Students Motivation
Students motivation is one of the most important factors influencing how much they learn. As you read the following case study, which involves a world history teacher who has her class involved in a unit on the Crusades, consider what she does to influence her students motivation.
Motivation is a force that energizes, sustains and directs behavior toward a goal ( Brophy, 2004; Pintrich & Schunk, 2002), and researchers have found a positive and robust correlation between motivation and achievement ( McDermott, Mordell & Stoltzfus, 2001; Wang, Haertal & Walberg, 1993; R. Weinstein, 1998)
Children’s motivation to learn lies at the very core of achieving success in schooling. Given rapid technological advances, an ever-changing knowledge base, and shifting workplace needs, a continuing motivation to learn may well be the hallmark of individual accomplishment across the lifespan.
In general, motivated students have more positive attitudes toward school and describe school as satisfying. Other than that, persist on difficult tasks and cause fewer management problems. Students also able to process information in depth and excel in classroom learning experiences ( Stipek, 1996, 2002) . Not surprisingly, motivated students are a primary source of job satisfaction for teachers.
Motivation can be described in two broad categories. Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas instrinsic motivation is motivation to be involved in an activity for its own sake.. extrinsically motivated learners may study hard for a test because they believe studying will lead to high test scores, for example; intrinsically motivated learners study because they want to understand the content and they view learning as worthwhile in itself.
Although we think of extrinsic and intrinsic motivation as two ends of a continuum (meaning the higher the extrinsic motivation, the lower the intrinsic motivation and vice versa), they are
Motivation is a force that energizes, sustains and directs behavior toward a goal ( Brophy, 2004; Pintrich & Schunk, 2002), and researchers have found a positive and robust correlation between motivation and achievement ( McDermott, Mordell & Stoltzfus, 2001; Wang, Haertal & Walberg, 1993; R. Weinstein, 1998)
Children’s motivation to learn lies at the very core of achieving success in schooling. Given rapid technological advances, an ever-changing knowledge base, and shifting workplace needs, a continuing motivation to learn may well be the hallmark of individual accomplishment across the lifespan.
In general, motivated students have more positive attitudes toward school and describe school as satisfying. Other than that, persist on difficult tasks and cause fewer management problems. Students also able to process information in depth and excel in classroom learning experiences ( Stipek, 1996, 2002) . Not surprisingly, motivated students are a primary source of job satisfaction for teachers.
Motivation can be described in two broad categories. Extrinsic motivation is motivation to engage in an activity as a means to an end, whereas instrinsic motivation is motivation to be involved in an activity for its own sake.. extrinsically motivated learners may study hard for a test because they believe studying will lead to high test scores, for example; intrinsically motivated learners study because they want to understand the content and they view learning as worthwhile in itself.
Although we think of extrinsic and intrinsic motivation as two ends of a continuum (meaning the higher the extrinsic motivation, the lower the intrinsic motivation and vice versa), they are