Occasionally, Students Fail To Complete Assignments On Time

Occasionally Students Fail To Complete Assignments On Time Or With a

Occasionally, students fail to complete assignments on time or with a high level of success. This may be due to procrastination or feeling unmotivated. Interview a friend, coworker, or family member on the reasons why they procrastinate. Follow up by asking what factors were different for those times when they did not procrastinate and completed assignments successfully. Reflect on the answers you receive from the interview and write a 750-1,000-word analysis in which you do the following: Provide a thorough explanation of one theory of motivation. Connect the interview you conducted to elements of the theory of motivation. Use the theory to identify why your interviewee may have felt unmotivated. Using the interview and theory of motivation, identify ways that the student can feel more motivated to engage in their work in the future. Propose an intervention strategy, using the theory of motivation that we studied, to improve motivation for engaging in academic activities and/or other areas of everyday life. Use two to three scholarly resources to support your explanations.

Paper For Above instruction

Motivation plays a crucial role in students' ability to complete assignments effectively and punctually. Understanding the underlying factors that influence motivation can help educators and individuals develop strategies to enhance engagement and reduce procrastination. One widely recognized theory of motivation is Self-Determination Theory (SDT), which emphasizes the importance of autonomy, competence, and relatedness in fostering intrinsic motivation. This theory provides valuable insight into why students may feel unmotivated and how their motivation can be improved through targeted interventions.

Self-Determination Theory, developed by Deci and Ryan (1985), posits that individuals are most motivated when their actions are self-determined and aligned with their intrinsic interests. The theory identifies three basic psychological needs: autonomy, competence, and relatedness. Autonomy refers to a person's sense of control over their actions; competence pertains to feeling effective and capable; and relatedness involves feeling connected to others. When these needs are satisfied, motivation tends to be higher, leading to better performance and persistence.

In conducting interviews with individuals who procrastinate, common themes often emerge around perceived lack of control or feeling overwhelmed, which diminishes their sense of autonomy. For instance, a friend might reveal that when assignments seem too difficult or uninteresting, they feel detached and unmotivated. Conversely, when they experience a sense of control over the assignment process—such as breaking tasks into manageable steps—they tend to complete their work effectively. This aligns with SDT's emphasis on autonomy as a key driver of motivation.

Furthermore, feelings of incompetence or low self-efficacy can lead to procrastination. The interviewee might mention that when they doubt their abilities or fear failure, they avoid starting or completing assignments. Enhancing their sense of competence—through strategies such as setting achievable goals or providing positive feedback—can boost motivation according to SDT. For example, acknowledging small successes can increase feelings of efficacy, motivating the individual to engage more consistently.

Relatedness also influences motivation, as feeling connected and supported can encourage persistence. An interviewee might indicate that they procrastinate less when they have accountability partners or receive encouragement from peers or family members. This social aspect fosters intrinsic motivation and accountability, reinforcing the internal drive to complete tasks.

Based on insights from the interview and SDT, several strategies can be implemented to enhance motivation. Encouraging autonomy by allowing individuals to choose topics or methods for completing assignments can increase engagement. Assisting them in developing a sense of competence through skill-building and positive reinforcement can reduce feelings of ineffectiveness. Creating a supportive environment where they feel connected to peers or mentors can also improve motivation. Specific interventions might include goal setting workshops, peer accountability groups, or self-reflection exercises to identify personal interests and strengths.

In conclusion, Self-Determination Theory offers a comprehensive framework for understanding the reasons behind procrastination and lack of motivation among students. By addressing the core psychological needs of autonomy, competence, and relatedness, educators and individuals can develop targeted strategies to promote sustained motivation, leading to improved academic performance and personal development. Future interventions should integrate these elements to foster an environment conducive to intrinsic motivation and proactive engagement in tasks.

References

• Deci, E. L., & Ryan, R. M. (1985). Self-determination theory. In S. K. Scheier & P. C. Roberts (Eds.), Motivation and personality (pp. 57-85). Routledge.
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
• Gagné, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26(4), 331-362.
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating school achievement: A review of the role of expectancy-value interventions. Educational Psychologist, 39(2), 103-118.
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• Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, research, and practice. Pearson/Mancy.
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• Hagger, M. S., & Chatzisarantis, N. L. (2007). The trans-contextual model of motivation: A review and application. In S. J. H. Biddle, T. Motl, & N. J. Hodges (Eds.), Physical activity and psychological health (pp. 87-115). Human Kinetics.
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