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MOTIVATION - Coggle Diagram
MOTIVATION
Model of motivation
INSTRICSIC MOTIVATION
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The performance of an activity due to natural interest and pleasure over other results. (Deci, 1972)
In the context of learning, students are more stimulated by deep curiosity, overcoming external rewards (Ryan 1992; Pintrich & Schunk 2002)
Enjoy learning the subject, feel the content of the subject studied is more important than the grade value obtained, try to understand the subject that will give him hope to achieve success
EXTRINSIC MOTIVATION
influenced by external elements, environment and stimuli as well as encouragement, praise, appreciation
type of motivation is temporary and seasonal. This motivation refers to the performance of activities that lead to the measurement of rewards (instrumental reward) (Saadé 2007).
determined to do better than other peers in the test,thinking about how the learning of the subject being studied is able to help get a good job, always thinking about the subjects studied can help in future careers
PERSONAL RELEVANCE
Glynn, Taasoobshirazi and Brickman (2009) argue that students will show high if the content of the subject studied
related to personal goals
can be utilized in life
used in activities outside the classroom
relevant and appropriate to daily life
has a high practical value
SELF DETERMINATION
Black and Deci (2000) argue that learning should involve self-determination, which refers to students' control beliefs and accountability for their learning
trying to find the cause of the problem, if facing difficulties in learning the subject
work hard in subject learning
make the best possible preparation before tests and activities in the subject.
SELF-EFFICIENCY
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A person's behavior depends on two circumstances; a person’s expectations of a particular behavior to achieve the desired outcome (outcome expectations), and his or her belief in one’s ability to perform those behaviors (self-efficacy).
According to him, a person who has both high expectations and high self-efficacy will act with confidence
SELF-EFFICIENCY
Mastery of experience - the most effective way to create strong effectiveness is through success. Failure affects self-efficacy, especially if the failure occurred prior to the establishment of robust self-efficacy
Experience of Acting- creating and empowering self-efficacy can be achieved by providing a role model. Looking at people similar to himself will instill in the observer the belief that they too can have the same ability to succeed
Social persuasion- this strengthens one's belief that they have the characteristics to succeed and will make greater efforts and be able to maintain that success longer
Stress reduction - by changing the stress response a person faces will increase self-efficacy, if an increase in positive feelings can be detected.
ASSESSMENT ANXIETY
Parker and Rennie (1998) are of the view that student motivation increases if the level of anxiety about the assessment aspect can be reduced or relaxed.
Motivation to learn
Palmer (2009) is any process that can initiate learning and subsequently maintain learning behavior.
Students need to be motivated so that learning becomes MEANINGFUL, MEMORABLE, MOTIVATING, ENGAGING, ACTIVE PARTICIPATING.
Motivation to learn refers to the behavior of students to find appropriate and beneficial academic activities and benefit from those activities (Brophy 2004)
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Motivation is an important factor that determines a persons behavior and actions (Lin, 2007)
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Motivation to master knowledge and learning skills are still low, especially in rural areas, therefore efforts need to be made to close the education gap in rural areas regardless of geographical boundaries (Ministry of Education Malaysia 2006).