1. Motivation is defined as the internal energy and dynamic forces that drive human behavior and learning. It arises from a person's needs, desires, and goals interacting with their environment and means to fulfill those needs.
2. Motivation is multifaceted and can stem from social factors like relationships, cognitive curiosity, emotional connections, professional aspirations, self-fulfillment, and desires for success or avoidance of failure in school.
3. A person's motivation is complex and influenced by hierarchies of needs, diversity of reasons, and variability over time and situations. Their motivation toward learning comes from internal reflections on their environment, needs, and goals.
1. Motivation is defined as the internal energy and dynamic forces that drive human behavior and learning. It arises from a person's needs, desires, and goals interacting with their environment and means to fulfill those needs.
2. Motivation is multifaceted and can stem from social factors like relationships, cognitive curiosity, emotional connections, professional aspirations, self-fulfillment, and desires for success or avoidance of failure in school.
3. A person's motivation is complex and influenced by hierarchies of needs, diversity of reasons, and variability over time and situations. Their motivation toward learning comes from internal reflections on their environment, needs, and goals.
1. Motivation is defined as the internal energy and dynamic forces that drive human behavior and learning. It arises from a person's needs, desires, and goals interacting with their environment and means to fulfill those needs.
2. Motivation is multifaceted and can stem from social factors like relationships, cognitive curiosity, emotional connections, professional aspirations, self-fulfillment, and desires for success or avoidance of failure in school.
3. A person's motivation is complex and influenced by hierarchies of needs, diversity of reasons, and variability over time and situations. Their motivation toward learning comes from internal reflections on their environment, needs, and goals.
1. Motivation is defined as the internal energy and dynamic forces that drive human behavior and learning. It arises from a person's needs, desires, and goals interacting with their environment and means to fulfill those needs.
2. Motivation is multifaceted and can stem from social factors like relationships, cognitive curiosity, emotional connections, professional aspirations, self-fulfillment, and desires for success or avoidance of failure in school.
3. A person's motivation is complex and influenced by hierarchies of needs, diversity of reasons, and variability over time and situations. Their motivation toward learning comes from internal reflections on their environment, needs, and goals.
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MOTIVATION AND LEARNING
The concept of motivation In its general sense, the concept of motivation, psychology introduced in the early twentieth century, designates the energy aspect, the dynamic aspect of human behavior. Motivation is defined as "a state of dissociation and tension that puts the body in motion until it reaches the blood and retrieval reducing its integrity." Therefore, we cannot speak of the existence of reasons as dynamic forces only by themselves, but always in relation to objects, outcomes, statements that satisfy the requirements which correspond, as reflected in the human mind in the form of images, ideas, beliefs, aspirations. iven that the reason is the result of a process of reflection, awareness of needs !innate or acquired", in interaction with the means to satisfy them, motivation is internal, intrinsic to individual. The existence of these relationships creates the necessary internal conditions that cause and sustain human activities, ensuring dynamic behavior. #earning activity the individual is under the influence of a broad system of material and social stimuli !spiritual" involved in the motivation of these activities. $etween reason and purpose of learning is established multiple and complex relationships. Thus, in general, the goal is subordinate to the reason and, once established, strengthens motivation which led. %ost times, however, the learning goals are set externally in the form of requirements that become tasks. The problems that arises is to take on these tasks, and reali&e them !a process done using cognitive functions", accepting them as if they were our own purposes. This means that they should be a motivation that keeps the internal nature of personality. 