Attitudes influence motivation, which in turn influences learning and ultimately behavior. A student’s motivation to learn is tantamount to their success. Motivation can be defined as the internal drive directing behavior towards some end. Every instructor has encountered students who are labeled as having a bad attitude. In educational settings the performance that instructors are striving for is student learning, which in some cases can be judged through behavior but not always. It is important to point out to students specific behaviors that demonstrate an attitude. The attitude of a student toward learning comes from within also known as intrinsic characteristic and is not always demonstrated through behaviors. The positive behaviors displayed by the student may only occur in the presence of the instructor, and may not be apparent at other times. For instance a student may have a poor attitude toward a specific instructor but when confronted by the instructor they behave courteously and respectful. The behavior is opposite to the attitude.
Fleming and Levie (1993) summarize three approaches to attitude change; “providing a persuasive message, modeling and reinforcing appropriate behavior. Motivation is what makes individuals overcome the resistance from external forces that influence their behaviour. Internal motivation or self-motivation is what will get the student past his/her resistance to performing a task that he/she has been procrastinating over and moves him/her to taking the first step. Student’s work longer, harder and with more vigor and intensity when they are motivated than when they are not. Some instructors think that a student’s motivation is up to the student and not up to the instructor.
The attitude and needs of learners are personal and not easy for an instructor to address. Adult educators are dealing with groups of students whose needs and motivations are very different. The student’s life experience widens the gap even further. This diversity is very important in learning and instructors must be cognisant when creating instructional design so that there are a variety of motivational techniques that will appeal to a group of diverse students. The applications of motivational theories in education are limited only by one’s imagination.
Performance accomplishments as described by Driscoll (1994) means dividing tasks into chunks and providing students with early success as a method of developing confidence in the student. Verbal persuasion and encouragement is often used to persuade a learner that he or she is capable of succeeding at an assignment.
Attitudes influence motivation, which in turn influences learning and ultimately behavior. A student’s motivation to learn is tantamount to their success. Motivation can be defined as the internal drive directing behavior towards some end. Every instructor has encountered students who are labeled as having a bad attitude. In educational settings the performance that instructors are striving for is student learning, which in some cases can be judged through behavior but not always. It is important to point out to students specific behaviors that demonstrate an attitude. The attitude of a student toward learning comes from within also known as intrinsic characteristic and is not always demonstrated through behaviors. The positive behaviors displayed by the student may only occur in the presence of the instructor, and may not be apparent at other times. For instance a student may have a poor attitude toward a specific instructor but when confronted by the instructor they behave courteously and respectful. The behavior is opposite to the attitude.
Fleming and Levie (1993) summarize three approaches to attitude change; “providing a persuasive message, modeling and reinforcing appropriate behavior. Motivation is what makes individuals overcome the resistance from external forces that influence their behaviour. Internal motivation or self-motivation is what will get the student past his/her resistance to performing a task that he/she has been procrastinating over and moves him/her to taking the first step. Student’s work longer, harder and with more vigor and intensity when they are motivated than when they are not. Some instructors think that a student’s motivation is up to the student and not up to the instructor.
The attitude and needs of learners are personal and not easy for an instructor to address. Adult educators are dealing with groups of students whose needs and motivations are very different. The student’s life experience widens the gap even further. This diversity is very important in learning and instructors must be cognisant when creating instructional design so that there are a variety of motivational techniques that will appeal to a group of diverse students. The applications of motivational theories in education are limited only by one’s imagination.
Performance accomplishments as described by Driscoll (1994) means dividing tasks into chunks and providing students with early success as a method of developing confidence in the student. Verbal persuasion and encouragement is often used to persuade a learner that he or she is capable of succeeding at an assignment.
http://ezinearticles.com/?Self-Motivation---From-Inertia-to-Action&id=4107680
http://www.usask.ca/education/coursework/802papers/Frith/Motivation.PDF
http://youtu.be/aee4ONWZFj0