Children are intelligent, precious, sweet, clumsy, messy and very expensive. However, we, as parents still love every inch of them. Not all children are the same, every one of them are unique in their own way. For example, some children have different learning patterns than others. Some learn faster than others and some behave differently than others. Also, some children respond differently to rewards and punishment from one another. According to education.com teachers are trained to identify students who demonstrate high or low motivational skills through observation. During this observation motivated students engage in takes with intensity and feelings, where as unmotivated students procrastinate and direct their attention somewhere else. Unmotivated student are also said to give up easily on tasks given.
Early theorist such as Edward Thorndike assumed that rewards and punishments could be construed as opposites in their consequences. For example, some researchers demonstrated that motivation increases as the distance to a goal decreases. The strength of the motivation seems to depend on the goal (Greitemeyer & Kazemi,2008, p.246-247). Parents play an important role in developing and supporting their children’s academic motivation. Motivation is considered the inner energy that directs and regulates behavior (Garn, Jolly, Matthews, 2012 p.657). The importance of motivation is key when it comes to academics because it is considered to prompt student social interaction in the learning process. When students are highly employ in social interactions of the learning process achievement goals are more readily attained.
Determining a student’s educational level of motivation is oddly multifaceted, researchers find it hard to obtain. Most current theories of motivation suggest that personal characteristics and social environment attributes can mold a student’s academic motivation.
Rewarding students for learning has often been criticized. Because rewards for behavior may result in the student ascribing a successful performance to the reward rather than the positive factors increasing, motivated performances decrease. “Such motivation researchers contend that the usage of reinforcement strategies decreases individuals’ perceptions of competence and self-determination, thereby decreasing individual’s intrinsic motivation to master or perform a task. Therefore, motivation researchers, concerned with the rise of usage of reward contingency systems by educators have gone as far as referring to the usage of external rewards and even verbal praise as bribery. However, other researchers have argued that rewards increase intrinsic motivation, when used appropriately. When rewards provide a student with information about their mastery of a task, or when the rewards are offered contingent on performance, then improvement should continue, even when the reward is no longer offered” (Greitemeyer & Kazemi, 2008, p.248).
On the other hand, discipline...