The Role Of Achievement Motivation

Somewhere in every person’s life, there is a moment. A life changing situation that turns their entire world upside down. It could happen at any point, during adolescence or adulthood, and the result is the same. When life changes and shifts into something new, something has got to give, and it isn’t always a pleasant feeling. However, these same situations are what gives people strength and motivation to do something that could better themselves if the motivation come from the right place. Motivation stems from strange situations. It can be from a song, a conversation with a friend or a family member, or a random quote that was found on the internet, through a meme search, to post of Facebook. Either way the result is the same. Webster’s

Motivation is, according to the text, “A set of energetic forces that originate within and outside an employee that initiates work-related effort and determines its direction, intensity and persistence.” (Colquitt) When one hears the word “motivation”, one automatically thinks of an individual’s reasoning behind a certain task or performance. In terms of job motivation, it is what pushes or encourages a person to not only perform the work tasks, but to also be successful in the position and within the company. Motivation includes factors like “what do you do? How hard do you do it? How long do you do it?” The question of motivation has been a topic of discussion for decades. Many might think that money or, financial gains, play a huge role in motivation for an employee; however, motivation may differ drastically from person to person. Various underlying elements affect an employee’s motivation. There are several theories that are able to partially summarize aspects that account for high motivation.

The United States of America is known for being a country filled with people of many different ethnic backgrounds. Likewise, the student population in schools is just as diverse as it continues to grow. Lynch (2015) notes that schools are expected to teach their students “how to synthesize cultural differences into their knowledge base” as this will help “facilitate students’ personal and professional success in a diverse world” (para. 8). Educators must be able to provide for the diverse needs of students and are expected to equip students with skills that can lead to healthy development as it can affect higher levels of student achievement and students have more opportunities of success in their future. Providing students with tools and skills requires an awareness and acceptance of their ethnic identity. Once students have developed self-acceptance about their ethnic identity, they can begin to feel empowered and motivated to do well. Through cultural empowerment, students of color can develop intrinsic motivation and achieve academic success.

Motivation is the number one driving force behind anything and everything an individual does each day. “Motivation is the desire to do the best possible job or to exert the maximum effort to perform an assigned task. Motivation energizes, directs, and sustains human behavior directed towards a goal.” (Honor, 2009). Motivation can determine the outcome of projects, goals, and can set limits on what an individual can obtain or what they believe they can obtain. Motivation often is the deciding factor on how successful a project in an organization is, and an individual’s needs and desires can both influence a person’s motivation greatly. Motivation can also determine how well an individual does in school, college, or university.

You are welcome! Although your evals are a "little" problem for you now, your positive motivation will be the key and driving force to your success. I have no doubt that you will do just fine in everything you decide to do. I get the feeling that you really want to succeed and that you have a positive outlook in life. Do not lose that spirit! You have a long road ahead of you and there will be many exits along the way. Do not take any exit unless it is your intention to abandon your journey. Motivation is like a roller coaster. We accelerate and lose momentum during our course. Stay physically fit and mentally sharp. The opportunities in the Navy are unlimited and it will be up to you to exploit these opportunities. Find yourself "one" (best case) or "two" (worst case) mentor for your

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The article “Achievement Goals as a Measure of Motivation in University Students” talked about the difference in performance goals and mastery goals in students currently enrolled in universities. The article described a performance goal is one that is associated to a specific outcome; For example, passing your first chemistry exam. Performance goals are more common with short term goals solely because the majority of the time they aren’t something you can do continuously. On the other hand, a mastery goal is described as one that you set in order to show you your comprehension of a certain topic or task; for instance, instead of passing your chemistry exam, you want to fully understand chemistry and become a “master.”

Goals are very effective for motivating performance in the workplace. Setting high, specific goals typically results in higher performance compared to setting low or non-specific goals (Locke & Latham, 2012). Given goals’ influence on performance, scholars have examined factors that affect the level at which goals are set. This research has primarily focused on self-set goals and not assigned goals. Self-efficacy, an individual’s expectation for his or her success in a specific domain, has been shown to influence self-set goals. Individuals higher in self-efficacy tend to set higher goals for themselves than do individuals lower in self-efficacy (Bandura, 2012). Although, to my knowledge, it has not been directly examined we might expect to see a similar effect for assigned goals. Meaning, when goals are assigned, goal setters are likely influenced by their stereotypic judgments and subsequent expectations for a targets’ ability. These expectations can come from a variety of sources, including stereotypes associated with the goal target’s group. For example, competency-related gender stereotypes often lead to the expectation that women will perform worse than males at most tasks (Biernat & Kobrynowics, 1997; Wood, 1987; Wood & Karten, 1987). Therefore, given that assigned goals are likely based, at least in part, on expectations and that those expectations are often driven by stereotypes one must question whether the

The aim of this experiment was to test whether or not reward enhances motivation, therefore enhancing results of performance.

History teaches us that motivation has been a key ingredient proven effective in the accomplishment of tasks, or used to get things done. This paper will discuss the classic and contemporary background/history of motivation. In addition, covered will be the theoretical background and theories, the implications motivation has for leaders, and the motivational tactics used in the working environment that stimulate results.

Motivation can be defined as a process that starts with a physiological deficiency that activates a push that is aimed at a goal incentive The aim of this essay is to show that how motivation can be an important factor for better performance of employees in a sector (Steininger, 1994).

Why do people explore the unknown? Research explores that the operands of curiosity and exploration are motivational drivers. Motivation can be defined as the arousal, direction and persistence of behavior. (Franken, 1994) Motivation is an internal state or condition that activates behavior giving direction towards one's desire or want. The motivational drive is a basic or instinctive need associated in the effort of behavior directed towards a goal-oriented cause. Curiosity is central to motivation for exploratory behavior. Curiosity has been referred as a "passion for learning" and a motivational drive in approaching a characteristic form of behavior in exploring the unknown in acquiring new learning.

True motivation comes from deep within our psyche. Using rewards in the classroom is something I always thought was teaching, or in some cases reinforcing, bad habits for our students. I firmly believe the motivation must be intrinsic to be sustainable. Extrinsic motivation is great in the short term, but my concern for students is what happens when that external motivator is inevitably removed. After observing two teachers, both of whom use some type of reward system in their respective classrooms, I have come to realize my view was quite narrow and that in small doses, extrinsic motivation has it merits. Using rewards does not instantly erase all forms of internal motivation if used properly, and can even bolster a student’s internal motivation over time as the rewards are gradually reduced.

The current state of education puts little emphasis on intrinsic motivation yet asks “how can I motivate my students?” “Children are intrinsically motivated to learn, to undertake challenges, and to solve problems” (Deci & Ryan, p. 11) and this is the theme of the research. Intrinsic motivation is already built into the child since birth and it is the education system that is tearing it down. Teachers believe that extrinsic motivation or using rewards will improve the outcome of the task and will motivate the students to continue. Which in truth, the learning environments need to be less controlled and learners should have a choice about their learning, content should be relevant to them and interesting, and they must feel accepted in the classroom.

Culture, according to E. B. Tyloe “is that complex whole which include knowledge, beliefs arts, moral, low, custom and othercapabilities acquired by man as a member of a society” quoted in (Nwachukwu C. B. 2000, P. 20). In a similar vein, the concept of culture is a huge one, separating human beings from their culture is impossible. Culture is deep rooted than obvious characteristic like gender, skin colour, race, and physical disabilities (Jashigin 1989, P.20).