Factors Affecting Student Motivation Education Essay

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Introduction

Motivation can come from within or without human beings can be motivated by the strangest things, but basically motivation can either be intrinsic or extrinsic. For those of us who are lucky, we find our motivation from within; we call it our drive. From early on we are able to set goals for our lives and chart the course of our destiny. Without a sound financial background it may appear extremely daunting to achieve our goals, however, the inner drive is what enables us to be proactive, to persevere and achieve despite the odds.

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Student motivation

One of the places where motivation is manifested earliest is the classroom. There you will find different types of students all motivated by different combinations of factors. Some rely heavily on extrinsic factors and if those are not favorable, they become demotivated and easily lose focus. Others draw on the intrinsic, their inner strength and determination and remain focused even in what appears to be really adverse situations

Factors affecting student motivation

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Students bring to the classroom varying types of extrinsic motivation such as a nurturing home environment or rewards promised by parents and relatives. However, they also depend, to a large extent, on school factors such as school and classroom environment, teacher personality, skill and ability of teacher, rewards and commendations and relationship with peers for motivation not only to succeed, but to excel.

Avoidance Achievement Motivation.

In everyday life, individuals strive to be competent in their activities. In the past decade, many theorists have utilized a social-cognitive achievement goal approach in accounting for individuals striving for competence. An achievement goal is commonly defined as the purpose for engaging in a task, and the specific type of goal taken on creates a framework for how individuals experience their achievement pursuits. Achievement goal theorists commonly identify two distinct ideas toward competence a performance goal focused on demonstrating ability when compared to others, and a mastery goal focused on the development of competence and task mastery. Mastery goals can lead to a motivational pattern that creates a preference for moderately challenging tasks, persistence in the face of failure, and increased enjoyment of tasks.

Most achievement goal theorists conceptualize both performance and mastery goals as the "approach" forms of motivation. Existing classical achievement motivation theorists claimed that activities are emphasized and oriented toward attaining success or avoiding failure, while the achievement goal theorists focused on their approach aspect. More recently, an integrated achievement goal conceptualization was proposed that includes both modern performance and mastery theories with the standard approach and avoidance features. In this basis for motivation, the performance goal is separated into an independent approach component and avoidance component, and three achievement orientations are conceived: a mastery goal focused on the development of competence and task mastery, a performance-approach goal directed toward the attainment of favorable judgments of competence, and a performance-avoidance goal centered on avoiding unfavorable judgments of competence. Performance-avoidance goals, however, are characterized as promoting negative circumstances. This avoidance orientation creates anxiety, task distraction, and a pattern of helpless achievement outcomes. Intrinsic motivation, which is the enjoyment of and interest in an activity for its own sake, plays a role in achievement outcomes as well. Performance-avoidance goals undermined intrinsic motivation while both mastery and performance-approach goals helped to increase it.

Most achievement theorists and philosophers also identify task-specific competence expectancies as an important variable in achievement settings. Achievement goals are created in order to obtain competence and avoid failure. These goals are viewed as implicit or self-attributed and direct achievement behavior. Competence expectancies were considered an important variable in classical achievement motivation theories, but now appear to only be moderately emphasized in contemporary perspectives.

Presently, achievement goal theory is the predominant approach to the analysis of achievement motivation. First, most theorists institute primary orientations toward competence, by either differentiating between mastery and ability goals or contrasting task and ego involvement. A contention was raised toward the achievement goal frameworks on whether or not they are conceptually similar enough to justify a convergence of the mastery goal form learning, task involvement and mastery with the performance goal form ability and performance, ego involvement, competition. Secondly, most modern theorists characterized both mastery and performance goals as approach forms of motivation, or they failed to consider approach and avoidance as independent motivational tendencies within the performance goal orientation.

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Three motivational goal theories have recently been proposed based on the tri-variant framework by achievement goal theorists: mastery, performance-approach, and performance-avoidance. Performance-approach and mastery goals both represent approach orientations according to potential positive outcomes, such as the attainment of competence and task mastery. These forms of behavior and self-regulation commonly produce a variety of affective and perceptual-cognitive processes that facilitate optimal task engagement. They challenge sensitivity to information relevant to success and effective concentration in the activity, leading to the mastery set of motivational responses described by achievement goal theorists. It creates sensitivity to failure-relevant information and invokes an anxiety-based preoccupation with the appearance of oneself rather than the concerns of the task, which can lead to the helpless set of motivational responses. The three goal theories presented are very process oriented in nature.

An alternative set of predictions may be derived from the approach-avoidance framework. Both performance-approach and mastery goals are focused on attaining competence and foster intrinsic motivation. More specifically, in performance-approach or mastery orientations, individuals perceive the achievement setting as a challenge, and this likely will create excitement, encourage cognitive functioning, increase concentration and task absorption, and direct the person toward success and mastery of information which facilitates intrinsic motivation. The performance-avoidance goal is focused on avoiding incompetence, where individuals see the achievement setting as a threat and seek to escape it. This orientation is likely to elicit anxiety and withdrawal of effort and cognitive resources while disrupting concentration and motivation.

Peers are also a great source of motivation for one another. Life long friendships are formed at school and peers have been known to stand up for one another sometimes even more than siblings. They assist one another with school work and also become mentors to one another in their personal lives. Very often one finds that the students who work in groups, sharing their knowledge and skills, obtain better results than those who work alone.

