The importance of motivation in an educational setting
Eric and Andrew are in the same first grade. Eric loves any activity that involves coloring, drawing, or painting. He spends all his free time engaging in such activities, sometimes without regard to other things that happen in class. Andrew, on the other hand, does not like drawing and art and will avoid it at all costs. Both students listen well but are motivated by completely different interests and activities. In the classroom, motivation is the driver of many behaviors, and it is important to understand how important motivation is in an educational setting.
Motivation is described as a state that activates, guides, and supports behavior. Motivation includes goals and requires activity. Goals provide the impetus and direction for action, while action requires effort: persistence to stay active over a longer period of time.
There are recognized motivational indicators that it is important to know. Indicators usually put a value or a quantity on an idea; In this case, using these four indicators, we can understand the value or level of motivation of an individual.
The selection of the tasks under the conditions of free choice shows the motivation for performing the task. In our previous example, Eric chose artistic activities in his spare time. This shows that the subject is art and artistic activities.
High levels of stress, especially when working on various tasks and tasks, also indicate motivation. For example, if a student continues to work hard on the difficult algebra problem, this indicates greater motivation for a math activity.
Longer training, especially after many obstacles, is also associated with higher motivation. For example, a student in a sports class, John was unable to master skipping ropes but chose to keep trying to jump rope in peace. This time the task shows a high level of motivation to master the skipping rope activity.
After all, the level of performance is influenced by choice, exertion, and endurance. The higher these indicators are, the greater the motivation and the greater the likelihood that the task will be accomplished.
In the classroom, educators should be aware of these indicators to strengthen activities and interests that students are already biased towards. There’s a real term for this – it’s situational motivation.
Situational motivation is a phenomenon in which aspects of the immediate environment increase the urge to learn certain things or to act in certain ways. Educators can do many things to create a classroom environment that motivates students to learn and act in ways that will enhance their long-term success.
How motivation influences learning and behavior
Motivation has many effects on student learning and behavior.
First, motivation directs behavior towards specific goals. Motivation defines the specific goals that people want to achieve; Hence, it affects the decisions that students make. For example, whether you want to sign up for an art or physics class, whether you want to take part in a school basketball game during the week, or do a due task the next day.
The stimulation also increases exertion and energy. Motivation determines whether the student continues a task (even the difficult task) with enthusiasm or a lackluster attitude.
Motivation increases the initiation and continuation of activities. In our first example, Eric continued artistic activities in his spare time and tried to carry out those activities about his other duties as well. Motivation increases students’ working hours and is also an important factor that affects their learning and performance.
Motivation improves cognitive processing. Motivation actually affects what and how the information is processed, as motivated students are more likely to pay attention and try to understand the material than just going superficially through the learning movements.
Motivation determines which consequences are amplified and punished. For example, students with high classroom motivation and a high GPA level will be rated an “A” and will feel punished if they receive an “F”.