There is a large corpus of research on how motivation affects learning. Additionally, neurological research provided evidence for how learning affects the brain. I am interested in what happened after motivated learners achieve their learning goals. It is very likely that, due to higher self-efficacy and self-regulation, newly achieved learning would stimulate a higher level of motivation to learn more, and much deeper, about the same or related topics.
It could thus be argued that motivated learning has positive effect on learner’s motivation to further their learning, therefore igniting a progressive cycle of learning and motivation that would eventually lead to specialization and expertise.
Are there any empirical studies that examined this, and what are your thoughts about it?
This is a very interesting question and reflection aspect about the correlation between motivation and learning. In my view, there are three fundamental fields of knowledge: rational knowledge, emotional knowledge, and spiritual knowledge. These three fields interact continuously generating our emotional states, learning progress and goals of our actions. The point I would like to stress is that this dynamic that reflects the transformation of one form knowledge into another one, like in thermodynamics, constitutes the perspective of understanding how learning can influence motivation when there is a well-defined goal.
In my recently published book about Organizational Knowledge Dynamics I have some chapters dedicated to rational knowledge, emotional knowledge, spiritual knowledge, and the knowledge dynamics that explain somehow these complex cognitive phenomena. I attached a flyer with a short presentation of the book.
This is a very interesting question and reflection aspect about the correlation between motivation and learning. In my view, there are three fundamental fields of knowledge: rational knowledge, emotional knowledge, and spiritual knowledge. These three fields interact continuously generating our emotional states, learning progress and goals of our actions. The point I would like to stress is that this dynamic that reflects the transformation of one form knowledge into another one, like in thermodynamics, constitutes the perspective of understanding how learning can influence motivation when there is a well-defined goal.
In my recently published book about Organizational Knowledge Dynamics I have some chapters dedicated to rational knowledge, emotional knowledge, spiritual knowledge, and the knowledge dynamics that explain somehow these complex cognitive phenomena. I attached a flyer with a short presentation of the book.
Yes, it does. An individual gets a fillip to get motivated once he/she receives some learning input. Congrats for raising an interesting and relevant topic! All the best
Khalil:
I can attest to learning affecting motivation. I have found that when I use debating as a teaching strategy, students are more engaged and motivated to learn. Their enthusiasm builds as they research and learn more about the debating topic in responding to their opponents arguments. Their posts become longer and more in depth as the debate moves to the closing rounds. Here's the results of a recent conference paper I presented this year that supports my findings:
https://www.researchgate.net/publication/274720155_Debating_A_Dynamic_Teaching_Strategy_for_Motivating_Students_and_Teachers
Best regards,
Debra
Conference Paper Debating: A Dynamic Teaching Strategy for Motivating Student...
When you say progressive cycle, I think of this article by Waschle and colleagues. Their work examines the "virtuous" cycle of self-efficacy, which ideally leads to better learning and subsequently higher motivation, as well as the counterpart to higher motivation - the "vicious" cycle of procrastination. (I caution, however, that both self-efficacy and procrastination represent positive feedback loops, as each one perpetuates itself. Procrastination leads to positive feedback, but with negative consequences for the learner.)
Thanks, and best wishes!
Learning and motivation are highly coupled phenomena. Independently of the setting in which learning occurs (e.g. educational or industrial, according to my experience) the results and effects of learning will motivate the learners to continue with learning. However, investigating the effects these phenomena have on each other requires positioning in the real context. My experience with organizational learning in software industry confirms a high level of mutual dependence between learning and motivation.
I suggest more specific approach to this question by considering the learning setting, as well as specific social factors. In this way, by setting appropriate key words you will provide more reliable literature sources. For example, search for literature may be: motivation AND learning AND SME.
You should adjust keywords according to your needs.
Good luck.
Zeljko
Interesting approach to knowledge Constantin, although I tend to think of all knowledge, including 'spiritual knowledge', as being on a cognitive-emotional continuum. I agree that the accomplishment of 'well-defined goal' may be the trigger of a higher-level of motivation for more in-depth learning about a specific topic.
Yes, Debra, I completely attest to the power of debate as a teaching strategy that induces learners' motivation. The cognitive and emotional investment in an argument, especially in a socially-charged environment, is very likely to intensify debaters' motivation to dig up more evidence to support their claim and/or to debunk their opponents'. Have you done any empirical work that measures the progress of debaters' motivation during the debate?
Thank you Arif. As an ESL teacher, I have always keenly observed and measured the progress of individual students toward proficiency.
Many thanks Amanda! Very interesting study, indeed. Don't many of us, whether we admit it or not, subscribe to the notion of being more productive under the pressure of time, or self-regulating more effectively when we're required to?! I think Waschle and colleagues made a strong argument with respect to these 'vicious' vs. 'virtuous' circles. I also think the measures of self-regulation and metacognition could be strong indicators for the proposed progressive cycle of learning and motivation.
Thank you Zeljko for your insightful input regarding your personal observation of the interdependence of learning and motivation as well as for the advice re search strategy. I am fairly knowledgeable about boolean search. I have tried different search strategies and numerous queries, but I am yet to find any empirical studies that particularly investigated the progressive effect of learning on motivation, and not the other way around! Again, thanks!
Yes learning new things can affect motivation and motivation to learn obviously affects learning.
- Badges
- Science topic
- Similar topics
- Psychology
- Mental Processes
- Learning