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Four Major Dimensions That Contribute To Motivation

2048 words - 8 pages

The article discusses four major dimensions contribute to motivation. The first dimension was competence (am I capable). This dimension indicated the student believed he or she had the ability to complete the task. The second dimension was control (can I control it?). Control made students feel they were in control by seeing a direct link between actions and outcomes. The students retained autonomy by having some choice about whether or how to undertake the task. The third dimension was interest (does it interests me/is it worth the effort?) Interest was the student has to have some interest in the task or saw the value of completing it. The fourth dimension is relatedness (what do others think?) Students believe that completing the task is related to social rewards such as a sense of belonging to a classroom or other social groups or approval form a person of social importance. These dimensions of motivation were what many of the students used or relayed on though out their learning experience. As educators, we need to be aware of where are students are and channel in to increase their motivation level.
Schools play an important role in motivating students by picking up where parents leave off or stepping in when parents are unable or reluctant to be actively engaged (Center on Education Policy CEP 2012). Schools staffs realized they have to create programs to increase motivation for students. Schools staff needed to target certain groups of student who were less motivated or were likely to become unmotivated. Schools staffs needed to target groups of students who were potential dropouts, students who never competed schoolwork and students who had poor attendance (Center on Education Policy CEP 2012). Through early identification of these students, supports were provided to improve learning and increase motivation level. Schools staff looked at class sizes or the size of the school and found out smaller classes or schools within a school began to target students who were struggling with specific skills and place them in before and after school classes to provide remediation (CEP 2012). Unmotivated students tended to fall by the waste side in larger classes or school. By providing smaller settings, student had developed relationships with teachers and allowed teachers with the opportunities to work with students on a more individualized basis. Teachers determine students who needed additional academic support (CEP 2012). In smaller classes; teachers affected student learning. Classroom delivery of instruction was very important, and determined what students became engaged (CEP 2012). Teachers interacted with students, allowing them to become stakeholders in their learning and communicating class expectations set the tone for success. Students also need to hear encouragement from their teachers and them knowing you want nothing but the best will also increase student motivation. Teachers need to set high...

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