2 If goals are set by others from outside, the tasks do not meet this requirement, the work that claim and its outcome will remain more or less foreign to the learner and will give them an experience of success or failure. Motivation is all internal motives of behavior, innate or acquired, conscious or unconscious, simple physiological need or abstract ideals. Thus, the motivation is behind all decisions, attitudes and human actions and is therefore called "internal causation" of human behavior. %otivation is a function of internal activation, broadcast and signaling physiological or psychological imbalance !need", mobile !trigger" the action that justify, the self'behavior, motivation print energi&ing and dynamic conduct or character table and directional vectors of rebalancing the relationship between humans and the environment. (rgani&ation and functioning of human motivation can be characteri&ed by the following features motivational diversity, the conflict motivational hierarchy of motivation and motivational variability. )iversity motivational shows that man often acts under the impulse of a single reason but under the influence of several reasons organi&ed in assemblies !"constellations"" motivational. %otivation will have an intensity, the more powerhouse built on personal conduct, as, in the same subset will be attracted motivational reasons more numerous and diverse. *or example, an adult who is preparing for an exam is multiple reasons+ on the one hand shows !interest" for the job and future profession !intrinsic motivation", and on the other hand, providing the prospect of income !positive extrinsic motivation" or coercion of external factors !extrinsic motivation negative". (n the conflict motivational faced with a decision or specific engagement activities one can be mastered by a motivational conflict represented by+ a" positive motivations that push him and encourages him in that 3 employment decisions or activities, b" negative motivations, inhibit it. Hierarch motivation The motivation is organi&ed in a hierarchical system in which the primary reasons why subordinated upper !lower". Thus, in their diversity reasons are not equal or equivalent to each other, the force !value, intensity" propulsion human conduct !see %aslow-s hierarchy of needs". .ariability motivational highlights differences between humans and variations "constellations" and motivational hierarchies at one and the same person. Thus+ / (ne and the same motivation lead to different behaviors and different activities people. *or example, the need to obtain money to survive and lead a comfortable life honest work onerous, illegal activities, / $ehind one and the same type of behavior and activity we find, from person to person, we can find different "constellations" motivational. *or example motivated learning behavior is different from person to person. / "0onstellations and motivational hierarchies" changes over time in the same person, whether under the influence of age !some were "ideals" of adolescence and other those of youth, etc." or under social and historical conditions. The concept of learning motivation of school means all internal factors that determine the student-s personality, directs, organi&es and supports the efforts in learning. These internal factors are the reasons, that the causes of mental order ' images, judgments, ideas ' that occur as a result of reflection in consciousness school of objects, situations and environmental requirements and enters into relationship with its general needs, causing emotional tensions. 1uch reasons that cause students to learn are several ways+ social, cognitive, affective, professional, of self'fulfillment, success or failure of school, special skills. 4 / In category of social motives enter also the reason that have a social purpose, like "duty to teach the class," "learning contribute to the prestige class," "I want to be as useful to people." 2ow and why reciprocity expressed by students in different forms+ "I like to learn at school for being with others", "3hen you learn more easily with colleagues because it is more pleasant", "1ometimes others learn faster than one", "(ther know more and can learn from them." / In the category of co!nitive motives enter the desire to know !in a general sense ' curiosity" stated that basic dynamic factor of learning activities !"I teach because I want to know as much" "I learn from all that learning gives me satisfaction "," teaching interests me, I like "", and at the same time, chemistry !theoretical interest" expressed by students for one or more learning objects !" solving math problems gives me great satisfaction, "" physical particularly interest me "," me music high "". / Group affective motives includes affective reasons why a predominant emotional basis, both positive and negative+ love and respect for parents, a sense of duty towards parents, the desire to create contentment !joy" parents, teacher sympathy, respect to the teacher !because "explains good", "is understanding", "helps us"", fear of punishment in parenting, anxiety caused by rigid attitude of the teachers, the feeling of regret or shame from teachers, parents or colleagues. 4ll these reasons are emotional experiences of students surging relationships with different stakeholders in their school learning process+ teachers, peers, parents. They reflect students- attitude to these factors, for the tasks and requirements that come from them, in terms of their learning every day. / "rofessional motives are students aspirations to a professional ideal !role model" more or less clear, as is apparent from the very way in which they express+ "learn to become something in life", "learn for school prepares you for the profession that you choose "" learn to become a good teacher. "1uch reasons are the trends experienced by students who learn to determine and provide the necessary training for choosing future profession. 