There is no secret that rewarding nurses boosts their morale and stimulates the desire to provide quality services on a constant basis (Nikpeyma, Abed_Saeedi, Azargashb, & Alavi_Majd, 2014). Using different nurse-performance evaluation tools can help significantly in choosing the right appraisal policy and applying for the most appropriate motivation programs. Regarding the Sandalwood Rehabilitation Center in Wheat Ridge, Colorado, the techniques used for performance appraisal include detailed data retrieval and rating each nurse according to his or her dedication. Qualitative appraisal tools usually help to assess a nurses contribution to an overall performance of the rehabilitation center from an objective point of view. Using those tools allows one to make informed judgments as to whom to promote or grant a higher compensation and what measures to take to raise the productivity of individuals with lower performance rates.
Performance Appraisal Tools
Normally, the qualitative performance appraisal tools used by Sandalwood Rehabilitation Center include such components as interviews, questionnaires, and observations (shadow working) to provide a justified assessment of nurses practices. Implementation of these tools helps to properly evaluate leadership skills, customer relationships, communication abilities and problem solving qualities (Nikpeyma et al., 2014). The further measures are taken in accordance with the acquired results that can either positively or negatively influence a nurses rate.
Fallon and McConnell (2013) point out that a periodic examination of performance helps to ascertain how well an employee is performing his/her tasks. Thus, a tight rating system allows one to take an objective approach to the matter and reward a worker depending on his or her current point range. As to per diem rate add-ons, they represent the following structure: $0 per 1-20 points, $1 per 21-45, $2 per 46-60, $3 per 61-79 and $4 per 80-100 acquired points. Expectedly, appealing to such a performance appraisal system leads to significant increases in nurses compensation, for the growth in points stimulates an exponential growth of a rewarding sum (Werner, Konetzka & Polsky, 2013).
Advantages and Disadvantages of a Tight Rating System
Similar to any other appraisal system, the above-mentioned method comes with both advantages and shortcomings when referred to on a permanent basis. As to its strong points, the method is totally merit based and allows hard working specialists to significantly increase their compensation, which also serves as an additional motivation for employees with lower results to start improving their performance. Regarding my personal preferences, a tight rating system is a perfect means to stimulate competition among company workers. A tight rating system ensures that a highly professional specialist will always know that his or her contribution will be much appreciated and paid accordingly. However, the method is not without its weaknesses, as the long term usage of it can lead to the occurrence of biases. Thus, particular individuals could be granted higher bonuses simply because they have been showing better results in the previous months. This fact may lead to the conclusion that the payment situation may either remain unchanged or worsen for the rest of the staff (Werner et al., 2013).
Conclusion
Summarizing the facts, the tight rating system used by the Sandalwood Rehabilitation Center has provided the centers nursing staff with unprecedented opportunities to raise wages and improve healthcare delivery regardless of patients social status or disease complexity. However, alongside the clear advantages, the introduced method has demonstrated a visible tendency to form biases and praise nurses on the basis of ones personal preferences. Thus, a general use of the method can only be recommended if strict monitoring over the points accounting is provided. Otherwise, an unjustified appraisal of particular employees is unavoidable.
References
Fallon Jr, L. F., & McConnell, C. R. (2013). Human resource management in health care. Burlington, MA: Jones & Bartlett Publishers.
Nikpeyma, N., Abed_Saeedi, Z., Azargashb, E., & Alavi_Majd, H. (2014). Problems of clinical nurse performance appraisal system: A qualitative study. Asian Nursing Research, 8(1), 15-22.
Werner, R. M., Konetzka, R. T., & Polsky, D. (2013). The effect of payforperformance in nursing homes: Evidence from State Medicaid Programs. Health Services Research, 48(4), 1393-1414.
Practitioner: So, what seems to be the problem with your Michael?
Service User: After turning 13, Michael started to be more irritated than before. He does not tell us what is going on in his life, he put passwords on all of his devices, and he uses only incognito mode in browsers. His grades at school started to deteriorate. It was all OK until last week, when his teacher told us that she saw Michael smoking weed with some of his friends. We do not know what to do know.
Practitioner: So, after you son hit puberty, his attitude has changed, which you did not worry about due to his age. Thus, the fact that he was smoking marijuana was a complete surprise to you. Did you talk to him about it?
Service User: Yes, we did.
Practitioner: What did he say? How did he explain the situation?
Service User: My husband yelled at him emphasizing that it was inappropriate behavior to say the least. My son kept silent most of the time and started crying after some time. His father said that he was no longer allowed to talk with his friends and took away his phone and computer and sent him to his room to study.
