Katyukha L.O.
Khmelnytsky National University
Strategies for
Increasing Motivation
In general terms, student motivation "refers to a student's
willingness, need, desire and compulsion to participate in, and be successful
in, the learning process" Skinner and Belmont develop the definition
further, noting that students who are motivated to engage in school
"select tasks at the border of their competencies, initiate action when
given the opportunity, and exert intense effort and concentration in the implementation
of learning tasks; they show generally positive emotions during ongoing action,
including enthusiasm, optimism, curiosity, and interest". Less motivated
or disengaged students, on the other hand, "are passive, do not try hard,
and give up easily in the face of challenges".
Student motivation is often divided into two categories:
Extrinsic motivation: A student can be described as extrinsically
motivated when he or she engages in learning "purely for the sake of
attaining a reward or for avoiding some punishment". School practices that
seek to motivate students extrinsically include publicly recognizing students
for academic achievements; giving out stickers, candy, and other rewards; and
taking away privileges, such as recess, on the basis of students' academic
performance.
Intrinsic motivation: A student can be described as intrinsically
motivated when he or she is motivated from within: Intrinsically motivated
students actively engage themselves in learning out of curiosity, interest, or
enjoyment, or in order to achieve their own intellectual and personal goals.
According to Dev, 1997, "A student who is intrinsically motivated . . .
will not need any type of reward or incentive to initiate or complete a task.
This type of student is more likely to complete the chosen task and be excited
by the challenging nature of an activity".
While any kind of motivation seems preferable to none, there is
compelling evidence that students who are more intrinsically than extrinsically
motivated fare better. In fact, some research demonstrates that using extrinsic
motivators to engage students in learning can both lower achievement and
negatively affect student motivation. Students who are motivated to complete a
task only to avoid consequences or to earn a certain grade rarely exert more
than the minimum effort necessary to meet their goal. And, when students are
focused on comparing themselves with their classmates, rather than on mastering
skills at their own rate, they are more easily discouraged and their intrinsic
motivation to learn may actually decrease. Brooks et al. observe that while
external rewards sustain productivity, they "decrease interest in the
task, thereby diminishing the likelihood that the task will be continued in the
future". Students who are intrinsically motivated, on the other hand, come
out ahead in a number of areas.
Intrinsically motivated students:
a) Earn higher grades and achievement test scores, on average, than
extrinsically-motivated students.
b) Are better personally adjusted to school.
c) Employ "strategies that demand more effort and that enable them
to process information more deeply".
d) Are more likely to feel confident about their ability to learn new
material.
e) Use "more logical information-gathering and decision-making strategies"
than do extrinsically-motivated students.
f) Are more likely to engage in tasks that are moderately challenging,
whereas extrinsically oriented students prefer tasks that are low in degree of
difficulty.
g) Are more likely to persist with and complete assigned tasks.
h) Retain information and concepts longer, and are less likely to need
remedial courses and review.
i) Are more likely to be lifelong learners, continuing to educate
themselves outside the formal school setting long after external motivators
such as grades and diplomas are removed.
It should be noted here that some researchers object to describing
student motivation as either intrinsic or extrinsic. Sternberg and Lubart argue
that this division is too simple to reflect the many complex and interrelated
factors that influence students' motivation to succeed in school. They point
out that most successful people are motivated by both internal and external
factors, and suggest that educators build on both types when working to engage
students more fully in school.
Ample research has demonstrated that school
practices can and do affect a student's level of motivation. Sometimes teachers tend to magnify children's
initial levels of motivation. This is fine for students who enter the classroom
motivationally "rich"; they will "get rich." However, for
students whose motivation is low, their typical classroom experiences may
result in its further deterioration. However, efforts to promote student
motivation need not be directed solely at students who have low levels of
motivation. All students (and all schools, for that matter) would benefit from
higher levels of engagement and motivation to succeed. There are some
suggestions for both teachers and administrators seeking to increase students' motivation
to learn:
For example, at the classroom level one should:
Use extrinsic rewards sparingly. If extrinsic motivators are to be used,
they are most effective when rewards are closely related to the task
accomplished. Also, rewards should only be given when they are clearly
deserved.
Ensure that classroom expectations for performance and behaviour are
clear and consistent. Help students understand the criteria for individual
assignments by giving them examples of high-, average-, and low-level work.
Respond positively to student questions, and praise students verbally
for work well done.
Work to build quality relationships with students, especially those
considered being at-risk and without other positive adult interaction; this is
a critical factor of student engagement that allows children to foster a sense
of connection with school.
Break large tasks into a series of smaller goals. Doing so prevents
students from becoming overwhelmed and discouraged by lengthy projects.
Promote mastery learning. When a student completes an assignment that
does not meet the expected criteria, a teacher should give her or him one or
more opportunities to tackle the task again, with guidelines on how to achieve
the desired result.
Evaluate students based on the
task, not in comparison to other students.
Катюха Лариса Олексіївна
в
м. Хмельницький
29008
викладач кафедри іноземної філології
Хмельницький національний
Роб. тел. (8-03822) 4-96-34