Analysing motivation through interests, a self-help assessment Interests could classify what we are as a person; an instrument to attain our goals and ambitions, as well as in decision making. From critical thinking like when choosing a course in college, to selecting a dress to be worn for the day, interests will often be the basis. If you know what you want to do, your inclination, that will add up to your drive thus becoming a motivating factor for you to act and keep on going. Knowing this, you may obtain personal growth; an individual who aspires and dreams, focuses and works hard for it is a good sign for self-help improvement. – See more at: http://www.abundantlife.org.au/motivation/what-keeps-you-going-analogy-of-motivation#sthash.AdGPimVD.dpuf
There is a saying that if you love what you are doing, you never grow tired of it. This also implies that working on things that you love will make you happy. The drive of an individual and the capacity to do things can’t be measured, for there are no certain standards for motivation and there are different motivating factors to look into. Motivation varies with every person, but the overall impact is powerful, for it promotes goodness and wellness to reach an objective. There are many self-help topics that deal with this area, for it is in line with the aspect of personal growth and development. – See more at: http://www.abundantlife.org.au/motivation/what-keeps-you-going-analogy-of-motivation#sthash.AdGPimVD.dpuf
Others note that motivation to learn is characterized by long-term, quality involvement in learning and commitment to the process of learning. Factors that influence the development of students’ motivation: According to educators, motivation to learn is a competence acquired “through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by parents and teachers. Children’s home environment shapes the initial constellation of attitudes they develop toward learning. When parents nurture their children’s natural curiosity about the world by welcoming their questions, encouraging exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying. When children are raised at home that nurtures a sense of self-worth, competence, autonomy, and self-efficiency, they will be more apt to accept the risks inherent in learning. Conversely, when children do not view themselves as basically competent and able, their freedom to enlarge in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished. What are advantages of intrinsic motivation? Does it really matter whether students are primarily intrinsically or extrinsically oriented towards learning? A growing body of evidence suggests that it does. When intrinsically motivated, students tend to employ strategies that demand more effort and that enable them to process information more deeply. Students with an intrinsic orientation also tend to prefer tasks that are moderately challenging whereas extrinsically oriented students gravitate toward tasks that are low in degree of difficulty. Extrinsically oriented students are inclined to put forth the minimal amount of effort necessary to get the maximal reward. Although every educational activity cannot, and perhaps should not, be intrinsically motivating, findings suggest that when teachers can capitalize on existing intrinsic motivation, there are several potential benefits. How can motivation to learn be fostered in the school setting? Although students’ motivational histories accompany them into each new classroom setting, it is essential for teachers to view themselves as “active socializing agents capable of stimulating student motivation to learn”.
Classroom climate is important. If students experience the...
References: Anderman, Eric M., Griesinger, Tripp, and Westerfield, Gloria. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, vol. 90, 84-91.
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