" Motivation is a fire from within. If someone else tries to light that fire under you, chances are it will burn very briefly "
- Stephen R. Covey
- Stephen R. Covey
Why study motivation?
It is thought that to study motivation, it is an inquiry into why someone behaves the way they do
It is thought that to study motivation, it is an inquiry into why someone behaves the way they do
Motivation can be divided into two categories :
Intrinsic
- Internal desires to perform a particular task - People do certain activities because it gives them pleasure, develops a skill, or it is morally the right thing to do Intrinsically motivated students are more susceptible to better performance in school and other activities. Why?
- willingness and eagerness to learn and understand - more capable of internalizing information - learning experience is more meaningful to self |
Extrinsic
- Factors external to the individual and unrelated to the task they are performing - Ex: money, good grades, other rewards/punishments Extrinsically motivated students are less likely to perform well in school and other activities. Why?
- Only look for reason, such as reward or punishment, to learn new material - When reward/punishment becomes obsolete, drive decreases and the need for a new reward/punishment is in need |
My conclusions about extrinsic motivation:
If rewards and punishments become obsolete, students who get tired of the same old reward and punishment system need something else. If not, they are at a standstill. Therefore, they don’t have direction for motivation. Concluding that motivation needs some intrinsic features for any type of success.
For example, a grade one student is given a gold star for behaving well or receiving a good grade. After a period of time, the incentive wears off and the motivation is not enough for them to continue accomplishment or success. Therefore, there is lack of sufficient motivation for good behavior or good grades.
In conclusion to this theory, I theorize that, for example, some high school students go through the same type of scenario, except that grades are the main source of incentives for motivation and not gold stars. With certain students, extrinsic motivation is their main source for accomplishing school activities and successful grades. However, when students lose that incentive for good grades, some earlier than others, incentives from grades are clearly not enough, and thus have a higher risk of dropping out or failing out of school.
A few ideas on how to intrinsically motivate students in the classroom:
We need, as teachers, to learn how to motivate our students intrinsically at an early age so that extrinsic incentives are not their main source of motivation as they grow older.In order to motivate someone, you must appeal to their values, not your own. As teachers, we try to convince ourselves that everyone is intellectually curious and that they seek intellectual pursuits. In order to motivate someone, you would need to seek what they care about. Another way to motivate students is to praise them for good work and behavior, and in front of their peers as well. This type of "reward" is the only "extrinsic" motivator that will boost intrinsic motivation. Creating lessons that involve meaning to students can trigger intrinsic motives to learn. So, tapping into students prior knowledge, giving familiar examples, and connecting with their own lives are good ways of involving meaning into their learning. Also, encourage questions and discussions in a safe environment.
If rewards and punishments become obsolete, students who get tired of the same old reward and punishment system need something else. If not, they are at a standstill. Therefore, they don’t have direction for motivation. Concluding that motivation needs some intrinsic features for any type of success.
For example, a grade one student is given a gold star for behaving well or receiving a good grade. After a period of time, the incentive wears off and the motivation is not enough for them to continue accomplishment or success. Therefore, there is lack of sufficient motivation for good behavior or good grades.
In conclusion to this theory, I theorize that, for example, some high school students go through the same type of scenario, except that grades are the main source of incentives for motivation and not gold stars. With certain students, extrinsic motivation is their main source for accomplishing school activities and successful grades. However, when students lose that incentive for good grades, some earlier than others, incentives from grades are clearly not enough, and thus have a higher risk of dropping out or failing out of school.
A few ideas on how to intrinsically motivate students in the classroom:
We need, as teachers, to learn how to motivate our students intrinsically at an early age so that extrinsic incentives are not their main source of motivation as they grow older.In order to motivate someone, you must appeal to their values, not your own. As teachers, we try to convince ourselves that everyone is intellectually curious and that they seek intellectual pursuits. In order to motivate someone, you would need to seek what they care about. Another way to motivate students is to praise them for good work and behavior, and in front of their peers as well. This type of "reward" is the only "extrinsic" motivator that will boost intrinsic motivation. Creating lessons that involve meaning to students can trigger intrinsic motives to learn. So, tapping into students prior knowledge, giving familiar examples, and connecting with their own lives are good ways of involving meaning into their learning. Also, encourage questions and discussions in a safe environment.
Other related links for further thinking :
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<--- Can we use Extrinsic motives to intrinsically motivate students?
Watch this video and conclude for yourself! |