Practitioner: So, do I understand it correctly that your son did not explain his behavior. He did not confirm that he was smoking drugs nor did he reject it. How was his mood and actions after the talk you had?
Service User: His mood deteriorated. He does not talk to us at all and spends most of his time in his room throwing ball at a wall. He can sit for hours doing his homework and have nothing written in his notebooks. I believe that we are losing him.
Practitioner: So, the talk you had did not appear to help. Tell be about how you and your husband would usually speak to Michael during the past year.
Service User: There is not much to say really. His father would ask him about his grades at dinner and how was his school. Michael would reply that everything was fine, have his food, and go to his room to play his games. I would sometimes come to his room to ask how he was, but he would tell me to go away, as he was playing games.
Practitioner: So, you and your husband made some effort to make contact with Michael but nothing helped. How did you show any interest in his activities? Parents sometimes talk ask their children about the games they play or the friends they socialize with.
Service User: Well, now that you ask, there wasnt much we asked our son about his interests. However, we always asked if he needed help with his homework. We even hired him a math tutor to help him with his homework online.
Practitioner: So, let me understand if I understand everything correctly. Michaels mood changed about a year ago but you did not feel it was a big problem as he entered puberty and the changes were common to the ages. However, you became really concerned about your son after hearing that he was smoking drugs. As responsible parents, you decided to take away his privileges to use his smartphone and the computer. He did not explain his behavior and you do not know exactly if he did drugs or not. Even though you are always genuinely interested in your sons activities, you did not know how to express the interest except asking about his studies. Is there something else I am missing?
Teaching is a very difficult process where positive results can be achieved only with the help of the excellent work of a teacher and the desire of children to study and obtain new knowledge. That is why it becomes obvious that it is very important to organize the teaching process taking into account these facts. It is vital for a teacher to be able to create his own approach to the organization of a lesson, basing on existing effective models and trying to make children work hard and get joy from the process of studying.
It is very important for a teacher to arouse the desire to study among his pupils. It is obvious that motivation plays a great role in the teaching process as it leads to increased effort and energy (The importance of motivation in an educational environment, n.d.). Motivated pupils go to school with great pleasure, trying to obtain new knowledge, and they willingly become involved in the process of study.
At the same time, stress, low motivation, and bad and depressing atmosphere on lessons repel pupils from the school, making them unwilling to study. Pupils, who are unhappy at school cannot work with maximum performance, being frustrated and stressed (Building an Encouraging Classroom, 2013). That is why the first task of any teacher is to create a special construct for his lessons to be interesting and motivating pupils to study.
With this in mind, it is possible to recommend a teacher to give consideration to the idea of encouraging the classroom. The main idea of this theory is that any child or his parents in this classroom should feel that they are supported and cared for. Of course, it is a teachers task to create such a kind of atmosphere.
However, it can result in a great increase in motivation and pupils desire to go to school under any conditions, even if they are ill (Building an Encouraging Classroom, 2013). The attractiveness of this classroom for pupils can be explained by the fact that teachers should take into account different peculiarities of all children and guarantee fulfillment of their main needs, at the same time trying to give them something new.
With this in mind, based on this theory, it is possible to create some special construct for discipline and teaching process, on the whole, taking into account different peculiarities of children. First of all, it deals with questions of discipline. There is no use denying the fact that the behavior of children depends on their age. That is why it is absolutely vital to take into account the age peculiarities of pupils. This statement can be easily supported by an example. It is very difficult for the youngest pupils to restrain natural for their age activity.
It is peculiar for children of their age to be very flexible and mobile. It is not surprising that it is very difficult for them to sit quietly during the whole lesson. Their attention decreases, and their mobility rises. They become noisier. With this in mind, in encouraging the classroom, it is very important to organize some special breaks for these little children to fulfill their drafts for movement.
Some micro pauses will give them needed activity, and they will be able to perceive the following information more attentively. Moreover, these breaks can serve for the creation of a positive atmosphere in terms of encouraging the classroom, as children love games very much. That is why they will go to school willingly, knowing that a good game is waiting for them. These pauses can also raise the level of knowledge among young pupils, as they will perceive information better.
However, these actions will not be complete without the close collaboration between a teacher and parents of children. That is why it is very important to take into account this factor while creating a certain construct for the teaching process. First of all, it is important to make sure that parents are really involved in the process as a child spends the majority of his time at home, communicating with his parents. It is easy to do it by organizing special parent meetings.
This practice can guarantee the accomplish several tasks at the same time. First of all, it will be easier for a teacher to control the atmosphere at home and give some special pieces of advice for parents to create a good working place at home.
