Student Self-Motivation And Theory

After reading this week’s chapters from our textbook, one interesting topic that was discussed in chapter five was classifying instructional objectives. When a teacher wants to design objectives, it is important that they use three domains and they are the cognitive domain, affective domain, and psychomotor domain. The cognitive domain involves mental operations from the lowest level of the simple recall of information to complex, high-level evaluative process (Carjuzaa & Kellough, 2017, pg. 136). The affective domain involves feelings, attitudes, and values and ranges from the lower levels of acquisition to the highest level of internalization and action (Carjuzaa & Kellough, 2017, pg. 136). Psychomotor domain ranges from the simple manipulation

The overall goal of the book is to give guidance and understanding of how to help a student regulate themselves in given situations so they can complete a desired task. Often, students with self-regulation issues appear as students that are not trying hard enough to complete a task or defiant toward a task and are trying to get out of a task (McClelland, "Development and Self-Regulation"). However, the students are more likely trying to regulate themselves through actions that are not appropriate to the external situation. I have experienced students with self-regulation issues.

The article examined three key points (a) broadening access for all students and providing opportunities for students to recover course credit, (b) the potential to motivate and engage students due to the flexible and self-paced nature of online learning, and (c) providing highly individualized and differentiated environments allowing for personalized learning. Several benefits are presented throughout the article such as offering students flexibility to learn at their own pace, accessibility to content and material that can individualized to meet learner needs, and developing effective improvement strategies to help schools turnaround (Watson & Gemin,

In contrast endorsement of performance goal orientation commonly associated to negative affect in events which involve difficulty or challenges, they rather use of surface rather than deep learning strategies. Nevertheless, there are several studies that did not find such negative physiognomies. In study did by Kaplan & Maehr (2007), found that the relation between performance and mastery goals is not dichotomous; students’ are not either mastery or performance oriented. Students can have both goal or they can be highly oriented toward one goal while not so much to the other; or they can be highly oriented to one of the goal. And in another study did by Wolters et al.

Motivation 3.0 Academic future In the book “Drive” by Daniel Pink he argues “carrots and sticks” don 't work, they may have worked before but fail in todays 21st century, he advocates businesses and companies should transition into motivation 3.0 autonomy, mastery and purpose because “carrots and sticks” can achieve the opposite of what they’re actually intended for. Motivation 3.0 can be fostered by “type I behavior” that is driven by internal rewards and is self-directed to becoming better at something. I am of two minds about Pinks claim of transitioning to motivation 3.0 on the one hand I agree that it would be more beneficial for companies and businesses on the other hand I am not sure it would work in every type of job considering that most common jobs in a small town like the one I live in are routine jobs, but I do believe that in the academic career it could bring success.

The ultimate reason behind me progressing on to post secondary stems from my passion towards technology and software development. I would like to contribute to the software and tech world in a meaningful way. However, going through post secondary is the first crucial step in granting such a wish. In other words, post secondary is a must if I would like to pursue my dreams of innovating new software and technology in the future. The second reason for choosing post secondary is because of the level of education a person receives is more concentrated in teaching the core principals of a field that closely relate to a job.

The sociocultural perspective on learning motivation is “to maintain their identities and their interpersonal relations with the community” (Woolfolk, 2015, p. 447). ELL students are more likely to be foreclosed than other students, which means that they are less explorative regarding their identities and the range of learning options (p. 97). Those students tend to either just follow what others do or become defensive and intolerant of learning new cultures. Therefore, in order to be committed in their learning of new language and the environment, it is crucial for those students to explore different perspectives and find out what their vision on those cultural issues rather than just memorizing factual time of history or conceptual informations.

Since the spread of formal schooling and education in human societies, fostering cognitive abilities, such as understanding, reasoning, critical thinking, creativity, problem-solving and judgment has been highlighted [1]. Problem-solving is an essential skill in today’s life [2]. Problem-solving is a goal-directed thinking [3]. It is a mental process, some logical, orderly, intellectual thinking that helps cope with problems, search several solutions and choose the best solution [4]. According to Moshirabadi, problem-solving is a systematic process and a problem-focused situation analysis that indicates the ability of individuals to overcome obstacles and to achieve goals.

This motivation approach will this help students who are leaders, self-motivated and gifted and talented because allows them to have freedom to chose assignments which interest them most. It also gives them the permission to help others when time and willingness allows. When students are able to help one another, those who are at risk of falling behind, such as those who are mentally handicapped or have social emotional disorders can be a part of collaboration and conversation between ability levels, which leads to camaraderie and understanding between students. Non-conformists will likely appreciate choices with in work because then they are allowed control over their assignments and creativity within their work. Joker type students and loud attention seeking students might mellow out a bit when they are acknowledged for their contributions and equally included in classroom events.

Outline Introduction Online education, which is also known as distance education, is an education that is based on the internet and utilise many types of technology. This type of education is different from the traditional or classroom education . Some people think that online education is not an adequate method of learning, however, others think that online education is an easier and more efficient way of learning. Moreover, survey result from Pew research center in 2011 shows that around 23% of college graduates attend the online class and about 15% of those completely acquired the degree from online education. Body Argument 1: Lower total cost Opposing Argument: Since online education utilizes the latest and modernized technology devices,

Plus, the amount of times I have raised my hand in class to ask questions and have been ignored is ridiculous. I, a student who wants help, so why are you not helping me?? How do some teachers expect the best out of their students when they do not even offer to help them. That unmotivates me to do my work, that is the exact opposite of what teachers are supposed to do. Why should I care if my teachers do not?

Minghan Li Ms. Carmen Politics and International Relations 4B December 16, 2017 Is Online Education More Advantageous Than Traditional Education? As internet technologies advances, online courses rapidly grew in popularity. According a study of the Babson Survey Research Group, in 2014, there were more than 5.8 million students that are taking at least one online course in the US alone, which is approximately 28.4 percent of all enrolled students in the US (“Online Report Card: Tracking Online Education in the United States”). Although it is still in a quite early stage of development, online courses is said to offer the same, if not superior, education as on-campus courses. But is that really so?

Carr (2000) reported dropout rates as high as 80% in online classes and suggested a rule of thumb that course completion rates are often 10 to 20% higher in traditional courses. (Ni, A. Y, n.d.) Thus, it is very challenging for the participant to actively seek for the help, learn and figure it out the material independently without any help from friends and others. Some of students may not have the skill to be the effective learners and after that triggers them have lack of motivation to learn independently. Especially with students who new to higher education, they tend to feel extremely depressed when faced with particular academic challenge and get easily to drop out.(Bejerano, A. R. 2008)

students are turning toward online education as a way of getting a high school diploma or college degree. Students no longer need to sit in a classroom all day — restricted to one space, and expected to learn within a limited school day. With the progress in technology, education has expanded to the point where all that students have to do is to turn on their computer at any time of day, and start learning. There are three main reasons beyond the decision of choosing online schooling :flexibility, choice and pacing.

Giving Praise to Encourage Students’ Motivation is Fundamental Introduction In recent decades, one of the problems faced by students is how to build up their motivation. Encouraging students’ motivation is essential to increase their performance and involvement in classroom activities. Academic performance, inappropriate behaviour and unproductive classrooms are all related to motivation issues. Motivation is needed to promote students’ interest and attitude in order to help them realize their potential and improve their desire to study hard.