Motivation in Education: The Different types of inspiration (motivation)
Early motivation is extremely important because this is when we
have the chance to mould youngsters into confident, resilient, lifelong
learners. Children learn about the world around them through curiosity from an
early age. Many early childhood techniques, such as The Curiosity Approach,
capitalize on children's natural curiosity about their surroundings. However,
as youngsters grow older, their desire to discover and learn diminishes.
Instead, many people turn for external rewards as a means of achieving their
goals. Intrinsic and extrinsic motivation are the two main drivers of
behavior.
Intrinsic motivation
Intrinsic motivation is a desire to learn that comes from
inside. Those that are naturally motivated do not need sanctions or rewards to
motivate them. Children under the age of six are frequently genuinely motivated
and guided by their inherent curiosity. In the classroom, this type of
motivation frequently supports more efficient and effective students. Many
studies show that youngsters who are organically motivated to study do better
in school. In fact, one of the most powerful predictors of academic
accomplishment is intrinsic drive.
During adolescence, many students lose their intrinsic
motivation. It might be difficult to keep children's curiosity about learning
alive. Parenting, biology, age, gender, wellbeing, and peer interactions can
all have an impact on how engaged students are in their studies.
Extrinsic motivation:
Extrinsic motivation is frequently cultivated by educational
institutions. Extrinsic motivation is described as people's desire to engage in
activities in order to acquire anything other than the task at hand. Medals for
race winners, chocolate for good attendance, extended break time for good
behaviour, vouchers for leisure reading, and finishing homework to avoid a detention
are all examples of extrinsic motivation.
Extrinsic motivation can be used to improve intrinsic
motivation. This may be especially effective for students with special needs or
disaffected learners, whose background, relationships, or previous educational
experience has resulted in a lack of faith in the system. However, it is argued
that external motives can promote children's willingness to learn while not
harming students' intrinsic motivation.
However, once this method of extrinsically motivating through
rewards becomes routine, it can be difficult to separate accomplishment from
praise and reward, because the individual's attitude is influenced solely by
the stimulus.
According to certain studies, deep learning should be limited if
people do not have a genuine desire to participate in the activity.
Experts also advise that instead of focusing on rewards, you
should concentrate on the quality of your relationships with your students. Students,
who value learning, even if they don't enjoy it, will have similar beneficial
outcomes as those who have high intrinsic desire. Others argue that educators
should encourage students to express their feelings and share their learning
experiences. Their responses can be used to assist teachers in redefining their
practices and, as a result, improving the overall learning experience for all
students.
