The Importance Of Student Autonomy And Motivation

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Student Autonomy and Motivation There are multiple domains to describe children's’ development and growth, including; physical, social, moral, neurological, emotional and cognitive. The level of autonomy and motivation displayed by a student is largely dependent on their developmental stage (Lyons, Ford & Slee, 2014). For example, children of the same age may demonstrate a range of moral reasoning abilities. Therefore, it is my belief that young students require differing levels of guidance to differentiate between right and wrong. This is supported by Kohlberg, who states that some children do not understand social conventions or moral rules (O’Donnell et al, 2016, p 158). I believe that children display complex behaviours that are influenced by a number of factors. This aligns with Bronfenbrenner’s Ecological Systems Theory which documents the extensive and intricate interrelationships existing between children and their various environments (De Nobile, Lyons & Arthur-Kelly, 2017, p 22). I am of the opinion that behaviour can be voluntary and based on conscious decisions, as well as involuntary when children exercise little control over their actions. According to Donnell et al, (2016, p 492) children are motivated by their psychological needs, intrinsic desires, extrinsic forces, positive emotions and achievement standards. I believe that when teachers effectively foster these motivators, students develop their own self efficacy and self regulation. Therefore, I believe
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