Secondly, visiting these meetings and discussing the school life of their children, parents can feel involved in the process, which will guarantee their satisfaction and increase the assurance incorrectness of their actions, which are aimed at the creation of a good studying atmosphere for their child. Moreover, this process is of ambivalent character. Children feel more comfortable and satisfied when they see that their parents care about their studies and are involved in the teaching process. The whole family becomes satisfied.
With this in mind, it is possible to suggest creating a certain construct for the studying process, which is based on the theory of encouraging the classroom. It is important to take into account age peculiarities of children and involve parents in the teaching process. Under such conditions, children will obtain positive motivation for study.
Aerobic is a physical exercise, which helps people to keep their body fit. Some students may fail to attend aerobics class because they are not interested. Lack of interest may hinder students from attending class. Another reason is that the activities involved in aerobics may be difficult for students.
If students, do not expect to learn from aerobic class they will not attend. Students always like to attend classes that they will learn from the lecturer. Aerobic classes are recreational and so student may fail to attend, as it will not help in their course work. Because this course is not examinable, students may under look it.
Students attitude towards the lecturer may also determine whether they will attend the class. If students have a negative attitude towards the lecturer, they will not attend classes. The workload of student in course work may make him miss aerobic class in order to concentrate on course work .
Finally, students may fail to attend aerobic classes due to influence from other students. The number of students reduces dramatically as time goes. Those who drop continue influencing others to follow suit.
Motivation is the process that guides and maintains goal oriented behaviors. It involves biological, social and emotional cognitive forces that influence behavior. It causes people to act. Extrinsic motivations are those that arise from outside the individual. They involve money, promotion, accolades, and social praise.
Intrinsic motivations are those that arise from within an individual such as satisfaction with what he or she is doing. As an aerobic lecturer, one should maintain a positive attitude towards the students. Lecturers who are friendly and knowledgeable about students interests demonstrate personal qualities that motivate students.
Discipline is another significant factor in motivating students. It involves responding negatively to behaviors to deter future occurrences. Inform the student that they are making mistakes by not attending classes. Describe the behaviors and standards expected from the students and ask them to comply.
Rewarding the students that attend aerobic class may also serve as a motivator. Extrinsic motivators in terms of reward can help students who lack intrinsic motivation . Reward may be in the form of participation certificate, praise or a gift. As a lecturer, allow students to participate in the activities.
Give some students time to guide others. This will help in boosting their self-esteem and consequently motivation increase. Caring about the student may also improve their morale. Show them that you care by sharing problems with them. Ask them the problems they face, their concerns and their goals. In doing this, the student will see the lecturer as an experienced person, and they will appreciate his class.
Most of the students will attend classes if they feel that their needs are satisfied. Making the students, understand the importance of the course is also crucial. Some students may not see the need for aerobic class. It is essential for the lecturer to explain to them the benefits of attending the lecture.
Allowing student to take control in class motivates them. Let the student choose the schedule and the time to have aerobic lectures. Students may be willing to attend lectures in the evening instead of morning. Ask them the appropriate time to hold aerobic class and negotiate with them. In this, they will feel motivated. Teamwork may also help in motivating the students. Working as a group or a team will motivate students, as they will enjoy what they are doing.
Works Cited
Whetten, David and Cameron Kim. Developing Management Skills. New York: Prentice Hall, 2010.
I decided to go back to school and change my life because I want to get a degree in human resource management, help to keep the economy growing, and to get a job working for Homeland Security.
Change is inevitable, it happens whether we like it or not and we have to adapt to it. There have been changes in our individual lives and in the political, social and economic environment around us. We can control the changes in our lives through the decisions we make and the hard work that we put in when we are following our dreams. It is these decisions and the hard work that shapes the path to our futures.
Going back to school has changed my life because l can now pursue my dream of getting a degree in human resource management. Being an active duty military member, going back to school is the hardest decision I had to make but I know that it will make me a better person in life, not only in the military, but in the outside world as well. Getting a well-paying job nowadays is difficult enough even with a degree, so you can imagine how hard it would be without one. This degree would help me in improving my chances of employment.
Economic issues are tearing our country apart and l have taken it upon myself to go back to school and study enough to change peoples views on business and to try to be a part of the process of lifting the countrys economy. Small businesses account for 52% of US workers and it is therefore important for the businesses to be supported because without them there would be a huge unemployment rate in the country. People who are interested in business need to be encouraged to start them.
Changing peoples ideas about a certain subject or field requires one to be educated in that specific field otherwise people will not believe you or you might mislead them because of lack of information on the subject. Degrees are a certification of knowledge in a particular field and that is what makes people believe you and change.
