Education motivation. Student Motivation

Motivation is of particular interest to educational psychologists because of the crucial role it plays in student learning. However, the specific kind of motivation that is studied in the specialized setting of education differs qualitatively from the more general forms of motivation studied by psychologists in other fields.

Motivation in education can have several effects on how students learn and how they behave towards subject matter. It can:

1. Direct behavior toward particular goals

2. Lead to increased effort and energy

3. Increase initiation of, and persistence in, activities

4. Enhance cognitive processing

5. Determine what consequences are reinforcing

6. Lead to improved performance.

Because students are not always internally motivated, they sometimes need situated motivation, which is found in environmental conditions that the teacher creates.

The majority of new student orientation leaders at colleges and universities recognize that distinctive needs of students should be considered in regard to orientation information provided at the beginning of the higher education experience. There are two kinds of motivation:

Intrinsic motivation occurs when people are internally motivated to do something because it either brings them pleasure, they think it is important, or they feel that what they are learning is significant.

Extrinsic motivation comes into play when a student is compelled to do something or act a certain way because of factors external to him or her (like money or good grades).

Student Motivation. Educators across the country are frustrated with the challenge of how to motivate the ever increasing number of freshmen students entering college who are psychologically, socially, and academically unprepared for the demands of college life. Such students often exhibit maladaptive behavior such as tardiness, hostility towards authority, and unrealistic aspirations.

The standard approach is to address the problem as an academic issue through remedial or developmental instruction. Developmental education programs however do not address the whole problem. Lack of motivation is not limited to the academically weak student. Successful remedial and study strategies courses aimed at the underprepared student have demonstrated that students who really want to improve their skills can do so when motivated. However, even the best remedial instruction programs have failed to positively impact the student who is both underprepared academically and unmotivated. When students have both a lack of academic skills and lack motivation, the greater problem is motivation. Faculty often have neither the time or inclination to address difficult motivational issues in the classroom, consequently, the task of trying to effectively motivate such students often falls to academic advisors.

The study of motivation in education has undergone many changes over the years, moving away from reinforcement contingencies to the more current social-cognitive perspective emphasizing learners’ constructive interpretations of events and the role that their beliefs, cognitions, affects, and values play in achievement.

Several specific motivational factors have come to light in recent educational research from the social cognitive approach including: Intrinsic Goal Orientation, Extrinsic Goal Orientation, Task Value, Control of Learning Beliefs, and Self-Efficacy for Learning and Performance.

Intrinsic Goal Orientation is having a goal orientation toward an academic task that indicates the students’ participation in the task is an end all to itself rather than participation being a means to an end. Also included here is the degree to which students perceive themselves to be participating in a task for reasons such as challenge, curiosity, and mastery.

Extrinsic Goal Orientation concerns the degree to which students perceive themselves to be participating in a task for reasons such as grades, rewards, performance evaluation of others, and competition. The main concern here is that students with high Extrinsic Goal Orientation relate to issues other than those directly related to participating in the task itself.

Task Value refers to students’ evaluation of how interesting, how important, and how useful the task is. High task value should lead to more involvement in learning. Task value refers to the students’ perceptions of the course material in terms of interest, importance, and utility.

Control of Learning Beliefs refers to students’ belief that their efforts to learn will result in positive outcomes. If students believe that their efforts to study make a difference in their learning they should be more likely to study more strategically and effectively.

Self-Efficacy for Learning and Performance. Expectancy for success refers to performance expectations, and relates specifically to task performance. Self-efficacy is a self-appraisal of one’s ability to accomplish a task and one’s confidence in possessing the skills needed to perform that task.

Test Anxiety . Test anxiety is thought to have two components: a worry, or cognitive component, and an emotionality component. The worry component refers to students’ negative thoughts that disrupt performance, whereas the emotionality component refers to affective and physiological arousal aspects of anxiety. Cognitive concern and preoccupation with performance have been found to be the greatest sources of performance decrement. Training in the use of effective learning strategies and test-taking skills should help reduce the degree of anxiety.

These factors identified in the social-cognitive model of motivation can be narrowed to three motivational constructs: expectancy, value, and affect.

Some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge, and stimulate them. Whatever level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.

Unfortunately, there is no single magical formula for motivating students. Many factors affect a given student's motivation to work and to learn: interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges.

Research has shown that good everyday teaching practices can do more to counter student apathy than special efforts to attack motivation directly. Most students respond positively to a well-organized course taught by an enthusiastic instructor who has a genuine interest in students and what they learn. Thus activities you undertake to promote learning will also enhance students' motivation.

(from: ‘Factors in Student Motivation’ by Steven C. Howey, Coordinator of Advising, Counseling, and Career Development (Retired), Hutchinson Community College (KS) http://www.nacada.ksu.edu/clearinghouse/advisingissues/Motivation.htm)

Language work

1. Interpret the meaning of the following words and combinations:

remedial or developmental instruction, initiation of activities, persistence in activities, improved performance, to exhibit maladaptive behavior, tardiness, to come to light, learning beliefs, genuine interest, to attack motivation directly, to affect motivation, everyday teaching practices, self-efficacy, negative thoughts that disrupt performance, performance decrement, to counter student apathy, genuine interest.

2. Fill in the appropriate prepositions:

to(x5) by in(x4) over toward for(x2) about

• Lack of motivation is not limited … the academically weak student.

• Most students respond positively … a well-organized course taught … an enthusiastic instructor who has a genuine interest … students and what they learn.

• The study of motivation in education has undergone many changes … the years.

• Several specific motivational factors have come … light in recent educational research.

• Intrinsic goal orientation is having a goal orientation … an academic task.

• Extrinsic goal orientation concerns the degree … which students perceive themselves to be participating in a task … reasons such as grades, rewards.

• Control of learning beliefs refers to students’ belief that their efforts to learn will result … positive outcomes.

• Students believe that their efforts to study make a difference … their learning.

• Expectancy … success refers to performance expectations, and relates specifically … task performance.

• Self-efficacy is one’s confidence … possessing the skills needed to perform that task.

• Some students seem naturally enthusiastic … learning.

3. Complete the sentences. Underline the appropriate word:

• The task of trying to strongly/effectively/efficienlty motivate such students often falls to academic advisors.

• Educators across the country are disappointed/frustrated/taken aback with the challenge of how to motivate the ever increasing number of freshmen students.

• Research has shown that good everyday teaching practices can do more to withdraw/fight/counter student apathy than special efforts/effort/moves to attack motivation directly.

• High task value/assessment/estimation should lead to more involvement in learning.

• Freshmen students entering college are psychologically, socially, and academically unprepared for the requirements/demands/needs of college life.

• Whichever/Whatever/However level of motivation your students bring to the classroom will be transformed, for better or worse, by what happens in that classroom.

• Unfortunately, there is no one/single/only magical formula for motivating students.

4. Find in the text words or word combinations that make sentences sound emphatic. Where are they placed in the sentences?

Reading 3

1. Nowadays, and it is no secret, students prefer Internet to reading. Why do you think students refuse to read on various pretexts? How could you motivate your students read more? Suggest some techniques, explain why they are efficient.

2. Read the text to find out more techniques to stimulate students’ reading. Make up a list of the techniques after rating them.

Motivating Students to Do the Reading

Assign the reading at least two sessions before it will be discussed. Give students ample time to prepare and try to pique their curiosity about the reading.

Assign study questions. Hand out study questions that alert students to the key points of the reading assignment.