¶ … student motivation in the learning environment and what motivates students to study. The evaluation begins with a theoretical background on the issue of student motivation based on existing literature and studies on the issue. This is followed by a literature review of 10 studies that have been carried out on the student motivation in various classroom settings and learning environments. Through this review the author has identified various factors that motivate students to study including creation of a supportive learning environment, use of suitable teaching practices, and use of multi-level strategies. The article also includes a discussion regarding the significance of student motivation in the learning process.
One of the most important goals of an educational environment is to motivate students toward environmentally friendly behavior change. The need for student motivation in the high school setting is attributed to the fact that motivation creates positive experience, which helps in improving learning outcomes. Actually, students with positive experiences usually report better attitudes and increasingly positive expectations in their learning process. Through effective motivation of students, teachers and school administrators can close the gap between the actual students' achievements and their potential level of achievement. Therefore, academic motivation is an important element in high school education since it has direct impact on student achievement and learning outcomes. Student motivation impacts learning outcomes through considerable impact on engagement in the learning process and future aspirations. However, teachers and school administrators are faced with concerns on what motivates students to study and its significance.
Theoretical Background
Academic motivation is a crucial need to deal with in high school education since motivational factors are flexible and can have significant impact on engagement, learning, accomplishment, students' intentions, and future aspirations (Hardre & Sullivan, 2009, p.1). While many students in the high school setting have above-average potential, they tend to exhibit low motivation, which in turn affects their achievement and learning outcomes. The low student motivation is brought by multifaceted interactions among internal and external factors. The complexity in these interactions originates from personal differences and the impact of external experiences in the classroom. Teachers and school administrators constantly face the need to ensure student motivation in order to promote improved learning outcomes. This can be achieved through development of appropriate classroom practice, better curriculum, and school policy. In addition, students' motivation is influenced by parents who play an important role in the early development of the student in relation to learning outcomes.
Student motivation is primarily linked with two types of interest i.e. personal and situational interests. Personal interest refers to the individual's predisposition to address specific components of incidents and experiences. In contrast, situational interest comes from exposure to particular experiences, which in turn generates increased attention and concentration in the learning process. Teachers, school administrators, and parents can enhance students' motivation through influencing personal or situational interest. The major way through which teachers achieve this is by addressing perceptions regarding the kinds and causes of students' motivation.
From a theoretical perspective, students' motivation is largely influenced by the self-determination theory. Self-determined and internal motivations come from the students' own desires and needs. In this case, learners' motivation for educational tasks differs in the nature or quality and amount or strength. Self-determination and competence are potent personal interest factors and intrinsic motivational resources that influence students' engagement in school work and internalization of learning-related characteristics that promote academic success. Students are increasingly motivated when their self-determination and competence needs are addressed through the use of interpersonal motivating styles by teachers and school administrators. The other theoretical aspect relating to students' motivation is self-efficacy theory, which is a person's perception of competence and anticipation of success in measures towards realizing a specific objective or venture. Self-efficacy theory is not only context but task specific since it forecasts persistence and success. In the teaching or learning process, this theory is associated with almost every positive result in teaching and better learning outcomes.
While teachers and school motivators recognize the need to promote and ensure students' motivation, they are usually faced with challenges on factors that motivate students to study and why it matters. Essentially, teachers in every level from elementary to post-secondary classroom settings are increasingly concerned regarding how to increase student engagement and learning as part of students' motivation process. The difficulty in identifying how to motivate students is associated by the fact that motivational factors are malleable though they can significantly impact student engagement in the learning process and learning outcomes....
They are also learning new ideologies that transform their perspectives and broaden their viewpoints to gain a greater sense of understanding and awareness of the values of their jobs and how they subsequently change them as people -- which is the very essence of transformative learning. The proclivity for those who are in increasingly higher levels of education, particularly those in graduate school as opposed to undergraduate school to demonstrate
Accordingly, the approach taken to academics will center on the refinement of more generally applicable skill sets such as interpersonal communication, team orientation and learning through practical usage of emergent skills. Accordingly, Moore points to instances of interdisciplinary learning as the manifestation of this set of values which is increasingly seen as essential to yielding the best results from one's higher education. Accordingly, Moore indicates that "new models of
He attempts to show that this concept has emerged and is slowly developing in adult education to an extent that it has attracted both researchers and practitioners in the field. Actually, the author's main goal is to provide better understanding of the complexity of transformative learning through summarizing its main theoretical views in the field of adult learning. Generally, there are several adult learning theories that basically provide insights and
Transformative Learning in Adults Adult learners desire more than just knowledge and resist academic teachings strategies such as notes memorization and examinations. They desire something more than just what is offered in the classrooms- the learning goes beyond content knowledge acquisition, or learning equations, learning historical facts and data. It is a desirable process for adults to learn to think for themselves, through true emancipation from sometimes mindless or unquestioning acceptance
Abdelsayed, L. M., Bustrum, J. M., Tisdale, T. C., Reimer, K. S., & Camp, C. A. (2013). The impact of personality on God image, religious coping, and religious motivation among Coptic Orthodox priests. Mental Health, Religion & Culture, 16(2), 155-172. doi:10.1080/13674676.2011.652604 The authors of this article show how intrinsic motivation is linked to personality characteristics among priests in the Coptic Orthodox tradition. Using a sample of 75 Orthodox priests, all of
learning can be categorized into three distinct groups: behaviorism, cognitivism, and constructivism. Behaviorism refers to the student's interaction with the environment and focuses on the external aspects of learning and on that which encourages learning such as positive reinforcement on the one hand and punishment on the toehr. Cogntivism, on the other hand, focuses on attitudes, motivation, and ideas and refers to the brain's interaction with the academic environment
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