Academic Motivation: Strategies for Students

Academic Motivation: Strategies for Students BY MICHAEL B. BROWN Communiqué Handout: September 2009, Volume 38, Number 1 1 Communiqué is the newspaper of the National Association of School Psychologists │ www.nasponline.org │ (301) 657-0270 A child with positive academic motivation has a desire to learn, likes learning-related activities, and believes that school is important. Positive academic motivation not only helps a child succeed in school, but also helps the child to see that learning is rewarding and important in all

aspects of life— school, work, and community. DEVELOPING ACADEMIC MOTIVATION Natural motivation. Children are naturally motivated to learn from the time they are born. The early signs of motivation to learn can be seen in a baby’s struggle to reach a toy, learn to walk, or eat without help. Children whose learning and discovery is encouraged when they are infants and preschoolers will approach school-related learning as challenging, interesting, and rewarding. Children with positive academic motivation believe that they can be successful if they try hard, work in order to master the material, and are motivated to improve their performance rather than just do better than other children. Negative beliefs about learning. Sometimes something gets in the way of a child’s natural motivation. The child may believe that he or she cannot do well in school-related tasks and stops trying or does not try hard enough because he or she does not think it will make a difference. The child becomes easily frustrated and gives up when learning is difficult. When the child gives up, he or she falls behind in learning, which makes the situation even worse. The child does not get to experience the thrill of learning something...

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Work Motivation, Job Satisfaction, and Organisational Commitment

Work Motivation, Job Satisfaction, and Organisational Commitment of Library Personnel in Academic and Research Libraries in Oyo State, Nigeria, Adeyinka Tella, C.O. Ayeni, S.O. Popoola. Library Philosophy and Practice 2007 (April) 1 Library Philosophy and Practice 2007 ISSN 1522-0222 Work Motivation, Job Satisfaction, and Organisational Commitment of Library Personnel in Academic and Research Libraries in Oyo State, Nigeria Adeyinka Tella Department of Library and Information Studies University of Botswana Gaborone C.O. Ayeni Federal College of Forestry Library Ibadan, Nigeria S.

O. Popoola, Ph.D. Department of Library Archival and Information Studies Faculty of Education University of Ibadan, Nigeria Introduction The management of people at work is an integral part of the management process. To understand the critical importance of people in the organization is to recognize that the human element and the organization are synonymous. An well-managed organization usually sees an average worker as the root source of quality and productivity gains. Such organizations do not look to capital investment, but to employees, as the fundamental source of improvement. An organization is effective to the degree to which it achieves its goals. An effective organization will make sure that there is a spirit of cooperation and sense of commitment and satisfaction within the sphere of its influence. In order to make employees satisfied and committed to their jobs in academic and research libraries, there is need for strong and effective motivation at the various levels, departments, and sections of the library. Work Motivation, Job Satisfaction, and Organisational Commitment of Library Personnel in Academic and Research Libraries in Oyo State, Nigeria, Adeyinka Tella, C.O. Ayeni, S.O. Popoola. Library Philosophy and Practice 2007 (April) 2 Motivation is a basic psychological process. A recent...

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New Directions in Learning and Motivation

Half of the mandate for New Directions for Teaching and Learning is to monitor developments in learning theory and research. This chapter discusses the changes in learning and motivation theory that have influenced the field since the beginning of the series. New Directions in Learning and Motivation Marilla D. Svinicki At the time of the inaugural issue of New Directions for Teaching and Learn- ing in 1980, psychological research and theory in the area of learning and motivation were about

to undergo a sea change, one that would have important implications for the design of instruction. The shift was from a behavioral perspective on learning to a cognitive perspective and its successors in constructivist and personal responsibility models of learning. The purpose of this chapter is to discuss each of these models in turn and the instructional paradigms that were based on them. We have not abandoned earlier instructional methods as new theories have come along, but we have realigned some of our interpretations of what is going on when learning takes place. The Behaviorist Model In the 1960s and early 1970s, the behaviorist model had become the dominant model in psychology (Greeno, Collins, and Resnick, 1996). According to that model, learning was the development of associations between stim- uli and responses or stimuli and other stimuli through the act of pairing and the delivery of contingencies based on responses. Behaviorism was a very important movement for psychology at the time, even though it had rejected much of the work that had gone before it as unscientific. The reasoning was that in order for psychology to be a science, it had to focus on repeatable, verifiable,...

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ARCS Motivation Model

ARCS Motivation Model Introduction Keller (1979, 1983) has developed a four-factor theory to explain motivation. The first is attention (A), the second relevance (R), the third confidence (C), and the fourth satisfaction (S). The model also contains strategies that can help an instructor stimulate or maintain each motivational element. Attention Factor A student’s attention has to be aroused and sustained. This category also includes things that relate to curiosity and sensation seeking. Strategies • Perceptual Arousal. Gain and maintain student

attention by the use of novel, surprising, incongruous, or uncertain events in instruction. • Inquiry Arousal. Stimulate information seeking behavior by posing, or having the learner generate questions, or a problem to solve. • Variability. Maintain student interest by varying the elements of instruction. Relevance Factor After the student’s attention is gained, a student may wonder how the given material relates to their interests and goals. If the content is perceived to be helpful in accomplishing one’s goals, then they are more likely to be motivated. Strategies • Familiarity. Use concrete language and use examples/concepts that are related to the learner’s experience and values. • Goal Orientation. Provide statements or examples that present the objectives and utility of the instruction and either present goals for accomplishment or have the learner define them. • Motive Watching. Use teaching strategies that match the motive profiles of the students. Confidence Factor Students have to know that they will probably be successful before completing a given task. They have to feel somewhat confident. Success is not guaranteed and people enjoy a challenge. However, the challenge can’t be too difficult. Strategies • Learning Requirements. Help students estimate the probability of success by presenting performance requirements...