Conclusion

Generally students are motivated to do well when conditions at home and at school are favorable. In extreme situations one may find children who have everything going for them getting distracted and choosing the wrong path in life. Alternatively, one may find students who appear to have very little motivation at home buckling their belts and setting their own course for success. Motivation can come from any number of sources, but wherever it comes from it is that force which impels us to move forward to achieve

Motivation is an important factor in everyday life. Our basic behaviors and feelings are affected by our inner drive to succeed over life's challenges while we set goals for ourselves. Our motivation also promotes our feelings of competence and self-worth as we achieve our goals. It provides us with means to compete with others in order to better ourselves and to seek out new information to learn and absorb. Individuals experience motivation in different ways, whether it is task- or ego-based in nature. Some people strive to achieve their goals for personal satisfaction and self-improvement while others compete with their surroundings in achievement settings to simply be classified as the best. Motivation and the resulting behavior are both affected by the many different models of achievement motivation. These models, although separate, are very similar in nature and theory. The mastery and performance achievement settings each have a considerable effect on how an individual is motivated. Each theorist has made a contribution to the existing theories in today's achievement studies. More often than not, theorists build off of each other's work to expand old ideas and create new ones. Achievement motivation is an intriguing field, and I find myself more interested after reviewing similar theories from different perspectives.

References

â™  http://www.ehow.com/how_4558850_motivating-students-public-schools.html

â™  http://www.ehow.com/info_8369825_peer-influences-motivation-classroom.html

â™  http://www.greatschools.org/parenting/behavior-discipline/616-motivating-the-unmotivated-student.gs

Question 2

Introduction

Information technology is now ubiquitous in the lives of people across the globe. These technologies take many forms such as personal computers, smart phones, the internet, web and mobile phone applications, digital assistants, and cloud computing. In fact the list is growing constantly and new forms of these technologies are working their way into every aspect of daily life. In some cases, such as can be seen in massive multiplayer online games, these technologies are even opening up new ways of interacting with each other. Information technology at its basic level is technology that records, communicates, synthesizes or organizes information. Information can be understood as any useful data, instructions, or meaningful message content. The word literally means to give form to or to shape one's thoughts. So a basic type of information technology might be the proverbial string tied around one's finger to remind or inform you that you have some specific task to accomplish today. Here the string stands in for a more complex proposition such as buy groceries before you come home. The string itself is not the information, it merely symbolizes the information and therefore this symbol must be correctly interpreted for it to be useful. Which raises the question, what is information itself?

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Unfortunately there is not a completely satisfying and philosophically rigorous definition available, though there are at least two very good starting points. For those troubled by the ontological questions regarding information, we might want to simply focus on the symbols and define information as any meaningfully ordered set of symbols. This move can be very useful and mathematicians and engineers prefer to focus on this aspect of information, which is called and leave the meaningfulness of information or its semantics for others to figure out. Where he took his experiences in telephone technologies and worked out a mathematical formulation describing how syntactical information can be turned into a signal that is transmitted in such a way as to mitigate noise or other extraneous signals which can then be decoded by the desired receiver of the. The concepts described by Shannon, along with additional important innovations made by others who are too many to list, explain the way that information technology works, but we still have the deeper issue to resolve if we want to thoroughly trace the impact of information technologies on moral values.

The second starting point is a bit more deeply philosophical in nature. Here we begin with the claim that information either constitutes or is closely correlated with what constitutes our existence and the existence of everything around us. This means that information plays an ontological role in the manner in which the universe operates. A standpoint such as this would place information at the center of concern for philosophy and this idea has given rise to the new fields of Information Philosophy and Information Ethics. Philosophy of Information will not be addressed in detail here but the interested reader can begin for an introduction. Some of the most important aspects of Information will be outlined in more detail below.

Every action we take leaves a trail of information that could be recorded and stored for future use. For instance, you might use the simple technology of keeping a detailed diary listing all the things you did and thought during the day. But today you could augment that with even more detail gathered with advanced information technologies some examples include all of your economic transactions, a list of all the web addresses you visited and the details of each search you initiated online, a listing of all your vital signs such as blood pressure and heart rate, all of your dietary intakes for the day, and many other examples can be imagined. As you go through this thought experiment you begin to see the complex trail of data that you generate each and every day and how that same data might be collected and stored though the use of information technologies. Here we can begin to see how information technology can impact moral values. As this data gathering becomes more automated and ever-present, we must ask who is in control of this data, what is to be done with it, and who will insure its accuracy. For instance, which bits of information should be made public, which held private, and which should be allowed to become the property of third parties like corporations? Questions of the production, access and control of information will be at the heart of moral challenges surrounding the use of information technology.

One might argue that this situation is no different from the moral issues revolving around the production, access and control of any basic necessity of life. But there is one major difference, if one party controls the access of some natural resource, then that by necessity excludes others from using it. This is not necessarily so with digital information, it is non-exclusory, meaning we can all at least theoretically possess the same digital information because copying it from one digital source to another does not require eliminating the previous copy. Since there is no physical obstacle to the spread of all information, then there remain only appeals to morality, or economic justice, which might prevent distributing certain forms of information. Therefore, understanding the role of moral values in information technology is indispensable to the design and use of these technologies. It should be noted that this entry will not directly address the phenomenological approach to the ethics of information technology since there is a detailed entry on this subject available.

Conclusion

A final concern in this section is that information technologies are now storing user data in the cloud meaning that the data is stored on a device remotely located from the user and not owned or operated by that user, but the data is then available from anywhere the user happens to be on any device he or she happens to be using. This ease of access has the result of also making the relationship one has to one's own data more tenuous because of the uncertainty about the physical location of that data. Since personal data is crucially important to protect, the third parties that offer cloud services need to understand the responsibility of the trust the user is placing.