of the teacher education program.

Having previously discussed both behavioural and cognitive theories within incident one, it is important to consider the humanism approach in connections to motivation and personalised learning in incident two. According to humanists, it is believed that children’s holistic needs must be reviewed and resolved before educational needs can be considered (Lazarus et al., 2013). This is reinforced by Maslow’s Hierarchy of need theory (1954) which aimed to identify the needs in which humans have and the order of priority that these needs occur (Jarvis, 2005). With this being said, Price and Howard (2002) and Biggar (2011) state that if these needs do not get addressed, children’s educational progress and success may be interrupted.

Deci, E.L., Koestner, R. & Ryan, R.M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.

Three main theories included in chapter 4 to chapter 6 are competence beliefs, achievement values and self-determination. Authors presented those three theories and their relations with motivation. These three chapters according to children’s reasons and attitudes for whether they join in the different activities or not to analyse their motivations.

teacher. Even young children can be taught skills by giving them choices to create the intrinsic

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