Intrinsic and extrinsic motivation
Virtually all students are motivated in one way or another. One student may be keenly interested in classroom subject matter and seek out challenging course work, participate actively in class discussions, and earn high marks on assigned projects. Another student may be more concerned with the social side of school, interacting with classmates frequently, attending extracurricular activities almost every day, and perhaps running for a student government office. Still another may be focused on athletics, excelling in physical education classes, playing or watching sports most afternoons and weekends, and faithfully following a physical fitness regimen. Yet another student, perhaps because of an undetected learning disability, a shy temperament, or a seemingly uncoordinated body, may be motivated to avoid academics, social situations, or athletic activities. Thus, all students learn differently and are motivated by different methods or triggers.
What are intrinsic and extrinsic motivation and motivation to learn?
How is motivation conceptualized in the behavioral, cognitive, humanistic, and sociocultural perspectives?
What are the possible motivational effects of success and failure, and how do these effects relate to beliefs about ability?
What are the roles of goals, interests, emotions, and beliefs about the self in motivation?
What external factors can teachers influence that will encourage students’ motivation to learn?
What is your strategy for teaching your subject to an uninterested student?
The role of motivational aspects can be conceptualized differently depending on perspective taken: Behaviorism focuses on how external influences shape behavior while cognitive theory explains why certain behaviors occur by analyzing associated thoughts ; humanistic psychology examines individual’s self-concept and locus control; sociocultural perspective looks at social environment surrounding student create context within which they function . All these theories provide unique insight into complex nature learning.
Success can act positive motivator when used correctly providing important feedback need continue working while failure teaches one take chances push boundaries order achieve something greater however it also has potential cause reduction confidence feelings incompetence if not handled appropriately . Additionally setting appropriate goals helping foster sense purpose encouraging greater engagement than ever before time .
In addition developing understanding interests emotions play vital role motivating students inside outside classroom through creating personalized approaches achieving objectives balance both challenges successes. Additionally influencing factors such teacher approaches expectations group dynamics access resources all contribute overall outcome class therefore important ensure those elements addressed adequately remain favorable optimal results.
Finally my strategy teaching uninterested student would focus heavily building rapport engaging them directly order understand better what underlying issues could causing this lack interest then work together find solution accommodate their needs best possible way fostering safe secure environment where feel comfortable taking risks trying new things without fear judgement ultimately result greater involvement overall