Last but not least, I decided to go back to school because I want to work for Homeland Security after l finish serving the military. This is my main reason for going back to school because l feel that l have enough experience to take on the job but l do not have the degree therefore l am not qualified for the job. I have not been to school for seven years and going back was a hard decision to make because I was an active military personnel at the time, but l am motivated to be a better person and this has changed my life because l now have the sufficient resources to make it.
In conclusion, deciding to go back to school was the right decision and it feels like a dream come true. I am gaining knowledge and it is helping me as l change because it is gradually bringing me closer to realizing my dreams for the future. The greatness that l have so constantly had dreams of achieving is finally looking like a reality because of how going back to school has changed my life.
The scores on the Achievement Motivation Scale demonstrate how a learner is motivated to achieve higher results and take efforts to complete tasks. If the score is low or moderately low, a learner generally has no need for achievement, or he is not motivated to achieve higher results in activities. In this case, the problems with academic performance can be observed. To make a student-oriented to achievements, it is necessary to make this achievement attractive, necessary, or interesting for a student, depending on the intrinsic or extrinsic motivation and internal or external locus of control. High scores on the scale are associated with high academic performance results because of students orientation to achieve more.
The score on the Rotter Locus of Control scale is important to demonstrate whether learners discuss themselves as controlling situations and their activities or not. People with the external locus of control experience problems in learning because they do not believe in their role in influencing their results. People with the internal locus of control feel responsible for the actions and performance results. Students need to develop an internal locus of control to succeed in studying.
Improvement of Achievement Motivation
Achievement motivation in students is associated with their locus of control and dependence on intrinsic or extrinsic motivators. The main principle that should be followed by an educator in order to influence the achievement motivation of students is the focus on their motivation and vision of their own abilities to achieve results (Tollefson 64). In this context, an instructor needs to use a variety of strategies and approaches in order to motivate each student (Vansteenkiste, Lens, and Deci 22). In order to help students improve and develop their achievement motivation, it is necessary to propose learners the instruction and teaching methods and tools that are correlated with their motivation.
The sources of the achievement motivation are similar to the sources of any motivation in a person, and depending on the intrinsic or extrinsic factors, learners can be motivated to increase their need for achievement and success through interest, challenge, goals, and selfefficacy beliefs. However, the approach using the listed aspects is working mostly for learners with intrinsic motivation and the internal locus of control (Vansteenkiste, Lens, and Deci 22). The learners with the developed extrinsic motivation and external locus of control need to understand the role of the social impact in the process in order to develop their need for excellence.
Focusing on the motivational theories, it is possible to develop the path to improve the learners achievement motivation that can have the steps that apply to different learners with various levels of achievement motivation development. The proposed steps to improve motivation are the following ones:
Steps to improve motivation.
Works Cited
Tollefson, Nona. Classroom Applications of Cognitive Theories of Motivation . Educational Psychology Review 12.1 (2000): 63-83. Print.
Vansteenkiste, Maarten, Willy Lens, and Edward Deci. Intrinsic Versus Extrinsic Goal Contents In Self-Determination Theory: Another Look At The Quality Of Academic Motivation . Educational Psychologist 41.1 (2006): 19-31. Print.
The Achievement Motivation Scale is usually used in order to determine the persons attitude and behavior related to performing well. It also demonstrates how a person chooses to strive for higher results and how he or she sees any type of success. Learners with high scores on this scale can be discussed as highly motivated and oriented toward achieving their personal and academic goals when learners with low scores are not motivated enough to achieve success within the academic setting. The average need for achievement is typical for most persons, and they need stimulation to set right and effective goals and strive for success. These scores are important for a teacher to predict the students academic successes and to develop strategies to improve motivation.
The Rotter Locus of Control scale is traditionally used in order to determine what type of control is discussed by a student as preferable. If the locus of control is external, a student can be considered as dependent on the situation, setting, events, and a variety of external factors. This student can think that his personal efforts are meaningless. If the locus of control is internal, a student is concentrated on his abilities to complete tasks, and he usually increases efforts to overcome different barriers. This approach is advantageous to achieve high results in academic environments.
Achievement Motivation
Achievement motivation can be discussed as a students drive for the success that is observed when a student performs tasks accurately and demonstrates the high efforts to complete the activities well. As a result, a student can achieve the desired goal and become satisfied with the outcomes of his or her effort. However, there are many situations when students do not demonstrate high achievement motivation, and they need to be stimulated through a range of factors to make efforts in order to succeed. In this case, an instructor should start by focusing on such stimulation activities as praising effort, building confidence, and persuading (Schulten par. 3). This approach works for students with both intrinsic and extrinsic motivations as well as for students with an external and internal locus of control because the stimulation of personal abilities is an important element of the teachers support in the class environment (Vansteenkiste, Willy and Deci 22).
