Motivation

A common misconception among teacher candidates and probably in some educators is that the student is inherently motivated, and if she or he is not then a predetermined label of "slacker" can be tacked onto that student, stigmatizing her or him and thus creating a case of the self-fulfilling prophecy. The motivation level of students is hardly inherent, which makes it difficult for some teachers who are led to believe that students are biologically predisposed to motivation, among other things. It is important to motivate students because then they will become better learners and will master the skills needed for successful execution of homework and tasks. It is hoped that they will become lifelong self-motivators.

Intrinsic vs. Extrinsic Motivation

• Intrinsic motivation is motivation that is inspired through the want to learn something, whether it is seen as useful or enjoyable. There is no tangible reward, only the sense of personal fulfillment based on completing a task, project, etc.
  
• Extrinsic motivation is motivation that is created through the promise of some tangible reward, such as candy, a good grade, a game, a field trip, etc. A student does not necessarily feel any personal growth from an extrinsic reward and may finish it quickly and halfheartedly in order to get the reward faster.
  

Motivation= expectancy x value

If a student expects to do well and knows what to expect in terms of difficulty and values the activity, event, etc. then he/she will be more motivated.

Associated Assessment: Writing attitudes survey-- resource I used on my study student. It was very important in helping me gauge where she is at in terms of being motivated, what motivates her, etc.

Duke, Nell. TE301, Section 003, Fall 2007, Michigan State University.

Kear, D. J., Coffman, G. A., McKenna, M. C., Ambrosio, A. L. (2000). Measuring attitude toward writing: A new tool for teachers. The Reading Teacher, 54, 10-23.

Weinstein, C. S., & Mignano, A. J. (2007). Elementary Classroom Management: Lessons from research and practice. Fourth Edition. New York: McGraw Hill.