According to Jere Brophy (1987), motivation to learn is a competence acquired "through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by signiﬁcant others (especially parents and teachers)."
To begin with almost all students are motivated in one way or another. One student may be deeply interested in classroom subject material and look for challenging course work, participate actively in class discussions, and earn high marks on assigned projects. Another student may be more concerned with the get-together side of school, interacting with classmates frequently, attending extracurricular activities regularly. Still another may be focused on athletics, shining in physical education classes, playing or watching sports most afternoons and weekends, and truly following a physical fitness routine. Yet another student—perhaps because of an undetected learning disability, a shy temperament, or a seemingly uncoordinated body—may be motivated to avoid academics, social situations, or athletic activities.
Motivation has several effects on students’ learning and behavior:
Students set targets for themselves and change their behavior accordingly. Motivation defines the specific targets toward which learners struggle. Thus, it impacts the selections students make—for example, whether to enroll in science or economics, whether to devote hours completing a challenging assignment or playing games with friends.
Motivation raises the amount of effort and energy that students devote in activities directly related to their needs and goals. It defines whether they chase a task enthusiastically and committedly or lazily and unenthusiastically. In my case, I strongly believe acting enthusiastically in everything you do will increase the amount of efforts and energy spent which will...