The next step in developing the achievement motivation is the focus on the intrinsic motivation of students that is determined depending on students preferences. If a student is usually intrinsically motivated, it is relevant to concentrate on developing his or her self-efficacy and refer to increasing interest and enjoyment. Internal motivators include setting clear and relevant goals, among others. If a student is usually extrinsically motivated, the principles of the expectancy-value theory and comparison will work for him. External motivators include rewards, grades, and competition with other students (Tollefson 65). The result of such stimulation is the increased achievement motivation and the expected academic success, personal growth, and social recognition that are perceived by students as important outcomes of their efforts.
The discussed scheme to improve the achievement motivation can be presented in the following form:
Tollefson, Nona. Classroom Applications of Cognitive Theories of Motivation . Educational Psychology Review 12.1 (2000): 63-83. Print.
Vansteenkiste, Maarten, Willy Lens, and Edward Deci. Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation . Educational Psychologist 41.1 (2006): 19-31. Print.
Mandatory algebra in middle school has occurred as part of a round of contemporary reforms in the subject area which has required the learners to deeply understand and implement the curriculum (Martinez, 2010). This is a deep change that has come on with a lot of impacts. Due to the long time that it takes for such a change to become a reality, poor personal motivation amongst the students proves a difficult task for the teachers. The change in the subject calls for a lot of discipline, motivation, and also courage from the students (Gottfried, 2010).
Motivation has a critical importance in the learning process. In academics, intrinsic motivation plays a critical role in the learning process in the schools due to its inherent relation to the cognitive process of learning. Students tend to show increased motivation once some choices have been offered to them (Ma, 2010). Most of them align with the characters motivation theory were, those who have confidence in themselves, tend to perform better in the subject as compared to their peers who have lower esteem. When the school focuses on tiered learning, it can be seen to be positively impacting the students performance. This mode which involves dividing the study into areas which the students feel overwhelmed with assists them in the improvement of their performance (Suarez, 2007).
According to Gottfried (2010), mandatory algebra has then played part in changing the approach given to math causes more alienation to areas which students feel more comfortable with and at the same time approaching all the relevant areas.
Tracking and its effects
The kinds of methods that teachers follow in teaching their lessons play a big role in the learning of mathematics. Another critical factor is the content that is included in the lessons. Students need to be taught to fear failure using positive methods. Including the students in the learning process is thus very important. Mathematics teaching goes hand in hand with Eccles expectancy model. If tracking was to be enforced in a mathematics lesson, it is more likely that the low-graded students will have a low perception towards the subject and thus perform poorly. This tends to go against the motivation theory thus a negative development (Usiskin, 1993).
Research has seen that reducing tracking in the schools increases equity amongst the students. The alternative for this can be through the offering of the double lessons. In this style, students who record a low performance in the subject are required to take double algebra periods annually. This can have a quite good impact on the students. Tracking, which is the grouping of the students according to their levels of ability, affects both the perceived upper and also lower graders. This then tends to bring out some implications to both the implementers of the policy and the students involved (Usiskin, 1987).
The introduction of mandatory algebra has then been seen to affect the learning process with tracking bringing in no positive results. This curriculum has negative effects on rates of enrollment to colleges as some of the students opted to avoid going to the colleges. Most of the students were however seen to increase their scores. This does not go as per the original intention of improving the grades since the more demanding the course became the much lower the passing rates became.
Impacts of mandatory algebra and motivation on future mathematics courses and careers
The mandatory courses in algebra saw increased enrollment in some colleges which was a result of more freshmen on campuses. This resulted in a reduced gap in enrollment in terms of ethnic groups and also the races and consequently reduces the drop-out rate (Dick & Ramirez, 2007). The stagnant achievement amongst the students then has indicated a low future in mathematics amongst the students.
To improve the approach to mathematics, changes can be implemented in future expectations in the subject according to Blackwell et al (2007). To have this in place is to use development tools that showcase the future ahead of problem-solving. This tends to put the students in an inclusive situation instead of drawing them away from algebra. Some of these expectations go in line with traditional modes of learning as well as reformed methods of learning. Telling the students the results of the study pulls them towards the subject. In this case, it has been seen in some circumstances, the 8th graders in the US are being placed blow their Japanese counterparts thus increasing their morale to study (Martinez & Martinez, 2010).
In clear terms, the expectations of the middle-level students narrow down to a few challenges which are improvement of their motivation and attitude in the studying of mathematics, improving their ability to reason in mathematical terms, and changing the expectations of the students from the normal course structure to a field which has an equal opportunity to learn from just like any other field (Martinez & Martinez, 2010).
