Welcome to the section on Motivation! Adult motivation is very different from a child's motivation. This section will discuss what motivates a child and what pressures children may face.
Motivation is defined as “something that energizes, directs and sustains behaviour; it gets students moving, points them in a particular direction, and keeps them going” (Omrod 383).
To be motivated means to be moved to do something. In essence, if you do not feel that anything energizes you, you are unmotivated (Ryan and Deci 54).
There are two types of motivation, they are:
There are two types of motivation, they are:
- Intrinsic: refers to doing something because it is interesting or enjoyable. Intrinsic motivators rely on individual interest and preference.
- Extrinsic: refers to doing something because it leads to a favourable outcome. Extrinsic motivators include performing or delivering for a reward such as money.
Most teachers wonder: "What motivates children to act the way they do?".
Here are some other questions that can inform children's choices and actions:
Here are some other questions that can inform children's choices and actions:
- What effects does motivation have on learning and behaviour?
- What basic needs do human beings have?
- What roles do students’ emotions play in learning?
- To what extent are students from different backgrounds likely to have diverse motives or emotions?
In terms of a child’s behaviour, motivation can:
- Direct behaviour toward a particular goal
- Lead to increased energy and effort
- Increase initiation of and persistence in activities
With this in mind, we - as parents and educators - should aim to constantly support the children in our lives to be motivated and interested!
Be aware of placing pressure on children to perform. Too much emphasis on results can lead to feelings of inadequacy at a young age.
High achievement and good grades is only one way of measuring value.
Children feel the most pressure to achieve from their
parents. A little competition can be healthy but every child is an individual and has different interests (Weissbourd 24).
Let's remember that academic achievement is important in life, but being a balanced, well-rounded person is an equal quality.
If we nourish the source of motivation, children's goals with flourish!
Work Cited:
Ormrod, J.E. Educational Psychology Developing Learners. Uppersaddle River, NJ: Pearson Merrill Prentice Hall. 2008. 383-395.
Ryan, R. and Deci, E. Intrinsic and Extrinsic Motivation: Classic Definitions and New Directions. Contemporary Educational Psychology. 25. 2008. 54 – 67.
Weissbourd, R. The overpressured student. Educational Leadership. 68(8). 2011. 23 – 27.
Ormrod, J.E. Educational Psychology Developing Learners. Uppersaddle River, NJ: Pearson Merrill Prentice Hall. 2008. 383-395.
Ryan, R. and Deci, E. Intrinsic and Extrinsic Motivation: Classic Definitions and New Directions. Contemporary Educational Psychology. 25. 2008. 54 – 67.
Weissbourd, R. The overpressured student. Educational Leadership. 68(8). 2011. 23 – 27.