Journal Article

AbstractThe study seeks to explain several exclusively(prenominal) heavy(p) practices that piece of ass answer improve motivating of bookmans in achieving the encyclopaedism do . The article high exonerateded several beta studies that contri yeted to the literature of pauperism and reading . By basing it to the system of Clayton Alderfer , the study created a test guess - Samantha Wilkins . In these studies , the wideness of (1 ) glut (2 ) refinement orientation and (3 ) cheers were invested . The skill of some(prenominal) inculcatechild and t apieceer to collaborate and yell these ideas fire greatly contribute need and larn . In addition , the repugn for 2 educatees and teachers atomic number 18 creating an avenue where there would be troikafold flow of saucy ideas and methods that fertilize the axe create a new avenue for motivation that behind spark the attainment turn to improve civilizeing in these ever-changing periodsMotivation and Learning : accept the ChallengeEducation has been proven to be rattling in the growth of exclusives , the providence and society through the geezerhood . Different studies gift been conducted to add-on such claim . until immediately , during recent years , it sight be seen that the boilersuit recreate for education has been declining especially among the younger generation . Though there had been proliferation of different theories and methods in inform , the idea that educatee s continue to show dis wager has been increase in an alarming rate . There is a request to reevaluate quantifys and at the same eon lot a different fill out motivating people to chance onThe ground trim of a culture solve is the ultimate intent of either teacher to instill in educatees . Learning as a translation showcases many facets and parameters that clearly seek meaning and at the same metre illustrate its manifoldity . It tries to seek an surroundings of continued processes that cater to thinking and acquiring information and fellowship . The focus on process obviously takes us into the dry land of learning theories - ideas ab tabu how or why change drop deads (Smith 2003 ,.1 ) This learning process kindle be divided into different orientations - (1 ) behavioristic (2 ) cognitive (3 ) humanistic and (4 social / smearal orientation . C atomic number 18ful fri oddmentship moldiness be make in this study of what suppositional orientation post be used . The complexity of student learning stub make each orientation relevant in different cases . Creating the necessary parameters and scope is thus seen to be vitalMotivation can be considered an important link amid education and learning . The possibility of creating an avenue for learning remains spotty presumption the escape of motivation in by educators and the syllabus in the education process . One of the most opened questions in education is how to enhance schoolman surgical process of children , adolescents , and college students (Hidi Harackiewicz 2000 ,.152 ) The capability of instructors to create motivational scenarios and methods for students can fix and further devise the learning process . Teaching alone can be a one-sided passive approach in the learning process among student-instructor relationship . It is universally believed that teaching is a non-productive employment unless the learner is at some train intellectually prosecute (Burke , 1995 br.67 ) Goals mustiness(prenominal) be set by instructors . A holistic approach can be necessity in this exercise . The complexity of learning must be understood by the instructor so as to facilitate these processes . In hooking the changing times , institutions must as well supplement educators efforts by aligning important issues and goals suitable for students . Schoolwide goals , policies , and procedures also interact with screen startroom climate and practices to affirm or alter students increasingly complex learning-related attitudes and beliefs (Lumsden 1994 ,.1Giving splendour to motivational methods within the course of studyroom has been deemed an important region to study in the parameters of education due to several important reasons (1 ) The issue has been evident and present in almost all educational facilities . The lack of motivation among students continues to contribute to fewer students coat school fully equipped to address the challenges of the work milieu . A biggish number of students-- more than one in four--leave school before graduating . (Lumsden , 1994 ,.1 (2 ) Students atomic number 18 deprived of the ability to exhaust the full emfs of the learning process that education has to shot . Many more are physically present in the classroom but largely mentally absent they spoil to invest themselves fully in the experience of learning (Lumsden , 1994 ,.1 ) This reason paves the way for students to be stagnant in the learning process contrary to the overall objective to instill , create and facilitate a learning surroundings . Lastly (3 ) it can create awareness among practitioners which can create changes and development of new methods in addressing the issue . collaboration is a vital tool that can facilitate changes within the literature . The capability of practitioners to create awareness is a vital tool that can help future facilitators as easily as institutions to address the call for for further development of learning among students . Awareness of how students attitudes and beliefs to the highest degree learning develop and what facilitates learning for its stimulate sake can assist educators in reducing student apathy (Lumsden , 1994 ,.1Motivational issues vary and whitethorn string into complex situations and conceits . frankincense , it is important to limit certain ideas , incorporate and elaborate on it in the succeeding sections of the . With this in mind , the ideas included are (1 ) the importance of content (2 ) picture up the proper goal orientation for the student , and (3 ) the importance of spare-time activitysTheoryIt has been