Wilder 1 Wilder 7 Personal Motivation Parenting Contemplatin

Wilder 1wilder 7personal Motivation Parentingcontemplating The Number

Wilder 1wilder 7personal Motivation Parentingcontemplating The Number

Wilder 1 Wilder 7 Personal Motivation: Parenting Contemplating the number of babies born in the world each day is not a thought most would find important or relevant. The fact is, approximately 255 babies are born every minute, at any given place in the world; that’s 4.3 births every second. The initial reaction to the aforementioned information may provoke one to think ‘What is the point? And what does it have to do with motivation?’ First, consider reproduction and procreation as a foundation of continuity, then the goal of reproduction could be thought of as the beginning of evolution, not in the context of science, but in the context of family and generations. Procreation may be the foundation of evolution; however, survival in a competitive world maintains the process of evolution.

In the beginning of the world, survival was based on animal instincts, kill or be killed. An analogy here would be that motivation was driven by hunger. All species reproduce, but not all species were capable of survival. In ancient history, mankind did not rule the earth until humans evolved and changed body structure from that of an ape-like appearance to that of modern man. The evolution of man led to the concept of man as the most intelligent animal in existence.

Motivated by a need to survive, modern man began to use mental instincts as a means of survival and learned how to create tools, build fires, hunt for food and create clothing; behavior that led to the creation of groups that were socially and culturally adept (BBC). Before industrialization and technology as it is today, survival and obtaining needed resources was simply a matter of hunting and storing. Those with the most resources were considered the wealthy ones, and maintaining that status could not have been possible without the offspring carrying on the family crest. This may have been a natural process from generation to generation, motivated by the desire to maintain a status.

Motivation creates action based on an individual's desire to fulfill specific needs. In clinical terms, the defining nature of motivation are psychological forces that arouse interest and direct attention, leading to behavior that is persistent based on the desire of achieving specific goals (Marlene). Across all cultures, parents desire successful futures for children. However, wanting children to succeed does not, in and of itself, guarantee children will be motivated toward success as a rule. Many factors increase the future success of children, including, but not limited to, educational endeavors, intrinsic/extrinsic motivation, self-perception, and competence.

This is not to say that successful outcomes in life of all children depend solely on parental influence on children’s personal motivation; however, studies have shown that parenting style plays a vital role in the successful growth and development of children and is one of the most influential factors in the development of social competence during early childhood (Steinberg, Bomstein, and Vandell). Parents are the primary source of influence that motivate behavior in children; therefore, it is the responsibility of parents to prepare children to meet the challenges of success by motivating behaviors that enhance cognitive abilities, increase personal motivation, and obtain academic achievement.

Motivation is a goal-oriented action producer. Motivation can influence positive or negative behavior, depending on the source of motivation, attitude, and experience. For example, a child who experiences joy, satisfaction, and a sense of safety resulting from positive feedback and interaction with parents may be motivated to behave in a manner that elicits similar emotions. Conversely, a child who experiences fear or lacks affection or physical contact from parents may be motivated toward avoidance and isolation. This can create behaviors that are negative and not conducive to healthy, prosocial behavior. In hindsight, personal motivation of children may be influenced by the emotional responses during parent-child interactions, which may be linked to the parent’s style of parenting.

Guiding children toward success and reaching life goals begins in infancy and continues throughout childhood and adolescence. During growth and development in infancy, early childhood, and adolescence, parents are more influential in shaping children's behaviors (Steinberg, Bomstein, and Vandell). Parenting is critical to the behavior of children, and the behavior of parents is crucial to the motivation of children. Personal motivation is not inherently inborn; rather, there are personality traits—both biological and learned—that influence its development. Learned behaviors that promote personal motivation are indicative of effective parenting.

One key role in developing personal motivation is socialization. During early childhood, children's experiences outside the home can influence positive social development (Gasior). Parenting and socialization involve observing and guiding behaviors that children learn to recognize and understand, through the expectations set by parents. For example, introducing a child to books by visiting the library weekly and reading together encourages an appreciation for reading, motivating the child to learn and value education. Therefore, parents motivate children to pursue learning and life skills through consistent guidance and positive reinforcement.

Effective development of social competence results in children who are independent, socially responsible, empowered, and achievement-oriented (Steinberg, Bomstein, and Vandell). Although research shows that culture, family background, and parenting styles significantly influence children's motivation toward academic achievement, recent studies emphasize that parental involvement in schooling is a crucial motivating factor. Parental involvement includes activities like volunteering at school, helping with homework, communicating with teachers, attending school events, and supporting participation in extracurricular activities (Grolnick). Such engagement fosters a supportive environment that encourages academic motivation, especially in children from lower socioeconomic backgrounds, who often face additional challenges.

Socioeconomic status significantly impacts motivation, with children from low-income families often exhibiting reduced motivation due to environmental constraints such as limited resources, peer pressure, and higher exposure to negative influences like delinquency. These factors influence self-perception, shaping children’s motivation toward behaviors that conform to or oppose societal norms (Grolnick et al.). The concept of conformity, where individuals adapt behaviors to social groups, can lead either to positive engagement or negative influences like gang participation, driven by the need to satisfy basic needs identified in Maslow’s hierarchy.

Maslow’s hierarchy of needs provides a useful framework for understanding motivation. It posits that humans are driven by a series of needs, starting from physiological necessities to self-actualization. For adolescents, unmet basic needs, including safety and belongingness, can motivate negative behaviors, such as joining gangs to fulfill a need for acceptance (Ori). The failure to satisfy these basic needs can result in defiance of social norms, highlighting the importance of supportive parenting in facilitating healthy motivation pathways.

In addition, parental involvement in children's education and development is critical in reducing negative outcomes associated with socioeconomic disadvantages. Grolnick (2002) emphasizes that parental engagement at all levels fosters motivation and academic success across varied backgrounds. Complementary to this perspective is self-determination theory, which distinguishes between intrinsic motivation—driven by interest and satisfaction—and extrinsic motivation—driven by external rewards such as praise or tangible incentives (Jones). Both forms of motivation are relevant in childhood development and can be influenced by parenting strategies employing operant conditioning, where behaviors are reinforced or discouraged based on consequences.

Operant conditioning, rooted in behavioral psychology, involves reinforcing desired behaviors to increase their occurrence or applying consequences to reduce undesired behaviors. Proper application by parents can cultivate intrinsic motivation by creating environments that foster autonomy, competence, and relatedness—core components of self-determination theory (Steinberg, Bomstein, and Vandell). For example, rewarding effort rather than innate ability promotes a growth mindset, encouraging persistent effort and resilience (Dweck, 2006).

In conclusion, understanding the complex interplay of biological, psychological, and social factors highlights the pivotal role of parenting in shaping children’s motivation. Influences from evolutionary survival instincts to modern psychological theories demonstrate that motivation is a multifaceted construct that develops through socialization, environmental factors, and intentional parental involvement. Supporting children’s psychological needs, fostering positive social interactions, and applying effective reinforcement strategies can promote intrinsic motivation, resilience, and academic achievement. Therefore, investing in nurturing parenting practices and environments can significantly enhance children’s motivation, helping them navigate challenges and realize their full potential in an ever-changing world.

References

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