Motivation in the Classroom

Elizabeth Rodriguez

University of Texas at Brownsville

Author Note:

Elizabeth C. Rodriguez, EDCI_6304, University of Texas at Brownsville

This research was written for EDCI_6304 Learning & Cognition, Spring 2011

Abstract

Motivation has always been known to create a positive learning environment however it’s important to keep in mind that in our current educational system there are motivational challenges. Studies have shown that certain motivational theories can make a difference in how learners will learn in the classroom. Student motivation can be influenced by both internal and external factors which can either sustain, intensify, or even discourage behavior (Reeve, 1996). Behavioral and cognitive psychologists agree that motivation is essential for learning, yet how to motivate learners in the classroom continues to be one of the most puzzling problems confronting the teacher (Pintrich, 1991) Some studies have shown how certain tools can play an important role in the learning process. This research is geared to taking a closer look at motivational theories in the classroom and the impact it can have on student learning.

Keywords:motivation, behavioral and cognition, Maslow’s Hierarchy of Needs

Motivation in the Classroom

Introduction

The term motivation is derived from the Latin word mover, meaning, “to move”. Motivation can be broadly defined as the forces acting on or within a person that cause arousal, direction, and persistence of goal-directed, voluntary effect (Asian Social Science, 2010). Wlodowsku and Jaynes (1990) further explain that in the broadest sense, motivation is “a value and a desire for learning”. Is motivation an inherited trait or can motivation actually be influenced by the reinforcement and consequences that are used to strengthen some behaviors and weaken others (Pintrich, 1991). Studies may not fully agree on if motivation is inherited or not however that is not as crucial as the strategies that can be used in order to motivate children. Even if motivation can be proven that it is an inherited trait, all children can be motivated using the proper tools.

The way teachers plan their lessons can be key to being able to keep their students motivated. Teachers play a very important role in classroom motivation; perhaps more than we actually think. Teachers can make or break a students motivation by simple actions or words. Teachers should create positive learning environments in order to keep the learner motivated at all times. Depending on the student’s age and grade level, motivation can be easily hindered. It’s also important to mention that parent motivation can also play a key role in keeping students motivated. Parent motivation however begins at home and should carry on to school.

Many educators deal with the concept and theories of motivation on a daily basis and perhaps have asked themselves or even been asked does motivation really make a difference or are they just strategies that are used to assist in making the learning process easier. Motivation or self-efficacy is something that learners struggle with on a daily basis (Margolis and McCabe, 2006). We live in a world where everything is a competition and everyone is being judged for what they do and how well they do it. This kind of competition begins even in the early years of school. It is not surprising to see then how learners’ motivation can be affected. There is so much pressure in today’s society to try to be the best at everything that it’s no wonder some learners’ self-efficacy or motivation can in some cases become non-existent. In order to understand motivation and how it works it’s important to look at some motivational theories, which may help to understand the tools that are available to assist teachers in the classroom.

Taking a close look at Maslow’s Hierarchy of Needs, he talks about what five areas that are essential for motivation. It is an important psychological theory, which originated by the American psychologist Abraham Maslow. The five areas that he that makes up this pyramid is the following:

Self Actualization (full potential)
Esteem Needs (self respect, personal worth, autonomy)
Love and Belongingness Needs (love, friendship, comradeship)
Safety Needs (security, protection from harm)
Physiological Needs (food, sleep, stimulation, activity)

His theory remains valid today for understanding human motivation, learner and student motivation. His theory states that if a learner is taken care of in each of these areas, the motivation to learner will be there. There are internal and external needs that a learner needs in order to exhibit the desire to learn. Teachers can actually use the Maslow’s Hierarchy of Needs to help develop learning strategies that can help in classroom motivation.

Research shows that there are many tools available that can assist an educator in keeping motivation at a high level in the classroom (Margolis and McCabe, 2006). There is also some tools that can assist students in understanding how to obtain their own motivation. Some of these sources of motivation or self-efficacy that students can obtain information from and use to their benefit are: their task performance, which is referred to as enactive mastery; vicarious experiences; verbal persuasion and their physiological reaction (Alderman, 2004, Ormond 2003, Pajares, 2003, Pinitric & Schunk, 2002, Zimmerman, 2000, 2001). Often time’s learners will shy away from a task or subject matter because they simply feel they don’t have the capacity to succeed. This is a perfect example of a lack of motivation. Research shows that these four strategic learning tools can assist a learner in their motivation. Looking at each one more closely we see that enactive mastery will help the student recognize if he/she can be successful depending on the degree of difficulty of the task. It is important to remember that each learner learns at their own pace and in their own capacity level. Educators cannot assume that each child will learn at the same level. If an assignment is given of great difficulty to a group of children, teachers must keep in mind that not everyone will be able to complete the assignment in the same way or in the allotted time. A learner will feel more comfortable with a task if he/she is able to access the degree of difficulty. There are many ways motivation can be applied in the day-to-day activities of a classroom. The instructor plays a key role because it is their job to help the learner feel motivated in order to get the task done. Vicarious experiences are very similar to a “hand-on” approach because the leaner views what is expected of him/her to learn. If a task is modeled in front of the learner the ability to understand the task increases therefore motivation to do the task also increases (Margolis and McCabe, 2006). These are just two examples of tools that the educator and learners can use to increase motivation in the learning environment. Using the tools that are available can become an extremely important asset in the classroom when and if they are used correctly and in the appropriate situation.

