Instructions Content Review 1: Defining Motivation Direction
Instructions Content Review 1: Defining Motivation Directions: Write A Sh
The first several sections of Chapter 1 in the course text provided foundational information on what motivation is and how it is assessed. Based on this information, how would you define motivation? Then, describe at least two ways to assess it. Submit this assignment by Sunday of this week. Resources to use Course Text: Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research and applications. Upper Saddle River: Pearson Prentice Hall Publishing. Chapter 1, "Motivation: Introduction and Historical Foundations."
Paper For Above instruction
Motivation is a psychological construct that explains the initiation, direction, intensity, and persistence of behavior, particularly in educational contexts. According to Schunk, Meece, and Pintrich (2014), motivation serves as a driving force that compels individuals to engage in specific activities and persist despite challenges. It is both a cognitive and emotional process influenced by intrinsic factors—such as personal interest—and extrinsic factors—such as rewards or social recognition. Motivation is essential in education because it impacts learners’ engagement, effort, and ultimately, their academic achievement (Schunk et al., 2014). A comprehensive understanding of motivation involves examining not only what motivates individuals but also how teachers and educators can assess and foster motivation within diverse learning environments.
To assess motivation, educators can use both observable behaviors and self-report measures. One common method is the use of questionnaires or surveys that gauge students’ interest, goal orientation, and perceived competence. For example, the Motivated Strategies for Learning Questionnaire (MSLQ) helps identify students’ motivational levels and their use of learning strategies (Pintrich et al., 1993). Such instruments provide valuable quantitative data that can inform instructional adjustments. Another approach is the observation of behavioral indicators, such as the frequency of participation, effort during tasks, and persistence in the face of difficulty. These behaviors can serve as indirect measures of motivation, revealing how invested students are in learning activities without relying solely on self-reports. Combining self-report tools with behavioral observations offers a comprehensive view of students’ motivation, enabling educators to tailor their strategies to enhance engagement and learning outcomes. Overall, assessing motivation through multiple methods ensures a more accurate understanding of learners’ psychological states and fosters an environment conducive to academic success.
References
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Motivated Strategies for Learning Questionnaire (MSLQ). University of Michigan.
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research and applications. Upper Saddle River: Pearson Prentice Hall.
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.
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Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and engagement: Strategies to enhance student motivation. Contemporary Educational Psychology, 60, 101832.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of goal orientation in motivation and learning strategies. In J. Hulleman & B. W. Wigfield (Eds.), Handbook of motivation in education (pp. 180–198). Elsevier.
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.