Motivation in the Classroom
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
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Motivation in the Classroom
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
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Motivation in the Classroom
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
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Motivation in the Classroom
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:
1. Self Actualization (full potential)
2. Esteem Needs (self respect, personal worth, autonomy)
3. Love and Belongingness Needs (love, friendship, comradeship)
4. Safety Needs (security, protection from harm)
5. Physiological Needs (food, sleep, stimulation, activity)
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Motivation in the Classroom
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
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Motivation in the Classroom
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
incentives, praise
use
of
rewards,
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Motivation in the Classroom
Grouping
Individual, small group, large group
Evaluation
Methods
learning
Time
Appropriateness of workload, pace of
instruction, time allotted for completing work
for
monitoring
and
assessing
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
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Motivation in the Classroom
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).
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Motivation in the Classroom
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.
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Motivation in the Classroom
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