Motivation in the process of learning

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Motivation in the process of learning
Motivation is an aspect that has attracted a number of researchers whose aim is to research on the topic and offer their views regarding the same. The notion motivation applies in all aspects of life. According to studies, motivation is a major factor that should be considered if individuals are to perform their level best in all activities(Vallerand, 1993). For instance, in organizations, motivation has been pointed out as one of the major factors that results to success through productivity enhancements; in learning, students are able to perform better only when they are motivated. Studies have revealed that motivation is an essential element of learning (Corno and Randi, 1997).Motivation is defined as the aspiration to attain a specific objective, combined with the energy to work towards achieving that goal (Boekaerts, 1998). Motivation is something which directs, energizes, and maintains behaviour and in learning, it assists students in moving forward, points them in a specific direction and furthermore keeps them going (Turner and Meyer, 1998).Frequently, students` motivation is mirrored in personal investment and in emotional, cognitive and behavioural engagement in various school activities(Boekaerts, 1998; Corno and Randi, 1997). This paper will seek to explain the role of motivation in the learning process.
Essentially, students are motivated in various ways. For instance, some students may be deeply interested in classroom activities and as a result, look for challenging course work, take part in class discussions, which leads them to earning better grades on assigned projects. On the other hand, other students may be interested in the social side of the school, attend extracurricular activities, and interact frequently with students. Motivation is of specific interest to various academicians including educational psychologists due to the essential role it plays in the process of learning. Nevertheless, the particular type of motivation which is studied in the education setting is in terms of quantitative factors from the general forms of motivation that are studied in other fields by psychologists (Corno and Randi, 1997).
It is apparent that learners who are motivated to learn employ complex cognitive learning processes. Certainly, motivation to undertake a specific activity comes about in various ways. For instance, it can be either a personality characteristic or a long lasting interest in a particular activity. There are various theories of motivation some of which put forth that motivation is tied to the perception that past behaviours which have been rewarded are more probable to be repeated by students in future(Boekaerts, 1998). Thus past experiences are believed to motivate learners to take part in future ones. Students` motivation which is influenced by their teachers` expectations also plays a vital role in enhancing the process of learning. Research has typically found out that learners will live down or up to their tutors` expectations, especially in younger grades, a time when tutors know quite little regarding their learners` levels of attainment (Corno and Randi, 1997). In order to make certain that students prevail in their learning, teachers must make certain that they communicate efficiently positive expectations. Some of these expectations encompass: treating all the students the same in addition to spending equal time with them, waiting for the learner to respond to a specific question before asking another student, and ensuring that no distinction is made regarding achievement amongst students (Corno and Randi, 1997). This kind of motivation will definitely make students- both the fast and slow learners- identify themselves with learning, putting their all effort with an aim of succeeding academically.
In the education process, motivation plays various roles and affects student`s behaviour towards learning and subject matter. One of the major roles played by motivation is improving student performance. As stipulated by Turner and Meyer (1998)90% of the students who excel in their examinations are those who are enormously motivated. For instance, motivation helps students, especially those pursing science courses to fully participate in research, which is a key factor of improving academic excellence. Through other influences of motivation including effort and energy, goal-directed behaviour, cognitive processing, initiation and persistence, and the effects of results, motivation usually results to enhanced performance. This means that learners who are highly motivated to learn and succeed in classroom activities usually tend to be the highest achievers (Wentzel, 1996). Research has proven that motivation is directly linked with performance and success implying that the higher the levels of motivation, the higher the performance and the opposite also applyBased on these arguments, it is clear that the need to motivate students is an urgent measure that should be enacted in all learning institutions globally.
Furthermore motivation directs student`s behaviour towards specific goals. As proposed by social cognitive theorists, students set goals and objectives for themselves and also direct their behaviour in view of that(Wentzel, 1996).According to Boekaerts(1998) motivation determines student particular objectives towards which they strive to achieve. This implies that it impacts the choices individuals make, for example, whether to study specific subjects such as chemistry or physics, or whether to spend their leisure or part time completing certain class assignments. This means that whatever students thrive to achieve or the goals they set is partly determined by how motivated they are. Motivated students will always set goals and direct their behaviour towards accomplishing the same. Achievement motivation, which is deemed as the most significant type of motivation which explains the tendencies of individuals to choose goal oriented activities and strive for achievement. The only difference in students` success is dissimilarity on how they are motivated. Research has confirmed that some students are motivated to learn whereas others are motivated to perform well which results to the attainment of better grades (Vallerand, 1993).It is necessary for tutors to convince their learners on the importance of efficient learning rather than just obtaining good grades as the former is the aim of academic work. Through the emphasis of practical importance and interest value of the materials being studied, teachers can be able to achieve this objective.
Motivation is also evidenced to contribute to amplified energy and effort. Research has proven that motivation boosts energy and effort that students extend in various activities that are directly linked to their goals and needs (Boekaerts, 1998). It determines if such students will be able to wholeheartedly and enthusiastically pursue a task or they will undertake them lackadaisically or apathetically. According to studies, motivated students are able to put all their effort and energy in specific activities such preparing personal timetables, setting aside some time to undertake their assignments and complete them in time in addition to taking time to study on their own.Initiation and perseverance in various activities is also increased by motivation. Studies have revealed that student...