The Development of Academic Motivation: A synopsis Keeping a learner motivated is one of the many goals of an educator. However, studies have shown that as students grow older, they become less academically motivated. The article thus presents some proven indicators of motivation…
According to the article, self-motivation may be encouraged by developing self-efficacy, matching academic tasks to student competencies, and providing allowances for learning difficulties and learning disabilities (Pressley & Mac Cormick, 2007). Moreover, while classroom competition may provide a certain level of motivation, educators must consider the grade level differences when establishing classroom reward structures. One strategy that the article suggested is that rather than rewarding children for being better than others, they may be even more motivated by rewarding them for being better than their previous performance (Pressley & Mac Cormick, 2007). Educators must likewise be wary about developmental and cultural factors that may affect students’ reactions to classroom competition. These aspects are consistent with the learning theories by Piaget and Skinner that were previously discussed in class, emphasizing that learning should be attuned to the developmental level of learners. Another point that the article drives at is that better results may be gained by having children work with one another rather than each other (Pressley & Mac Cormick, 2007). ...
These suggestions are actually based on Vygotsky’s Constructivist view of learning which emphasizes that children learn by constructing knowledge from within them, with the help of scaffolding techniques from adult learners. In the core of the chapter’s discussion, aspects of Zimmerman’s (1990) self-regulated learning theory may also be applied. Zimmerman (1990) qualifies self-regulated learners as those students who approach educational tasks with confidence, diligence, and resourcefulness. Moreover, self-regulated learners are keenly whether or not they know a fact or possess a particular skill. They are also actively engaged in seeking out information when needed, and have a certain level of control over the process of learning acquisition. Thus, self-regulated learners best apply intrinsic motivation in their academic pursuits. As such, students should be appropriately motivated into becoming self-regulated learners in order for them to properly monitor their learning processes and strategies (Zimmerman, 1990). Motivation in the classroom Inside the classroom, teachers are perhaps the best source of motivation for the students. However, this does not mean that teachers should use themselves as the reason for the students’ motivation. Rather, effective teachers are able to identify the most appropriate and most effective sources of motivation for students. Based on personal experience, I believe that the teachers have provided sufficient motivation for students considering the developmental that we are in. As tertiary level learners, intrinsic motivation would work best rather than extrinsic motivation. As such, teachers are able to provide this motivation, through constant reminders of how we will be able to use our learning in our ...
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(The Development of Academic Motivation: A Synopsis Essay)
“The Development of Academic Motivation: A Synopsis Essay”, n.d. https://studentshare.net/education/53127-read-chapter.
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