Custom essays on Motivation for learning

The intent of the writing is to be pragmatic in focus. Talking about motivation for learning we ought to learn a lot of conformed to this theme literature in order to understand all the difficulties. The definition of this term can sound like this: the internal drive directing behavior towards some end. Motivation helps individuals overcome inertia, which can be defined as a property of matter by which it remains at rest or even in uniform motion in the common straight line unless acted upon by any external force. The college education is all about the networking. Not that we go through life on a mission to schmooze each other to death, but you meet people in college you you’ll rely on and collaborate with for the rest of your life. However, one could think that there are only two reasons why teenagers want to go to college: to continue receiving money from their parents and to experience the freedom that they will have as college student.
Frith (2008) has found that there are components of the motivation to learn, they are such: “curiosity, self-efficacy, attitude, need, competence, external motivators” (“Motivation to learn”, page 34). Talking about need, I must admit how important it is in motivation. Maslow divided all human needs in to five groups (levels). According to this hierarchy lower needs should satisfied at first, in the other way, the higher needs will not be satisfied at all. Lower level – physiological (food and water, breathing, sleeping, sex, homeostasis) and safety (personal and financial security, health and well-being, at last, safety net against accidents/illness and their adverse impacts), on the higher level are love and belongings (family, intimacy, live and friendship), esteem and self-actualization (the need for privacy, sense of humor, morality).

Thus, if a kid goes at school hungry or sleepy, he or she will not be able to learn well. Competence is an intrinsic motive for learning that is highly related to self-efficacy. An understanding of some skill you are learning is a way to be success in it, with out understanding your chance to learn it will be doomed to lose. It is the intrinsic motivation factor. That is understood. Last elements are external motivators, which can be explained in this way: in intrinsic motivation, the “doing” is the main reason for finishing an activity. As I understand, students need some confidence to be proud of their success; it can be also provided rather a self-reward for accomplishing aim they have set.
Intrinsic motivation comes from rewards inherent to a task or activity itself – the enjoyment of a puzzle or the love of playing. Intrinsic motivated students believe that they can rich the aim or a goal, that their knowledge and skills are need to do the work, when the work is interested to the student, rather than just rote-learning to achieve good grades, at last, when the learning assists the learner in obtaining valued accomplishments. Talking about the extrinsic motivation it can be explained as a motivation, which comes from outside of the performer. Obviously, money is the most precise example; however, coercion and threat of punishment are as obvious example as previous. What force and factors can encourage human to win and reach the aim, in spite of interests of others, who are trying to set the same goal as a human? It can be a competitive character of a process. As far as psychology concerned, extrinsic rewards can lead to over-justification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned.