The Theory Of Self Advocacy

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

This type of motivation is influenced heavily by rewards and external incentives. It also implies the notion that “I have to do something” in order to be compliant with what someone else wants me to do. It is a motivation that is primarily influenced by the hope of attaining tangible items such as prizes, special privileges, or money. Although Drive implies the heavy use of Motivation 2.0 by the corporate world, Pink also draws attention to the fact that schools typically operate under this mode, as well, and that it can have detrimental effects on our students and on learning, in general. Motivation 2.0 is also referred to in the book as the “Carrots and Sticks Approach”, and although it may yield positive results in the short-term, the repeated or incorrect use of extrinsic rewards can actually work against what educators are trying to achieve in terms of truly motivating their students.

The key to advancing the learning of individuals, small groups and whole classes is motivation. Our

Educators throughout the nation have become frustrated with the demand of how to encourage and motivate their students especially those that are not prepared academically and socially. In this case a student will generally display disruptive behavior, a lack of interest, and unrealistic ambitions. Once an educator is able to identify the different factors that affect a student’s motivation along with a few helpful strategies he or she will be able to create the educational motivation needed for effective student learning.

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

With this students gain a strong sense of purpose and motivation to improve on their learning skills

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.

In this course, we have also learned about the different types of motivation that teachers can provide to their students. The goal of an educator is to pass

If someone does something for the right motivations they learn to be determined. They learn that they cannot receive everything that they desire by just wanting it, and they learn that they need to work hard and follow

According to Malone and Lepper (1983), If learners can select a task that they enjoy doing the motivation to learn increases. Additionally, when a person chooses a task it is geared towards their skills, talents and abilities. Choices are impowering to the learner. In addition, choices allow for the individuals strengths and creativity to blossom.

To begin with, student success should be driven by personal interest, not cash rewards. Zhang says, “While extrinsic motivation comes

There are different things a teacher can do to trigger this type of motivation in students. “Some examples of

In the chapter three of Drive, Pink put forward the theory of “Type X and Type Y”. Edward Deci and Richard Ryan also defined it as the theory of Self-Determination. They argue that all humans have three needs of competence, autonomy and relatedness. They believed that individuals will be motivated and enjoy when the three factors be balanced provided. 1. Autonomy is one important factor of Motivation 3.0. Unlike Motivation 2.0, the leaders of a company or organization do not need to supervise employees or holding a stick to punish any bad staff. On the contrary, motivation-3.0 encourages the managers of business to rid of traditional measures and endow more autonomy to employees and give them more freedom.2. Mastery is the second factor

The third intrinsic reward that important to me is sense of competence. I will feel satisfaction when I’m handling all my work activities or assignment well. I need to perform well when do my work activities or assignments. Thus, when all the work that I done exceed my personal standard I feel pride with the result. It’s not easy to do high quality work whether in my job or assignment as a student. So, to ensure that all work or assignment is done and achieve the highest quality standards and I have to work hard and use all the skills and knowledge that I have. If the work or assignment that need been done are group work you will feel more relieve if you

The question proposed in the previous assignment was to determine the intrinsic and extrinsic motivating factors for students and teachers in the classroom. The primary sample would consist of students and teachers in the eighth grade in both public and private schools.