The Self-Determination Theory by Edward Deci and Richard Ryan

A learners’ reason for wanting to learn something new can affect their motivation. A learner who is self-funded and wants to learn for personal or job progression reasons is likely to be more highly motivated than some who been “told” to attend, sent against their will or who is not interested in the subject.

An example is a student that spends extra time studying for a test because he or she wants a better grade in the class. In order to measure motivation I had to break it down and look at what types of motivation there are and which if any could be measured. You have intrinsic and extrinsic motivation and you can be motivated to do almost anything if there is enough of a reward for the person. After I broke it down and defined my problem, I posed the question, what motivates students academically; more specifically as well is academic intrinsic/extrinsic motivation that drives students academically. The questions I have come up with I feel can help measure this and truly define what motivates students academically. 1.How will I know if a student is motivated to learn a particular subject? One way to find out whether a student is motivated to learn the subject would be to help him/her be aware of how they are motivated rather than how motivated they are. 2. Are students learning the subject because the knowledge is intriguing, or useful in their current practice, or necessary in future practice, or introductory for other studies, or something they are required to do? 3. Is

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.

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

During my high school years, I can confidently say I have excelled in my academic endeavours. This success is partially due to my desire to learn. I am always intrigued by the lessons and concepts that are at the core of assigned work. My passion for learning has facilitated my learning process; because I am usually interested in the material that is being taught, my ability to retain and understand information is heightened. My academic success is also due to my drive to do the best I can. Since grade nine, I have demanded excellence from myself in all academic subjects. I strived to perform to the best of my abilities in the first high school years so that I would adopt that habit early and take it with me through the senior high school years. Finally, my academic excellence

In order to academically succeed in college a student like myself should be able to be self-motivated. Motivation, from my own perspective, is known as a strong and irrespective force that helps me achieve what I want to aspire and overcome every academic obstacle that comes my way. This belief that I go by, is the key to success in my academic journey. I can recall several circumstances in which the possession of motivation was the deciding factor between my success and failure. Taking exams is one of the most prominent feature in which motivation is the key to succeeding. I recently received an "A" on an important exam in my Principle of Business class. The reason I performed well on the exam is because of the motivation I had to learn the new material for the exam. I prepared well for the test;

As a college student, there are many different incentives that we strive for. These incentives are usually described as “some goal object that motivates us” (Petri and Govern, 2013). These different goal objects drive us to behave in certain ways. However, where these incentives come from is up for debate. Some of these are genetically engrained, while others come from external sources. This paper will attempt to take some of my own personal incentives, along with students in general, and categorize them as to where they originated from

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

4 and Fig. 5 show the drop in total* motivation and types of motivation across marks achieved in the mid-year exams respectively. Fig. 4 shows a strong correlation to a linear regression line with an R2 value of 0.998. This would suggest that motivation has some impact on the process of learning. Fig. 5 shows the same as Fig. 4 except it is divided into both intrinsic and extrinsic motivation. Intrinsic motivation fits a linear regression model to a higher degree than extrinsic motivation, 0.92 to 0.82 respectively. This would suggest that there is more of a correlation between intrinsic motivation and academic learning than extrinsic motivation, however both appear to have some influence on the process of learning. This would suggest that intrinsic motivation has a larger impact on learning than being rewarded extrinsically through means of reinforcement and punishment. However there still appears to be an impact of extrinsic methods of motivation. This suggests that academic learning would be more effective when the person is intrinsically motivated in the learning

While there are a diverse number of items that may prevent a student from persisting, academic concerns are prevalent among international students with as many as 74% of students stating they had difficulty with academics as compared to 65% for domestic students (Grayson, 2008). By understanding international students’ academic concerns, universities can employ interventions and programs to help alleviate these issues for current and future students since more than half of students have said they intensely and frequently need information to solve their academic issues (Yi, 2007). However, more information concerning the specific nature of academic concerns is needed in order to help universities determine which programs will be most useful in helping international

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

Do I have to? I don’t want to do the dishes. Sound familiar? People are motivated to engage in activities throughout life and in the workplace that fulfill their basic needs, and avoid activities that do not meet their needs. Research by Deci and Ryan (1985) supports the self- determination theory as a formal theory that defines intrinsic and varied extrinsic sources of motivation and a description of the respective roles of intrinsic and types of extrinsic motivation in cognitive and social development and in individual differences. Extrinsic motivators come in various forms, creating positive and some negative results when meeting individual basic psychological needs of autonomy, competence and relatedness.

The history of the Israeli and Palestinian conflict is so deeply ingrained in both the Arab and Jewish population that the viability of self-determination rests on the recognition and management of past conflicts and disagreements. It is crucial to recognise that both Zionist and Palestinian movements are based on nationalist ideology and both peoples seek self-determination. The argument for self-determination needs to be framed within the historical and political context of the area. Key considerations for viability to consider in this exam will be the history of nationalism and identity of the Arabs and the Jews and the importance of religion and historical significance of the area. It is important to qualify that these areas, within the

Becoming aware of my limited knowledge provided an interest to research other cultures to improve my intercultural communication. This learning curve has reflected my score of 6.6 for Motivation, in comparison to the average for MTGS2606 students of 4.73.