3ith the transition from one class to another, the more they 5 approach the crossroads situation, the clarification and increase the intensity of these reasons. 4lthough, generally self'reasons aimed to achieve "aspiration toward competency" and engage while the other two components of "competence" ' "desire for self" and "desire for identification." The students motivate their learning in this aspect, as follows+ "learn to surpass me", "I can only outdone me reali&e I", "I learn to become a good doctor like my father", "I teach because I want to be well prepared to get as many people to know", "I learn to satisfaction of making", "I learn that I can be proud of my results", "I teach because I want to be happy." This category of reasons is directly related to a certain level of training process of self'awareness in students. 4s a result, their awareness involves somewhat, correct knowledge and appreciation of their own abilities to lead them to translate desires into reality. (f course, the possibility of students in this direction increases with age and as a result of educational influences that reflect on them. The reasons included in the cate!or of school success# failure in school are grouped around the desire for success or avoid failure. *rom students- responses shows that "favorable outcome" that they want to obtain it targets three direct+ school situation !good grades, awards, promotion entrance exam, etc." prestige in the group !class" they belong and favorable appreciation teachers, parents, respectively !the latter two directions depending to a great extent the reali&ation of the former, closely related to desire affirmation of each of the students". 1ame direction is outlined in terms of avoiding failure. Therefore, in the "success'failure in school have included very different shapes but still express the same tendencies+" learn to get good grades ", "I learned not underperforming !bad grades"", "#earn to be among the first "I learn because they want to have success in school admission", "I want to exceed others-, "I learn to be an example for colleagues", "I want to gain appreciation colleagues", "I would like to give opportunity colleagues despise me", "I want to make an impression teachers". 6 Therefore, this category includes the various forms of reasons that dress desire to obtain success, namely to avoid failure, and those expressing himself feeling of success or failure !failure" in which the student expects to obtain by himself or others. Teenage motivational value is still little awareness skills in students. The situation is explained by the fact that these traits are not yet fully formed, and the limited possibilities of self'knowledge. 2owever, we have included special skills category, because, especially learning the subjects that interest them, some students motivates the presence of these traits+ "I-m better at this object", "I abilities", "I have talent", ".ery easily learn some discipline", etc.. #earning as a general property of human psychic system is an expression of the ability of self'organi&ation and self'development, based on a potential hereditary and conditions of business. $ut physical activity, consists of a report or relationship between organism and environment, energy consumption occurs purposeful adaptive, process that achieves a certain relationship of man to the world corresponding to the specific need, all outdoor events or mental conduct leading to adaptive outcomes. $ut still learning is the task of assimilating or acquiring knowledge and intellectual operations constitution of cognitive systems and operational structures. $etween mental processes and learning process are interdependent relationships. In one hand, the work of #earning Train and involve all processes and mental functions such as perception observation images representation and overall imagination, especially thinking and memory, motivation and emotions, and especially language, and attention will . (n the other hand, learning more of them in intensive forms contribute to the shaping, structuring, even psychical constitution because it enriches not only the content but also the building requires new ways of structuring and organi&ing special operators across the system human psyche. Therefore, we believe that learning is different generative and formative and constructive frameworks. 7 $o!nitive learnin! is based on the development of analysis and synthesis, abstraction and generali&ation, the comparison and classification, the algorithmic and heuristics, a logical systemati&ation and organi&ation of thought. *ocus of cognitive learning is assimilated cognitive'informational content. Therefore, programmatic, cognitive learning is hostile superficiality and formalism. It can teach something to reproduce orally or in writing by words without meanings correctly understood well and conceptual ideas without mastering system properly. Therefore cognitive learning is integral with full and thorough understanding of the material to study and propose cultivating intelligence. The most active and useful problem solving strategy is cognitive learning !presentation of material in the form of problems" and, in general, problem' solving activity. In contrast, by resorting to heuristics can reach creative performance because cognitive learning is not limited to acquiring scientific knowledge correct, but tends to develop their consistency and their recovery application. 