elaborate in the earlier sections that the learning process creates certain avenues of interpretation according to the orientation . The theory that the study leave behind use is by Clayton Alderfer called ERG theory . Clayton Alderfer ext set asideed and simplified Maslow s Hierarchy into a shorter set of third exacts : initiation , Relatedness and Growth (hence ERG (ChangingMinds .org , 2002 ,.1 ) In this theory Alderfer highlights three important facets that contribute to a motivation of an case-by-case . Existence is described as At the lowest level is the conduct to stay alive and dear , now and in the predictable future . When we have genial existence demand , we encounter safe and physically comfortable (ChangingMinds .org , 2002 ,.1 ) The next develop is the relatedness level . At the next level , once we are safe and secure , we consider our social needs . We are now interested in relationships with other people and what they think of us . When we are related , we retrieveing a sense of identicalness and position within our immediate society (ChangingMinds .org , 2002 ,.1 ) The last part is growth . At the highest level , we seek to grow , be creative for ourselves and for our environment . When we are successfully growing , we feel a sense of wholeness , achievement and fulfillment (ChangingMinds .org , 2002 ,.1Test possibleness : Samantha WilkinsThe next part entrust look into a adjudicate student that will serve as a hypothesis of the . The student s name is Samantha Wilkins , an undergraduate student at an educational institution . She faces a line of coping up in her lessons in European History in a class of 10 people . Her instructor has been assay to present lessons in an informative way as possible . tho the class remains to be difficult for Samantha . In addition , she does non mind or do anything that will address her problem . She was nonified by her instructor that if she doesn t do anything this early , she might fail the course . minded(p) these scenario , the will now highlight and elaborate on the three possible motivational methods that the instructor and Samantha can use to resolve the issueAddressing the link between Content and MotivationThe depression important aspect that two instructor and Samantha should look into is the correlation coefficient between motivation and content . In the study made by Burke , he connected the idea of linking the concept of content with motivation . He emphasized the fair importance of instilling motivation in the content of lesson . frankincense , individual behavior is touch offd when a need is to be satisfied , especially at the time when the need is most important (Burke , 1995 ,. 70 ) He also advocated that there is a need for collaboration between the two and must not be distinguished with each other to achieve what Burke refers to as Optimal Learning . Unfortunately for students and teachers , perhaps equally so for learning , until separate and unequal treatment of the content-motivation relationship is replaced by their colligation academic achievement should not be expect to rise significantly (Burke , 1995 ,.70 ) In response to these , Burke elaborated on several actions that need to be done to address these issues . He indicated the need of a psychological action that can link both content and motivation together . A variety of learning activities , specified content objectives , and wide-ranging instructional techniques should be intentional for every learning experience (Burke , 1995 ,.70 ) However , he stressed the difficulty of achieving such endeavor . In every instance in the learning process , the teacher is confronted with the issue of how to impel students to achieve in some sufficient fashion with their individual potential (Burke , 1995 ,.74Looking at this , we whitethorn now generate how the instructor and Samantha should approach the problem . The situation as a whole clearly says that Samantha has been experiencing difficulty addressing the lessons made This may be partially due to the content of the lesson given by the instructor . Using Alderfer s model , Samantha lacks the quality of being in person involved in the issue and at the same time self-initiating the process of learning in the classroom . She needs to feel the element of existence in the subject for motivation to occur . In addition the instructor also faces similar shortcomings . The instructor s passive involvement in the class generally creates the mite of tolerance on Samantha s part . Moreover , the inability of the instructor to facilitate the connection of the subject to individual(prenominal) experience greatly hinders the learning process and impedes the processes of relatedness and growth that is supposed to be achievedIn Samantha s end the following suggestions can be made (1 ) setting up her overall goal and peculiar(prenominal) goals (2 ) giving importance to the value of effort by mover of spending time canvass and (3 ) finding meaning in the content /s that are studied . On the other hand , for the part of the instructor these should be addressed (1 ) create a curriculum or teaching method that is suitable for every student needs (2 ) content for every lesson must be clarified and specific and (3 ) facilitate a process that will create better content-understanding and motivation among studentsSetting Proper Goal OrientationFor both educators and students setting up goals is a vital process that can facilitate the learning experience . Harackiewicz Hidi s study illustrated the importance of goal setting in the process of academic motivation . In this study , the two distinguished and contrasted the two aspects of goal setting ( success and performance . control goals are predicted to orienting people toward acquiring new skills , tenseing to understand their work , and improving their level of competence (Harackiewicz Hidi , 2000 ,.160 ) On the other hand , the two also gives an important definition of performance goals . In contrast , performance goals are postulated to draw out individuals to seek positive evaluations of their ability and avoid negative ones , to try to outperform others , and to consider ability , quite an than effort , the fundament of successful performance (Harackiewicz Hidi , 2000 , pp .160-161 ) Harackiewicz and Hidi elaborated on its pro s and a con to an individual s learning process . In the end , the study argued that the practice and application of these goals are dependent on each individual and the factors surrounding them . In sum , whether bid and performance goals are evaluated in correlational or observational studies , it is critical to examine the dos of these achievement goals in the context of use of individuals other goals , their face-to-faceity , and the situation (Harackiewicz Hidi , 2000 , pp .162-163 ) However , the two pointed out those performance goals are also necessary depending on the situation They stated this by saying the positive consequences of performance goals have been under-appreciated to date , and we believe it is critical to consider the possibility that performance goals can promote adaptive achievement behavior in some educational contexts (Harackiewicz Hidi , 2000 , pp .163-164It is important to point out that setting goals is vital for the facilitation of the learning process between student-instructor relationships . The need for establishing goals (mastery goals ) should be in-line with the current objectives in the subject being taught by the instructor . Linking this to the theory of Alderfer , setting up and prioritizing goals is a response by the learner to the element of existence . There is a need for security and physical comfort for motivation to come in and pave the way for learning . Setting up and applying mastery goals (skill improvement , acquiring new skill and improving work ) can help and contribute to both student and instructor in achieving the learning process . In addition , given the proper goal orientation , motivation can be facilitated in the learning process This does not yet apply to students but also to instructors as tumefyIn applying this concept to the s hypothetical student , Samantha can be instructed or suggested to undergo a goal orientation program The program must be designed to seek her overall interests and at the same time offer stimulants that can foster improvements . After setting her objectives straight and goals in line , she must apply each goal to the challenges present in the academic life . Use these processes as a stimulus in improving her learning process and witch what the subject wants to impart to each students . Of course , the process does not only revolve around students , goal orientation must also come from instructors as well . It is established that a curriculum has its own specific goals that it wants to instill in students . However , it is also the responsibility of an instructor to create goals that will accept with each student s individual goals . Creating a goal and objective that is in-line with students can help foster an effective learning environment for each one . Thus , setting up goals for both educator and students will facilitate a motivation for a better learning processInterests and MotivationHarackiewicz Hidi s study also indicated the relevance between individual interests and motivation . Interest can be facial expressioned both as a state and as a angle of inclination of a person , and it has a cognitive , as well as an affective , component (Harackiewicz Hidi , 2000 ,.152 ) In the analysis , Harackiewicz Hidi pointed out the different studies made in the relationship of interests (individual and certain ) to motivation by individuals . It was pointed out that little literature has been exhausted in the development of individual interests .

However , less is known about how such interests develop , why some early interests shoot to long-term interests and others do not , and how one could best training and utilize students individual interests in the educational process (Harackiewicz Hidi , 2000 ,.153 ) some other thing the two pointed out is the importance of situational interests in academic motivation . More specifically , they suggested that the elicitation and utilization of situational interest could make a significant contribution to the motivation of academically unmotivated children (Harackiewicz Hidi 2000 ,.153 ) The two exhausted enough literature that cover the issue of interests and its relation with academic interests . One thing important about these studies is stimulating by means of regulating personal interests . A different way to stimulate interests in activities depends on individual self-regulation (Harackiewicz Hidi , 2000 ,.154 ) The study shows how unnecessary interests only lead to the ineffectiveness of the activity . Setting proper interests that are required can help completing the required tasks . From an educational point of view , it would be extremely important to explore how educators could help students learn to intentionally regulate their interests in tasks (Harackiewicz Hidi , 2000 ,.154Another issue that the study of Harackiewicz Hidi tackled is the patterns concerning individual and situational interest . In summary the section looked into the different factors that stimulate the application of a certain interest (individual or situational Harackiewicz Hidi elaborated on the importance of establishing the two interests relationship . Although individual and situational interest is distinct , they are not dichotomous phenomena , but rather can be expected to interact and influence each others development (Harackiewicz Hidi , 2000 ,.155 ) It is mentioned in the study that it is important for educators to determine factors and scenarios that part situational interests compared to individual interests that tend to develop on a womb-to-tomb basis for people and relatively creates a deep effect . Two important issues concern (1 ) identifying educational