References
Blackwell, L. et al (2007) Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention Child Development 78(1): 246-263.
Dick, C. & Ramirez, A. (2007) More Than One Gap: Dropout Rate Gaps Between and Among Black, Hispanic, and White Students. Journal of Advanced Academics 19, no. 1: 32-64.
Gottfried, A. (2010) Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence International Journal of Behavioral Development 31(4): 317-327.
Ma, X. (2010) A longitudinal assessment of early acceleration of students in mathematics on growth in mathematics achievement Developmental Review 25(1): 104-136.
Martinez, J. & Martinez, N. (2010). Raising Middle School Math Standards without Raising Anxiety Middle School Journal 34(4): 27-38.
Suarez, D. (2007) When Students Choose the Challenge Association for Student and curriculum Development: 60-65.
Switzer, M. (2010) Bridging the Math Gap Mathematics Teaching in Middle School 15(7): 400-408.
Usiskin, Z (1987) The UCSMP: Translating Grades 7-12 Mathematics Recommendations into Reality Educational Leadership: 30-35.
Usiskin, Z (1993) Lessons from the Chicago Mathematics Project Educational Leadership: 14-18.
Watt, H (2008) A latent growth curve modeling approach using an accelerated longitudinal design: the ontogeny of boys and girls talent perceptions and intrinsic values through adolescence Educational Research and Evaluation Vol. 14, No. 4: 287-304.
This article documents a research project involving academic motivation. It includes three projects: Greek, Canadian and US. It seeks to validate the Academic Motivation Scale with Greek high school students and others. It is based upon the theory of self-determination and proposes a scale with seven factors. The primary audience is other educational researchers in motivation since this changes the entire paradigm.
Self-determination theory provides an integrated conception of school- and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterized by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external regulation, introjection and identification, and Amotivation).
Deci and Ryans (1985) self-determination theory identifies the important facets of motivated behavior in humans. There are some other definitions of self-determination, but they are all similar. (Darner 39-49; Kennedy, Lewin and Syracuse University, Center on, Human Policy )
The article documents successfully that these seven factors are interactive and they affect each other and the overall motivation of the students. The descriptions of each type of motivation are extremely useful. What the study added to current literature is the description of Amotivation, which identifies factors that interact with both intrinsic and extrinsic motivation and which can be counteracted. The article described several studies and identified problems with subcategories of motivations in some populations. The tridimensional character of the theory is possibly very useful.
Analysis
Strengths and Weaknesses
This article was fascinating and so complex that criticizing it is difficult. However, I may criticize it on that basis. The theoretical basis of this study was very complex and may need more explanation. The theoretical basis for the theory of self-determination was well explained and the factors identified and defined. The actual research seems to be in compliance with standard practices. However, it seems that more demographic information about the participants would have been helpful in identifying factors affecting deviation from the norms. This is especially true of the English studies done in Canada and America as there was unexplained variance among female student results.
Key Elements
The key elements of this article are the explanations of the underlying theories, which I found valuable, the description of the studies (three of them) and their implications. The design and methodology were included, plus the outcomes, analysis and discussions of the results. These are complex and need a lot of study in order to understand their full import.
In addition, the studies and their results are thoroughly discussed, including the problems with subtopics and suggestions for further study and modifications to make studies better are included.
I believe the study is very valuable because it adds a new dimension to the understanding of motivation and provides a scale for further study of how motivation might be changed by teachers. This is especially important when we consider the value of intrinsic versus extrinsic motivation in the success of students in any field.
Reflection
For my research on how a teacher might change the motivation of students from extrinsic to intrinsic this is very valuable because the factors identified as amotivation can be counteracted. They all have to do with the students perception of possibility and difficulty, but not value. Previously I have concentrated upon modifying the students perceptions of the value of the goals, and that was somewhat helpful, but the factors for motivation have to do with changing the perception of the attainability of the goal, not its value. That might be done with a plan for gradually increasing success. This also points out the value of allowing students to retake examinations in order to raise their grades. I shall personally add this in my classroom and advocate for it school-wide and district-wide.
This theory will be important I am sure in my teaching. However, I do not understand it well enough to say completely how. I need to study it and think about it. The Idea of amotivation being based on the belief in the attainability of a skill or a goal seems very biblical in concept because it is our belief or faith in God that determines our ability to be useful. We are taught that we need to leave it in Gods hands but to continue to strive for our goals with the knowledge that if it is His wish we will succeed, but not if we do not try. It reminds me of jokes I have heard which all center upon recognizing God-given help instead of waiting for things to simply drop out of thin air. I remember one in particular where a drowning man prayed to be saved and then turned down a ride in a boat, help from a horse and airlift to a helicopter and drowned.
