Tinto's Theory On Minority Students

Motivation often is classified as intrinsic or extrinsic. Students who are motivated intrinsically have an internal drive to succeed and a personal interest in the material. Students with extrinsic motivation engage in activities to obtain external incentives, such as grades or rewards (Sedden & Clark, 2016). Although, instructors note that intrinsic motivation is best for students, many

Motivation is essential to encourage students to go beyond simple declarative knowledge. If one of the goals of education is to develop higher order thinking, educators must engage students minds through multiple and challenging opportunities that encourage deeper understanding of curricular content (Blumenfield 1991). One way to foster this deeper understanding is to integrate motivational strategies into instructional design. The six C�s of motivation (Turner 1995) are strategies to enhance students� motivation to learn. They are:

One of the most essential aspects of the educational process is to know how to motivate students for learning. A challenging part of being a teacher is to know and learn how to motivate students. First of all, a good definition for motivation is as Byrnes quote “Motivation is construct

Lately, I’ve been writing about motivation because, it being the start of the school year, I am dying to know how to help my students (nearly all of whom start the year wanting to do well) persist in motivating themselves to do the year’s work and achieve a year’s worth (or more) of growing into people who will flourish long-term. Motivation is their job, and it’s my job to teach them how to do their job better.

The relevance to this study was important because it examines factors that cause withdrawals and my assist with increasing retention rates. The information collected is significant to all stakeholders who wish to retain minority students in higher education. Both public and private universities can stand to increase their knowledge base of how to improve higher education retention for minority students.

numerous authors, such as, Hu & Ma (2010), Lee & Choi (2011), Hu, McCormick, & Gonya (2012) have elaborated on the impact of how it contribute to the study of student retention. These authors concluded from their studies, that the Tinto’s Theory of Student Departure helped to enrich the understanding of student persistence in college. A mixed-method study by Morrow & Ackermann (2012) evaluated the importance of a sense of belonging and motivation in predicting intention to persist in college, and retention of students from their first to second year. One hundred and fifty-six

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 can be defined as the desire or inspiration to carry out specific tasks or to do something. Motivation is required when goals are being set and more so in their execution. In a work setting, motivation can be defined as a process through which individuals choose between alternative forms of behavior with the aim of achieving personal objectives. The goals sought by individuals can be extrinsic or relatively tangible such as monetary rewards and promotion, or intrinsic or intangible such as self esteem or job satisfaction (Armstrong, 2006). In learning, the desire to attain good grades is what motivates a student to study hard everyday as they prepare for the exam. On the other hand, for a teacher to put his best foot forward, he

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.

I believe as a first grade teacher, getting students to be motivated can be achieved by setting specific classroom goals as well as personal goals for each student, continuous positive feedback, an extrinsic approach using reinforcers, and a passionate energy that maintains leadership with fun. In my years as a developing student, I can recall the teachers that brought a sense of engagement and passion to what they were teaching helped me, because their purposeful nature challenged me to hold purposeful demands for myself. I felt those teachers helped me gain a positive self-awareness and lessons that I still use in other situations throughout my life. Ultimately, my student engagement philosophy will be built upon my experiences as a student and a mother, the research of philosophers, and the guidance and experience of other teachers. Albert Bandura’s social learning theory connects my philosophy towards student management. Bandura suggested that teachers with a strong self-efficacy would engage the classroom more effectively with consistent motivation, so that the

Motivation and theories -------------------------- 2.1. Definition and theory framework ------------------------------------ Motivation can be described as the driving force of individual behaviour to fulfill needs or achieve goals. Mitchell defines motivation as 'the degree to which an individual wants and chooses to engage in certain specified behaviours' (Mullins 2002:418). In terms of this definition, various theories have been developed around.

Many colleges and universities throughout the United States and several other countries face a common problem. Student retention is a growing problem across the nation for all ethnic groups and all ages. Each individual who chooses to drop out of school has their own personal reasons as to why they do. However, many drops out can be completely avoided. When students drop out they are not clearly thinking about how it’s going to affect their future, the future of their children and even grandchildren. Although there are several reasons as to why students drop out of school, we will be exploring a few as it relates to why student retention is a growing problem.

Figure 1 shows the dependent variables which are Academic Motivation and Group Belongingness and the independent variable is the Type of Students which are categorized into: Regular students and Irregular students. Based on the literature, the researchers hypothesized that the type of student affects academic motivation and group belongingness. Regular students are more academically motivated and are most likely to feel a sense of belongingness compared to irregular students.

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

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