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Student Motivation, School Culture, and Academic Achievement

ISSUES A series of papers highlighting recent developments in research and practice in educational management & TRENDS ERIC CLEARINGHOUSE ON EDUCATIONAL MANAGEMENT University of Oregon, 1787 Agate Street, Eugene, Oregon 97403. (503) 346-5043 ® February 1992 Student Motivation, School Culture, and Academic Achievement What School Leaders Can Do Ron Renchler The Educational Resources Information Center (ERIC) is a national information system operated by the Office of Educational Research and Improvement, U.S. Department of Education. ERIC serves educators by disseminating research

results and other resource information that can be used in developing more effective educational programs. The ERIC Clearinghouse on Educational Management, one of several such units in the system, was established at the University of Oregon in 1966. The Clearinghouse’s subject area is educational management, policy, governance, law, and facilities at the elementary and secondary levels. Prior to publication, this manuscript was submitted for critical review and determination of professional competence. The publication has met such standards. This publication was prepared with funding from the Office of Educational Research and Improvement, U.S. Department of Education under contract no. OERI-R 188062004. The opinions expressed in this report do not necessarily reflect the positions or policies of the Department of Education. No federal funds were used in the printing of this publication. International Standard Book Number 0-86552-116-6 ERIC/CEM Trends and Issues Series, Number 7 Clearinghouse Accession Number: EA 023 593 Printed in the United States of America, February 1992 ERIC Clearinghouse on Educational Management University of Oregon 1787 Agate Street Eugene OR 97403-5207 (541) 346-5043 Design: University Publications, University of Oregon. The University of Oregon is an equal opportunity, affirmative action institution committed to cultural diversity. Jim Bencivenga, Education Editor, The Christian...

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Motivation to Learn

INTERNATIONAL ACADEMY OF EDUCATION INTERNATIONAL BUREAU OF EDUCATION Motivation to learn By Monique Boekaerts EDUCATION AL PRACTICES SERIES–10 The International Academy of Education The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, its dissemination, and the implementation of its implications. Founded in 1986, the Academy is dedicated to strengthening the contributions of research, solving critical educational problems throughout the world, and providing better communication among policy makers, researchers and practitioners.

The seat of the Academy is at the Royal Academy of Science, Literature and Arts in Brussels, Belgium, and its coordinating centre is at Curtin University of Technology in Perth, Australia. The general aim of the IAE is to foster scholarly excellence in all fields of education. Towards this end, the Academy provides timely syntheses of research-based evidence of international importance. The Academy also provides critiques of research, its evidentiary basis, and its application to policy. The current members of the Board of Directors of the Academy are: • Erik De Corte, University of Leuven, Belgium (President) • Herbert Walberg, University of Illinois at Chicago, United States of America (Vice President) • Barry Fraser, Curtin University of Technology, Australia (Executive Director) • Jacques Hallak, Paris, France • Michael Kirst, Stanford University, United States of America • Ulrich Teichler, University of Kassel, Germany • Margaret Wang, Temple University, United States of America http://www.curtin.edu.au/curtin/dept/smec/iae 2 Preface This booklet explains principles that encourage children to learn and has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and is distributed by the International Bureau of Education and the Academy. As part of its mission, the...

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Motivation by Cristian Grases

Motivation My name is Cristian Grases and I have been involved in the choral world throughout my entire life. I started my relationship with Alberto Grau and Maria Guinand in 1989, when I started to work with their ensembles as a chorister and musician. Since then my interest in the area grew to the point of organizing and preparing my own group to perform at international venues in festivals and exchanges with the main idea of contributing with ideals of

understanding, union, and cooperation betwen diferent cultures and societies. These ideals lead me to create opportunities such as the interaction of my Venezuelan choir with ensembles from Canada, USA, Korea, Finland, and other Latin American nations. Later-on I lead my North American choir in projects that involved cooperation with German, Guatemalan, El Salvadorian, and other North American choirs. This sense of connection of societies by means of choral music has been an important part of my life. My involvement with IFCM has ben mainly in two areas. The first is as a member of the International Songbridge Artistic Commite. I participated in two international Songbridge festivals with my choir and in a number of others as part of the artistic leadership. The importance of this festival relies once again in its contribution to global understanding, communication, and cooperation, which wil surely play an important role on future global peace. The second area in which I have been actively involved with the IFCM is as the editor of the Youth Corner of the International Choral Bulletin (ICB). In this capacity I have been able to reach out to others to share their thoughts and expertise with the entire community of conductors,...

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