Self-Worth Theory of Motivation
Abstract
This paper explores a small portion of the self-worth theory of motivation. It reviews self worth in elementary education levels, secondary education of at risk teens, and motivations of worth in the work place. At the elementary levels is looks at society and how we attain self-worth from as early as birth through parental intervention and positive or negative encouragement, it also explores how society can also play a role in the perceived sense of worthiness or failure. Next is “at risk teens” and discovering they have coping skills that can help them jump forward or hold them back. Educators can help the teens first by building a trustworthy rapport with the student, assist in goal setting, helping them avoid procrastination, and help to visualize their future for their lifetime goals and achievements. In the work place it is implied that managers who communicate implementing the “Three Roles of Language in Motivation Theory” which are Perlocutionary, Locutionary and Illocutionary leads to a successfuly motivated team. (Sullivan, 1998, p. 110) Implementing these communication methods are key to help an employee feel a sense of worth and team, that by building on three principals they can have a successful employee and by association a successful department. Keywords: Self-worth, motivation, at risk teens, elementary students, employees
Self-Worth Theory: Motivation for a Lifetime Henry Ford once said “Whether you think that you can, or that you can't, you are usually right.”(Ford n.d.) This quote really gets to the heart of the self-worth theory of motivation. It truly comes down to the individuals’ perception for the potential of success. Self-worth can affect an individual at any stage in life and can even go so much as varying from task to task. An individual can feel motivated and fulfilled one day and with a new task requested of them feel as though the task is either beneath them or make them feel imperfect for not being able to
This paper explores a small portion of the self-worth theory of motivation. It reviews self worth in elementary education levels, secondary education of at risk teens, and motivations of worth in the work place. At the elementary levels is looks at society and how we attain self-worth from as early as birth through parental intervention and positive or negative encouragement, it also explores how society can also play a role in the perceived sense of worthiness or failure. Next is “at risk teens” and discovering they have coping skills that can help them jump forward or hold them back. Educators can help the teens first by building a trustworthy rapport with the student, assist in goal setting, helping them avoid procrastination, and help to visualize their future for their lifetime goals and achievements. In the work place it is implied that managers who communicate implementing the “Three Roles of Language in Motivation Theory” which are Perlocutionary, Locutionary and Illocutionary leads to a successfuly motivated team. (Sullivan, 1998, p. 110) Implementing these communication methods are key to help an employee feel a sense of worth and team, that by building on three principals they can have a successful employee and by association a successful department. Keywords: Self-worth, motivation, at risk teens, elementary students, employees
Self-Worth Theory: Motivation for a Lifetime Henry Ford once said “Whether you think that you can, or that you can't, you are usually right.”(Ford n.d.) This quote really gets to the heart of the self-worth theory of motivation. It truly comes down to the individuals’ perception for the potential of success. Self-worth can affect an individual at any stage in life and can even go so much as varying from task to task. An individual can feel motivated and fulfilled one day and with a new task requested of them feel as though the task is either beneath them or make them feel imperfect for not being able to