There are many ways of understanding motivation. In asking this question, I want to move beyond theories. I am not interested only on things TEACHERS can do to produce motivation.
I am interested in those things inside a students that increases or represses motivation.
Getting a good job after graduation seems to be common. What else?
Personal goals? Pressure from parents or peers? Something else?
It seems to me that if teachers KNOW what their true internal motivation is, teachers can better appeal to that motivation.
(If you are interested in this question, please up-vote it, as well as up-voting people's answers.)
Good readings and good supervisors.
Dear Michael, thank you for your interesting question.
It brings us to thr role of modern teaching. I find that as I teach, I should never impose my truth, but rather lead my students to gather better information, and slowly walk their paths into their own "truths"... I accompany, I share , I supervise.
For my personal experience as teacher, students can be motivates if we show resolutions of practical problems with the help of simulation software, and if this software is capable of reproduce the experimental results with good precision. This types of activities normally have high impact in student motivates (I work with students of mechanical engineering).
If you want, one example in this sense is here in RG:
https://www.researchgate.net/publication/275542912_Application_of_numerical_simulation_to_reduce_the_flash_of_a_hot_forged_automotive_piece
Conference Paper Application of numerical simulation to reduce the flash of a...
Hi Michael,
I think that motivation fluctuates a lot, even from week to week. In my area, languages and linguistics, I found that some of my students started learning a language because they wanted to increase their employability after graduation, but continued because they started to enjoy the process of language learning and discovered that they were good at it. Giving them 'real life' activities where they see the applicability of what they are learning is also a good motivator.
Another thing that I found is motivating to students is explain how was the develop of manufacturing from the industrial revolution.
Students can not be motivated unless we introduce the ways to them before they run. In other word, Identifying the targets and walking step by step based on a map move the students forward. Nowadays, We put the students in unkown educational circumstances. So, there is no hope to get them motivated unless we help them to be aware of teaching process before running the class.
Good readings and good supervisors.
Dear Michael, thank you for your interesting question.
It brings us to thr role of modern teaching. I find that as I teach, I should never impose my truth, but rather lead my students to gather better information, and slowly walk their paths into their own "truths"... I accompany, I share , I supervise.
Dear Michael,
The y generation today are wired with technology and thus, in my experience, these students are motivated to learn when the social media is integrated in their learning. Students engage with their social gadgets in their free time as this preference seem to be their favourite amusement. Thus, when social gadgets are brought into the classroom as a tool to engage in various activities, students are motivated to interact with the subject matter at hand. However, the challenges do exist but it needs to be addressed with discretion.
Regards
Hi,
The motivational process as well as the educational process are both complex and long. To endure an educational cycle, one motivation is (mostly) not enough. Today you study for a good career, but in the evening you hear on the news of youth unemployment. The next day you study because your parents expect it from you, and in the evening there is a discussion. The next day you go to school because your friends are there, or to impress a teacher, or to .... The question for me is not about the kind of motivation, but how to keep the motivational process in motion.
In most studies there is an emphasis on intrinsic, positive and personal motivation (J. Hatti, Vanhoof e.a., ..) , but without the external, and even negative, motivators, it is really difficult to overcome 'those' days. The complexity of the educational process makes that by missing some, even small steps of the process, you get behind. Especially students who are working 'on the limits of their capacity' (without defining this concept!!), can't overcome this gap when the motivation comes back. Catching up, becomes too difficult. Grades drop, and to protect their self-esteem, they stop working.
One of the interesting focusses of the moment for me, are the groups as one of the contributors of lasting motivation. You have school-culture, peer-groups and family-support. Besides a lot of individual or interpersonal processes. All with their complex variety of supporting and depleting motivational interventions.
I think an inventory of triggers that motivates and demotivates students (by students) can give an interesting contribution to the field.
Regards
Dieter Verhaegen (Psychotherapist, studentcounselor, teacher, life-long-learner and father of three studying kids)
dear Michael ,
The student is also an individual. The goal of the student is learning. The external motivation comes parents,teachers,peer, school, nature, siblings inform of reward for the work getting done, competition, inspiration ,and other external factors. But the Main Motivation that leads to success will come from the child within.and that is Intrinsic motivation, on the other hand, arises from inside the individual and refers to behavior resulting from the prospect of an emotional response, like the feeling of enjoyment an employee gets from their work.
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