Christianity gives us the ability to create or ask for and receive positive motivation to counteract amotivational factors. We have to ask for help in increasing our belief in order to become self-determined within our society. So in teaching, maybe I have to help students learn to recognize that they can succeed and to recognize the boat, the horse and the helicopter as sent from God.
Conclusion
In my classroom, this has a double-layered effect. I have to have that positive view myself and know that this is possible. If I do not believe that I can alter the effects of amotivational factors that amount to an amotivational factor for me to accomplish this goal, so in this case, the teacher is admonished to teach him or herself first.
I will follow up this study with some research into how I can counteract the amotivational factors. I mentioned one earlier that I thought up, but I am certain there are others. Essentially, this amounts to increasing the self-confidence of students and finding a way to prove to them the attainability of goals. Perhaps some parallels could be made between the areas where amotivation is high and areas where it is low. That is connecting the areas where the students feel confident to those where they feel weak.
Works Cited
Barkoukis, Vassilis, et al. The Assessment of Intrinsic and Extrinsic Motivation and Amotivation: Validity and Reliability of the Greek Version of the Academic Motivation Scale. Assessment in Education: Principles, Policy & Practice 15.1 (2008): 39-55. Print.
Darner, Rebekka. Self-Determination Theory as a Guide to Fostering Environmental Motivation. Journal of Environmental Education 40.2 (2009): 39-49. Print.
Deci, E., and R. Ryan. 1985. Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Kennedy, Michael, Lori Lewin, and Syracuse University, Center on, Human Policy. Fact Sheet: Summary of Self-Determination. NRC Fact Sheet. Center on Human Policy, 2010. Print.
Today English is a language that unites various nations. People learn it to gain more opportunities in life and to communicate with foreigners. Still, learning English as a foreign language (EFL) can be advantageous only when a person is motivated. According to Khodashenas et al. (2013), motivation is the the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes toward learning the language (p. 766).
It makes students willing to study and encourages them to achieve more and streamlines the very process of learning. Lack of motivation is thought to be one of the biggest barriers that is faced by parents and teaching staff.
Lile (2002) claims that even indecent behavior in the classroom and underachievement are connected with this issue, as the student occurs to be unable to place priorities appropriately. As a consequence, less intelligent students have better performance than more bright ones due to their high motivation. Being motivated students become able to deal with the tasks of various degrees of difficulty.
When the process of learning is taken into consideration, the primary purpose of motivation is to grasp students attention and desire to get to know something new and direct them towards it. There are two main types of motivation according to self-determination theory. Extrinsic one comes from the outside. It can be a wish to be rewarded or just to escape penalty. Intrinsic motivation, in its turn, occurs within a person. It is more general and can be seen as a desire to study.
Carreira (2005) claims that intrinsic motivation refers to motivation to encourage in an activity for its own sake (p. 40). Dailey (2009) has a similar view and describes it as the individuals desire to conduct the activity for personal enjoyment that entails the accomplishment of the activity regardless any external factors.
The student receives satisfaction from the process of learning and personal achievements but not from the feedback that followed them. That is why intrinsically motivated students are more diligent. They are always interested in studying and never miss the tasks. They prefer to deal with challenging assignments because they need more effort and understanding, and their accomplishment brings much satisfaction.
According to the studies on intrinsic motivation for learning languages, there are three types of it:
Intrinsic motivation to know, which is connected with the desire to manage particular actions in order to receive satisfaction and pleasure related to gaining new knowledge;
Intrinsic motivation toward accomplishments, which refers to the attempts to understand the task and cope with it;
Intrinsic motivation to experience stimulation, which deals with positive emotions that occur when studying (excitement, joy, etc.) (Noels 2001).
The importance of the intrinsic motivation lies in the fact that it is a crucial characteristic, which allows the student to become a successful language learner. Unfortunately, while studying, students tend to become less enthusiastic, and they lose their inner motivation with the course of time.
Learning EFL is a tough task, as the students do not use it in everyday life and do not realize the necessity to study something they do not currently need. When the teachers attempt to improve students intrinsic motivation and create positive environment occurs to be not enough, extrinsic motives become helpful (Madrid & Canado 2001).
Intrinsic motivation is said to be improved when the students have an opportunity to gain more autonomy. Thus, Khodashenas et al. (2013) believe that the students who realize the necessity to learn English as it is likely to be needed for their career are willing to participate in various activities when studying and tend to have more inner motivation.
Ushioda (2008) also supports this opinion and claims that the students who are intrinsically motivated show more involvement in the learning process and utilize numerous problem-solving strategies. Lucas (2010) noted that there is a connection between language skills and motivation.
