21st Century Learning & Development

Often times, educators do not understand motivation, and most of the things we think we know about student motivation are not true (Lavoie, 2007). Within the classroom, motivation is integral for the effective learning of students (Kittrel and Moore, 2013). Motivation is defined by psychologists as the directing of energy and passion toward a goal; it is what starts, directs, sustains and stops behaviour (Headden and McKay, 2015). All human behavior is motivated, however, some students might just not be motivated to do what you want them to do (Lavoie, 2007).  There are two categories of motivation – intrinsic and extrinsic (Laffier, 2015e). Intrinsic motivation is fueled by the internal goals or rewards (Laffier, 2015e). Extrinsic motivation is fueled by environmental goals or rewards (Laffier, 2015e).

Studies have shown that motivation and student engagement decreases as the students progress through the education system (Headden and McKay, 2015). Within the classroom, there are a number of different variables that can affect the degree of motivation that students have and this has an impact on the effectiveness of the learning that students participate in (Headden and McKay, 2015). In attempts to have a more comprehensive understanding of motivation within the classroom and how it can help educators, there have been a number of theories developed (Seifert, 2004). Four of the main theories that are considered in education are: self-efficacy theory, attribution theory, self-worth theory and achievement goal theory (Seifert, 2004). 

 

Self-Efficacy Theory takes into account the person’s belief that they can perform any given task successfully (Seifert, 2004). Students who think that they are able to be successful at a task are more motivated to succeed (Seifert, 2004).

 

Attribution Theory considers attributions as explanations for why something happened how it happened (Seifert, 2004). Attributions give rise to emotion, which is correlated with motivation (Seifert, 2004).  “Something happens and we react to it in a general way. It is after this emotional response that attributions occur. These are the actual explanations given for the outcome which are formed given particular casual antecedents. Causal antecedents refer to factors that may influence which particular attribution is formed and may include personal characteristics (history of failure or success), circumstances (e.g. feeling ill, fire-alarm sounded) or comparison to others.” (Seifert, 2004, 138)

 

Self-Worth Theory explains motivation as a result of an attempt to enhance or maintain self-worth (Seifert, 2004). For many students, doing well and being successful is correlated with dignity and a sense of self worth (Seifert, 2004). This idea is linked to the idea of failure avoidance (Seifert, 2004). Students who think that their dignity will be questioned by completing a task, will not be motivated to complete the task (Seifert, 2004).

 

Achievement Goal Theory connects motivation with the student’s attempt to achieve a particular goal (Seifert, 2004). “students’ behaviours are a function of desires to achieve particular goals, and research has focused primarily upon the two dominant goals of learning (also called mastery, task) and performance (also called ego-oriented)”

 

Kids are going to be motivated by different things based on their personalities (Lavoie, 2007). This links back to the different methods used to teach – to help increase students’ motivation (Lavoie, 2007).