Content Review: Motivating And Guiding School-Age Children

Content Review Motivating and Guiding School Age Children and Adolescents EDUC

Content Review Motivating and Guiding School-Age Children and Adolescents (EDUC - )

In this assignment, students are asked to explain the concepts of intrinsic motivation and extrinsic motivation, provide examples for each, discuss reasons why children or adolescents might display low levels of intrinsic motivation, and analyze the research findings of Robert Marzano regarding the starting point of learning and its implications for motivating young people. The task involves reflecting on personal experiences, understanding how motivation impacts learning and behavior, and interpreting research to inform educational practice.

Paper For Above instruction

Motivation plays a central role in the educational development and behavior management of children and adolescents. Understanding the different types of motivation, their influences, and underlying psychological processes is essential for educators striving to foster an engaging and productive learning environment. This paper explores intrinsic and extrinsic motivation, their examples, potential challenges, and the implications of Robert Marzano's research on where learning begins and how this knowledge can be used to motivate young learners effectively.

Intrinsic Motivation

Intrinsic motivation refers to the innate desire to learn or engage in an activity purely because it is enjoyable or meaningful to the individual, rather than for external rewards. It is driven by internal factors such as curiosity, interest, or personal satisfaction. For example, a child who eagerly reads books because they find the stories fascinating demonstrates intrinsic motivation. They are motivated by a genuine interest in learning, not by praise or tangible rewards. In my own experience, I found school to be a source of joy because my mother emphasized the importance of education for success. Her encouragement helped me develop a love for learning, which kept me engaged from kindergarten through high school, evidenced by my consistent attendance and pursuit of excellence. When motivation is intrinsic, learning becomes an internalized value rather than a means to an external end.

However, one reason a child or adolescent might exhibit low levels of intrinsic motivation is the influence of home environment or parenting styles. For example, if parents rely heavily on extrinsic rewards such as treats or praise to motivate behavior, a child may come to associate learning with external validation rather than personal growth. Such children might develop a belief that education is only worthwhile if externally rewarded, which can diminish their internal desire to learn. Overemphasis on external rewards can undermine intrinsic motivation by shifting focus away from the inherent satisfaction of learning and toward obtaining external incentives.

Extrinsic Motivation

Extrinsic motivation involves performing an activity to earn external rewards or avoid punishment. It is driven by external factors rather than internal enjoyment. An example of extrinsic motivation is a child studying hard to earn good grades or a student receiving a prize in a classroom competition. For instance, parents might give their children snacks or other treats when they display good behavior or achieve certain academic goals. This external reinforcement can encourage children to participate actively and strive for success in academic settings.

A potential benefit of extrinsic motivation is that it can effectively increase engagement and participation, especially when intrinsic motivation is lacking. For example, giving children small rewards for correct answers or good behavior can motivate them to stay attentive and perform well in class. Such external incentives can serve as initial motivators, encouraging students to participate and improve their skills. Over time, this can lead to the development of internal motivation as the child finds satisfaction in their achievements.

Conversely, a drawback of relying heavily on extrinsic motivation is that it may become the sole reason for engagement in learning activities. If external rewards are removed or cease to be offered, the child may lose interest or motivation, leading to decreased participation and potentially fostering behavior problems. Excessive focus on extrinsic rewards can diminish a child's intrinsic interest in learning, reducing their ability to enjoy or value the learning process itself.

Research on Learning and Motivation: Marzano's Findings

According to Robert Marzano's research, shared in Chapter 1 of Donna Walker Tileston's book, learning begins not in the cognitive system but in the self-system. This represents a significant shift from traditional thinking, which held that cognition was the starting point of learning. The self-system encompasses the internal beliefs, values, and attitudes that influence whether an individual perceives a new piece of information or activity as worth their attention and effort. It acts as a gatekeeper, determining if the cognitive resources are allocated to processing new information based on personal relevance and motivation.

This shift has important implications for motivating young people. Instead of focusing solely on cognitive strategies to enhance learning, educators and parents need to consider students' self-beliefs and emotional engagement. For instance, fostering a positive self-concept and connecting learning to students' interests can enhance their self-system, leading to increased motivation and engagement. An adolescent who perceives a subject as relevant to their future goals or personal identity is more likely to invest effort and persist through challenges.

Personally, I observe this decision-making process in typical classroom scenarios. For example, I might daydream during a math lesson but then decide to refocus upon hearing the importance of the upcoming test. My self-system evaluates whether the information is relevant or worth my attention, influencing whether I continue daydreaming or engage with the lesson. Once I choose to focus, my cognitive system activates to process the material, demonstrating how the self-system filters what is worth my mental resources. Recognizing this process can help educators design strategies that strengthen students' self-beliefs, thus improving motivation and learning outcomes.

In practical terms, educators should aim to build students' self-efficacy and relevance of the material to motivate sustained engagement. This can include incorporating student interests, providing autonomy, and creating a supportive classroom environment—factors that strengthen the self-system and catalyze cognitive engagement and learning productivity.

Conclusion

In conclusion, understanding the distinction and interplay between intrinsic and extrinsic motivation is essential for fostering effective learning environments. While intrinsic motivation is driven by internal satisfaction, extrinsic motivation relies on external rewards, each with its strengths and limitations. The research by Robert Marzano highlights the importance of the self-system as a foundational element in motivation, emphasizing the role of internal beliefs and perceptions in the learning process. For educators, leveraging this understanding involves creating motivational strategies that enhance students' self-concept and relevance perceptions, leading to more meaningful and sustained engagement with learning. Recognizing and applying these principles can lead to improved educational outcomes, better behavior management, and the development of lifelong learners.

References

  • Tileston, D. W. (2010). What every teacher should know about student motivation (2nd ed.). Thousand Oaks, CA: Corwin.
  • Deci, E. L., & Ryan, R. M. (1985). Self-determination theory. Deci, E. L., & Ryan, R. M. (Eds.), Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
  • Marzano, R. J. (2000). What works in schools: Translating research into action. ASCD.
  • Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, Research, and Practice. Pearson Education.
  • Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
  • Gottfried, A. E. (1985). Motivational predictors of academic performance in elementary school: A longitudinal study. Journal of Educational Psychology, 77(6), 1082-1087.
  • Pintrich, P. R., & Schunk, D. H. (2002). Motivation in Education: Theory, Research, and Practice. Pearson.
  • Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.

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