interventions that can detonate situational interests and (2 ) identifying interventions that will promote the maintenance of situational interest over time (Harackiewicz Hidi , 2000 , pp .155 - 156 ) Thus , creating awareness over these issues can have in itself a lasting effect for a student and at the same time encourage motivation and learning . A closer analysis of these issues may reveal ways in which situational interests can effectively be utilized to promote academic motivation (Harackiewicz Hidi , 2000 ,.156In the next section Harackiewicz Hidi identified the several examples to illustrate how situational interests can serve as a motivator for school learning . The two elaborated on how a feature student who was tasked to study on a certain subject actually became motivated to learn more not because he /she is forced to but because the person became interested . Thus , the two pointed out the importance of the instructor to create scenarios that can catalyse and cultivate situational interests . The problem of stimulating students for situational interests is disregarded by the instructor sometimes because of the class population . Ideally , catering to the personal needs of individuals in the classroom would promote learning for all students , but in reality this could be an extremely time and effort consuming task , especially if classes are large (Harackiewicz Hidi , 2000 ,.157 ) Thus Harackiewicz Hidi in their study proposed several alternatives on how the issue of situational interests can be addressed . Focusing on the potential for situational interest inherent in the material and mode of unveiling may help teachers promote learning for all students careless(predicate) of their idiosyncratic interests (Harackiewicz Hidi 2000 ,.157Looking at how this applies to the study s hypothesis student Samantha interests particularly situational interests contribute greatly to her motivational process . It has been mentioned that her lack of interest contributes to her unresponsiveness to the lessons given by the instructor . The problem with Samantha is her lack of interest to the subject . This impedes her to be motivated in study more and create a learning process . Thus , it is important for (1 ) Samantha to find specific alternatives and methods to address her lack of interest over the subject (2 ) Be open-minded of the possibilities that the subject can give her . Having a closed mind regarding the subject will only further impede the process of learning and motivation (3 ) Try to address issues to instructor so that he /she may help Samantha in coping up with the subject . These suggestions can help Samantha be interested with the subject and at the same time pave the way for her to be motivated which can cater to her learning processOn the other hand , the instructor also has a vital part in creating motivation . It has been mentioned in the study of Harackiewicz Hidi that the capability of the instructor to stimulate situational interests by means of applying methods can pave the way for motivation to occur with the student . Here are several suggestions that an instructor can give (1 ) Propose different teaching strategies that seek to enhance student participation in class . Enhancing participation can be building blocks of students in appreciating the subject . Laslty (2 ) create situations wherein students interest will be increased . Curiosity can help motivate students to do their work . Within this boundary , learning process can occurConclusionsAddressing goal orientation , interest and content are all vital in the overall motivation process of students to achieve learning . Both student and instructor must be dynamic in addressing these ideas . The studies that were highlighted clearly show the importance of proposing ideas that can help solve such issues at handEducators must continue to address the changing needs of students as years continue . Failure to do so will only lead to people falling behind and uninterested audiences . legion(predicate) methods had been given as a response to this proliferation of ideas . Establishing the proper content for students can provide a better understanding of the lesson . In addition , setting up goals for the class and aligning it with the overall aim of the class can also facilitate the motivation and learning process . Lastly , the capability of an educator to address the interests (situational ) of students can encourage curiosity and understanding for themIt is in this light that sense that continuous literature must be explored and looked into . The affair of this is to be at pace with the diversity and complexity of ideas in the different fields that a student has to face . Given the consequences of unmotivated students , awareness and methods should be applied to create an environment where the student and the educator will learn from the experienceReferencesBurke , D . J (1995 ) Connecting Content and Motivation : Education s Missing Link in PeabodyJournal of Education . 70 no . 2 Retrieved October 9 , 2007 fromhttp / colligate .jstor .org /sici ?sici 0161-956X 2970 3A2 3C66 3ACCAMEM 3E2 .0 .CO 3B2-RChangingMinds .org (2002 ) ERG Theory . Retrieved October 9 , 2007 fromhttp /changingminds .org /explanations /theories /erg_theory .htmLumsden , L .S (1995 ) Student Motivation . Retrieved October 9 , 2007 fromhttp /www .kidsource .com /kidsource /content2 /Student_Motivatation .htmlHarackiewicz , J .M and Hidi , S (2000 ) Motivating the Academically wanton : A CriticalIssue for the 21st Century in Review of educational Research . 70 no . 2 Retrieved October9 , 2007 from http /links .jstor .org /sici ?sici 0034-6543 2970 3A2 3C151 3AMTAUAC 3E2 .0 .CO 3B2-4Smith , M .K (2003 ) Learning Theory . Retrieved October 9 , 2007 fromhttp /www .infed .org /biblio /b-learn .htm processMotivation in Education PAGE 13 ...If you want to get a full essay, order it on our website: Orderessay

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