As a student ages and the school progresses in teaching, the motivator becomes one of the most important aspects of learning. Unmotivated students who tend to be more relaxed in their assignments also tend to have other behaviors that would already be difficult to manage on their own. Therefore, it is very important to intervene in at least one behavior and try to promote motivation in students.
Social development assimilates certain behaviors, as well as values and rules that shape the personality of the person, which acquires a more individualized way of thinking, feeling and acting than in early childhood and early childhood. At this stage, rebellion, apathy, lack. Recoil, isolation or flight are risk factors to consider, which can be better fought if parallel motivation is also encouraged.
- Motivation is the essential ingredient that every person must have to succeed and achieve their goals.
- This is the basic condition.
- The factor that drives action.
- Traditionally the authors distinguish two types of motivation:.
If we get the student to read because he finds it really interesting what he is studying and therefore feels realized, we will have managed to find the intrinsic motivation that is needed, but this type of motivation is not very widespread. That is why internalization is so important, it is a process of assimilation of behaviors, values and rules that develop, in relation to the social, since childhood, is a process that is driven by the environment and becomes the own of the person, autonomously.
Intrinsic motivation is therefore the objective that we want to achieve with education, it is, in itself, an object of study, because we can look for ways to promote its development.
Good and Brophy (1983) submit that the concept of motivation, applied to the school context, relates mainly to two aspects:
The authors conclude that there is a positive correlation of moderate intensity (0. 34 statistically) between motivation and performance, it is a two-way relationship, because both motivation influences performance and the opposite also occurs, in this way a motivated student will perform well, which in turn will also increase student motivation, keeping it at a high level.
It is interesting to note that there are significant differences in the income of children in families with more than one child, a child may show greater motivation than his brother or sister for the same task, on the positive side those who have difficulties, such as linguistic alteration, can be quite motivated when following a goal, precisely by the example of the other’s performance and the will to overcome. The downside is that kids with great intelligence can cope with the average performance they get. if they’re on the most prominent side of Brother Rocker.
With this in mind, high-skills students who adjust, throughout development, to poor outcomes, are likely to become school failure when they progress in education, such as higher education. The reason is that these children do not acquire and internalize the value of effort. The perception is that the demands of tasks, as they become more complex, are much greater than their learning abilities.
The main problem arises when managers do not invest enough dedication to motivate students and it is worse if the family does not realize this situation, how do you get a teenager to have an intrinsic motivation if he has never been trained to do so?
It is necessary to make those responsible and the interested party understand what this concept means and the consequences of not being motivated, motivation is behavior and a change of thought could be generated if there is intervention, in this context it is possible and desirable, for example, to generate a perspective to develop the ability to mentally project execution and success , for if there is no thought directed at motivation, nor habit, this need must be created.
In addition, parents or guardians should be informed of the existence of other standards, other than those used until then, among them, it is possible to encourage self-regulation, holding the child accountable for their decisions.
American psychologist David McClelland has created a classroom motivation program that addresses:
In addition, existing motivational theories agree that the value that the student gives himself in this context is affected by emotional motivational variables, including academic performance or his or her own perception of effort and skills.
Students with a strong motivation to succeed (with an effort to excel, strive to succeed, and achieve their predefined goals) consider their success to be due to daring and personal bravery, have better self-esteem than children with low motivation.
With all these consequences, it is obvious that it is important to encourage student motivation at the beginning of schooling.