4lthough strictly necessary, storing knowledge to be reproduced then there must have precedence. 0ognitive learning is focused on thinking and all its possibilities. It is therefore necessary that, despite some poor practices of school learning, cognitive learning be given priority in the sense that, mainly to organi&e learning so as to clarify issues, to be well understood and systematically reformulated material and personnel for then to take action to control memory and merits of his dominion. (therwise, when learning begins and reduces the memory, there is a risk that students learn and retain formal and fix faulty knowledge and even fragmentation. Motivation should not be considered and interpreted as an end in itself, but put in the service of obtaining high performance. 5erformance is a higher level of fulfillment of purpose. *rom the perspective of the various forms of human activity !playing, learning, work, creative" what I want is the value of motivation and its propulsive efficiency. In this context, the relationship between motivation and performance is not only an important theoretical but also a practical one. 8 The relationship between motivations, more accurately, the intensity of motivation and the performance is dependent on the complexity of the activity !task" that the subject has to fulfill. 5sychological research has shown that in simple tasks !repeated, routine, with the behavior automated with few alternatives to solve" as you increase the intensity of motivation, and increase the performance. In complex tasks but !creative, rich in content and alternative solutions" intensity of motivation is associated, to a point, with increasing performance by the latter decreases. It happens so because in simple tasks there is one, maximum two correct answers easily differentiate them is not influenced negatively by increasing motivational impulse. In complex tasks, the presence of several alternative motivational impulse action hinders action, increasing the intensity of which is unfavorable discrimination, discernment and critical evaluation. 6fficiency of activities depends not only on the relationship between motivation intensity and complexity of the task !which can be a task of learning, or creative work", but the relationship between motivation intensity and difficulty of the task facing the individual. 4s the maximum intensity between motivation and the difficulty of pregnancy there is a greater correspondence and adequacy, the activity and efficiency will be ensured. In this context, in psychology emerged, the optimum motivational that is an optimal intensity of motivation that allows obtaining high performance or at least to those expected. *or optimum motivation, we can talk in two situations+ 7 %hen tas& 'ifficult is perceive' (appreciate') properl . In this case the optimum motivational means of correspondence relationship even equivalence between the si&es of the two variables. If task difficulty is in %arch, means that it takes a high intensity motivation to accomplish them, if task difficulty is medium, a medium intensity is sufficient motivation for solving them, * %hen tas& 'ifficult is perceive' (appreciate') incorrectl + stu'ent, In this case we are dealing with two typical situations+ either the under' appreciation of the significance and difficulty of the task or the over' appreciation of them. 4s a result, the subject will not be able to mobili&e the 9 energies and corresponding efforts to fulfill the task. In one case he will be sub'motivated, work in conditions of energy deficit, leading ultimately to failure load. In the second case, the subject is supra'motivated working in conditions of energy surplus that could disrupt, stress, might spend energy just before experiencing workload. Optimum motivation is achieved by action on the two variables that come into play+ getting used to charge individuals as fairly difficult task !by calling attention to its importance by highlighting its heavier moments, etc.." (r by manipulating the intensity of motivation for increasing or decrease it !induction of strong emotions, anxiety or fear, could increase the intensity of motivation, students or subordinates announcement that soon there will be an inspection chiefs translates the same effect". 4s part of it we have not to thank just any performance, but with higher performance, as high, that meant not simply a reali&ation of personality, but a self'improvement of its possibilities. %otivational stimulus that pushes towards further progress and obvious self'improvement called aspiration level. This should be reported to the capabilities and skills of each individual. *or weak students and mediocre, relatively low levels of aspiration is successful, while those with skills regress, they will regress even in terms of capitali&ation capacities available. Therefore, it is good that the level of aspiration ' to have a positive effect ' to be a little over the possibilities of the moment. 3e must always remember that too much discrepancy between the capacities and aspirations is dangerous.