God forbade...must reading!

Motivation






  Motivation is considered intrinsic, from within and extrinsic, from without. Intrinsic driven by an interest or enjoyment of a task, the value exists within the individual. Students likely to be intrinsically motivated by the effort they put in, believe they are agents of their own outcome, not determined by luck and are interested in mastering a subject.



  Extrinsic motivation comes from outside the individual. Common extrinsic motivation are money and grades, coercion and threat of punishment. Competition is, in general, extrinsic because it encourages the performer to win and beat others, not just enjoy the intrinsic reward. Trophies and a cheering crowd are extrinsic incentives.



  Self-determination theory proposes extrinsic motivation can be internalized if the task fits their values and beliefs, helping to fulfill basic psychological need.



  The self control of motivation is thought of as emotional intelligence, someone can be considered intelligent, but unmotivated to apply this intelligence to certain tasks.



  Victor Vroom's expectancy theory is an account of when people will decide to use self control to reach a goal. Drives and desires seen as a deficiency or a need that activates behavior, incentive toward a goal. These originate within the individual and may not require external stimuli. Basic drives like hunger will motivate to satisfy the need. More subtle drives, the desire for praise and approval motivate to behave in a more pleasing manner toward others.



  Leon Festinger's cognitive dissonance covers an awkward discomfort from two incompatible cognitions. For example, a consumer may have second thoughts about a purchase. Cognitive dissonance also covers conflictual behavior and beliefs. A smoker who knows cigarettes are bad for him, but continues to smoke.



  Goal setting theory is based on the individual drive to reach a clearly defined goal. Three features affect the goal, proximity, difficulty and specificity. An ideal goal would have short distance between initial action and the end state. Riding a bike is easier than mastering algebra. A preferred goal is moderate, not too hard or too easy. In both cases, optimal motivation is not acheived, many want a challenge, success is not assured. At the same time, people want a likelihood they will succeed. Specificity concerns the goal. The goal should be objectively defined and intelligible. A good example of a poorly specified goal, desiring straight A's, not realizing the great effort needed for that goal.



  The Sudbury model schools adduce the cure to procrastination, scientific illiteracy and learning, in general, is to remove, once, and for all, from schools the compulsion to learn. They contend in a free society, human nature recoils from every attempt to force it into mold. The more requirements piled on at school, the surer we are driving them away from the material driven down their throats. The drive and motivation of learners to master the world around them is legendary. Schools must keep the drive alive by nurturing it on the freedom needed to thrive.





Wikipedia