It is mentioned that new knowledge and ability to cope with the assignment intrinsically motivates students to enhance their reading skills on different levels. It was found that the learning strategy is not as crucial as the type of the tasks that the teacher selects. Proving interest, fun and setting decent goals, the teacher stimulates students intrinsic motivation. Except for that the study showed that the girls tend to be more intrinsically motivated than boys; however, this issue requires further investigation (Khodashenas et al. 2013).
When speaking about learning EFL, intrinsic motivation is said to be influenced by tree main factors:
Physical conditions that include the temperature in the class, the lightning, the way the desks are situated, etc. affects learning greatly. The positive school climate makes the students willing to participate;
Teachers are engaged in developing motivation due to their attitude. Being supportive and positively approached they encourage students to study;
Teaching methods can promote intrinsic motivation as they determine the way the lesson is held including the variety of tasks and feedback (Tuan 2012).
The research conducted by Sucaromana (2013) showed that the students who have high intrinsic motivation for learning English also have a positive attitude towards this language. It is claimed that the connection between these factors is crucial, as they both develop from the persons self. The feeling of satisfaction from the learning climate is also underlined and said to be one of the main factors that make students treat EFL positively and encourage them to study.
Intrinsic motivation is connected with the inherited traits of character. Still, it does not mean that it cannot be awakened. When a teacher creates a positive environment and reduces the level of stress, the students attitude towards learning changes.
During EFL classes, the teacher should be targeted at the creation of the interest. As the instructions are given in the foreign language, the students may find it difficult not just to cope with the task but to understand what should be done, which affects their motivation adversely.
Thus, it is crucial to plan a lesson so that every student can be active during it. The teacher is to be flexible and energetic so that one can easily find a contact with the students and make the class relatively simple and interesting. It is necessary to change the activities (reading, writing, etc.), as routines actions frustrate the students and reduce the satisfaction they receive when completing the tasks.
The teacher should also explain the tasks the students find difficult to cope with. It is critical not to help to find the solution but to encourage the students to do it on their own. In this way, they will try to solve a challenging task when they meet it instead of refusing to start.
The kind of material that the teacher uses also has an influence on the students intrinsic motivation. It should be not only relevant to the topic but also interesting and achievable for the students. Otherwise, they will face lots of troubles when dealing with it and will not receive expected positive feelings. It is advantageous to be focused on the student who understands the language less than others when explaining the task. As a result, the whole class will understand what is needed from them and be internally motivated.
Except for that, it is important to be caring. The students should feel that the teacher is supportive and patient. Such approach reduces stress and makes the environment in the class more positive. If the teacher can show that one sees potential in the students, they will be determined to learn more without being afraid of punishment.
The teachers energy and mood also affects the students, as they learn by example and reflect his/her attitudes. Thus, when the teacher had positive energy, there will be a comfortable atmosphere in the class and the students will be willing to learn, which promotes their intrinsic motivation (Lile 2002).
So it can be concluded that motivation is crucial for EFL classes. It allows the teachers perform their work perfectly and makes the students willing to study.
Intrinsic motivation depends on different factors that are to be considered by the teacher. It also tends to reduce with the course of time when speaking about the ELF students due to the fact that many of them do not realize the necessity of studying the language. To develop intrinsic motivation, one is to create a positive atmosphere in the class, provide a variety of interesting assignments and be supportive.
Reference List
Carreira, 2005, The framework of motivation in second language acquisition, The Keiai Journal of International Studies, vol. 1, no. 16, pp. 39-64.
Khodashenas, M, Amouzegar, E, Farahani, S, Hasheminasab, S & Kazemian, V 2013, Role of motivation in language learning, International Research Journal of Applied and Basic Sciences, vol. 6, no. 6, pp. 766-773.
Lile, W 2002, Motivation in the ESL classroom, The Internet TESL Journal, vol. 8, no. 1.
Lucas, R 2010, A study on intrinsic motivation factors in second language learning among selected freshman students, The Philippine ESL Journal, vol. 4, no. 1, pp. 6-23.
Noels, K 2001, Learning Spanish as a second language, Language Learning, vol. 51, no. 1, 107-144.
Sucaromana, U 2013, The effects of blended learning on the intrinsic motivation of Thai EFL students, English Language Teaching, vol. 6, no. 5, pp. 141-147.
Tuan, L 2012, An empirical research into EFL learners motivation, Theory and Practice in Language Studies, vol. 2, no. 3, pp. 430-439.
Ushioda, E 2008, Motivation and good language learners, in C Griffiths (ed), Lessons from good language learners, Cambridge University Press, Cambridge, pp. 19-34.
