Study Habits Of Fourth Year Students

1279 words - 6 pages

THE 3 MOST COMMON MOTIVATIONAL FACTORS
Different motivational factors are required to inspired people into taking actions they may otherwise not take. Some people may not be motivated to maintain a fitness routine while others can be compulsive about doing so. On the other hand the same people who display a lack of motivation towards fitness may be more 'career driven' than a fitness enthusiast. The point people get motivated for different reasons and these reasons can as much as personality types. No matter what it takes however everybody including even the most unmotivated amongst us however has something that can stimulate them into taking action.

Here are 3 of the most common ...view middle of the document...

Although it may take different motivational factors to stimulate people into taking action most everybody can be motivated. Some people may not place a high value on health or money but can be motivated to collect stamps. Others may have a lack of motivation to own a pet but still may enjoy a day at the zoo. The fact is that almost everybody has certain motivation factors that may affect them more then others. The 3 factors we discussed here today are the most common and likely strongest reasons people get motivated. The source of a person's motivation is typically a reflection of their priorities. So what motivates you?
How Motivation Affects Learning and Behavior
By J.E. Ormrod Pearson Allyn Bacon Prentice Hall
Updated on Jul 20, 2010
When it comes to art, Anya is highly motivated. We can reasonably draw this conclusion based on her close attention in class, her eagerness to draw whenever she can, and her career goal. Motivation is something that energizes, directs, and sustains behavior; it gets students moving, points them in a particular direction, and keeps them going. We often see students’ motivation reflected in personal investment and in cognitive, emotional, and behavioral engagement in school activities (Fredricks, Blumenfeld, & Paris, 2004; Maehr & Meyer, 2004; Reeve, 2006).

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.

When Anya comes to school each day, she brings her strong interest in art with her. But motivation is not necessarily something that learners bring to school; it can also arise from environmental conditions at school. When we talk about how the environment can enhance a learner’s motivation to learn particular things or behave in particular ways, we are talking about situated motivation (Paris & Turner, 1994; Rueda & Moll, 1994). In the pages to come, we’ll find that as teachers, we can do many things to motivate students to learn and behave in ways that promote their long-term success and productivity.

How Motivation Affects Learning and Behavior

Motivation has several effects on students’ learning and behavior.

Motivation directs behavior toward particular goals. As we...

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