Another excellent tool for motivation is a method called T.AR.G.E.T. (Epstein, 1989)

Factor / Characteristics
Task / Design of learning activities and assignments.
Authority / Extent that students can assume leadership and develop independence and control over learning activities
Recognition / Formal and informal use of rewards, incentives, praise
Grouping / Individual, small group, large group
Evaluation / Methods for monitoring and assessing learning
Time / Appropriateness of workload, pace of instruction, time allotted for completing work

T.A.R.G.E.T is a tremendous learning tool that allows instructors to understand what strategies they can use in order to improve a learners motivation. These factors have proven to have a positive result in the classroom (Kay & Le Masurier, 2006). If an educator understands the concept of motivation and learns to apply it correctly in the classroom the results will bring about student success.

Enhancing self-motivation is also an important aspect of student success. If motivation is self-enhanced; for example if teachers look at the student needs; what should be avoided and provide the appropriate techniques then the results should be favorable and motivation will be achieved.

A learner must be able to try to achieve a level of motivation on his/her own. When instructors try to enhance motivation in the classroom they need to look at some key elements in order to accomplish self-enhanced motivation in the learner. These include making sure they know the needs of the learners such as what is their autonomy, in other words, what is their level of independence, competence and relatedness (Kay & Le Masurier, 2006). These needs are essential because teachers will look at the learner as an individual and not a group. Knowing what each learners’ individual needs for motivation are can play a critical role in helping them achieve motivation. There are certain things that should be avoided such as standardized activities and criticism (Kay & Le Masurier, 2006). It’s also vital to provide opportunities for student leadership, constructive feedback and goals (Kay & Le Masurier, 2006). Helping students feel that they can become an active part of a lesson in the classroom helps them improve their self-efficacy. Everyone likes to get a pad on the back from time to time so using these tools to create a self-enhancing motivational environment will increase learning.

Along the same lines, let’s take a closer look at a research in which achievement goal theory is examined. It allows teachers to understand how motivation works and how enhancing self-motivation achieves positive results. In this research project, two young children are followed into their math class. Each child has a distinct personality and different goals. One is a high achiever and the other child is a low-achieving young girl. The teacher quickly identifies the differences between the children. Although this is not done intentional the teacher tends to favor the high-achieving child so she often calls on him for answers. The other child tends to shy away from wanting to be called to answer any questions for fear that she may not know the answer. This scenario plays out throughout the entire school year. This research was conducted to show that it is important for children to have goals and to be high achievers but it is also an eye opener. Most teachers will tend to be more apt to continue to motivate the child who is a high-achiever when in reality the child that should be more closely monitored should be the one who is a low achiever. Often times a lot of these children go under the radar and get lost in the system. It’s important to identify the children who may need more motivation (Julianne C. Turner & Helen Patrick, 2009). This same research shows when the children are in the seventh grade and the roles are reversed. Studies showed that once the low-achieving child was allowed to take a leadership role in her classroom, her motivational level increased and her achievement goals were now that of a high-achieving child (Julianne C. Turner & Helen Patrick, 2009).

Conclusion

In conclusion, we can determine that there are many different motivational tools, strategies and theories that are available for teachers to use to increase a child’s motivational level. It’s important to mention that although there are countless strategies and theories about motivation, we must keep in mind that perhaps the most important motivation a child can have is that of his/her parent. Often time’s parent motivation is overlooked and simply taken for granted. In a recent newspaper article parent motivation was high lighted. It stated that if parents become an active part of their child’s education, the percentage of their success increases dramatically. If a parent does not show an interest in his/her child’s education, although success can be achieved, it is that much harder. Research shows that a student tends to do better in school when a parent is directly involved in their child’s learning process. They must show that they are engaged in their learning, be a direct part of it and become completely submerged in their child’s education (Asian Social Science, 2010). If a child sees that their parent cares about their education, the motivation that the child will feel to succeed will grow tremendously. All the tools that are available in the educational field are fantastic but there is none better than a parent’s motivating their child by simply showing that they care.

There is so much about motivation that we still have to discover. This research gives perhaps a small viewpoint of how motivation can be used in the classroom to help children succeed. Educators have so many different tools that they can incorporate in their classroom but lets also remember that the learner also has a responsibility to motivate themselves. It’s a collaborated effort between educators, learners and parents. If each one does their part in the educational process, the results will likely be student success in the classroom.

References

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Kay, M.P., & Le Masurier, G.C. (2006). Understanding and applying motivational theory in physical education in order to enhance participation and the health status. Int. J. Physical Education, 43(2), 48-58.

Margolis, H., & McCabe, P. (2006). Improving self-efficacy and motivation: what to do, what to say. Intervention in School and Clinic Journal, 41(4), 218-227.

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