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Learning and motivation

Taslim Ahammad:

Motivation and the nature of the learning experience are important factors for all learners, however, particularly for learners with issues like dyslexia. These factors need to be taken into account when developing a programme of learning over and done with motivation focusing on all learners.

Learning- Educational researchers reach a decision that learning is much deeper than memorisation and information recall. Profound and long-lasting learning involves understanding, relating ideas and making connections between prior and new knowledge, independent and critical thinking and ability to transfer knowledge to innovative and different contexts. Hence, learning is the progression of acquiring new, or modifying existing, knowledge, behaviours, skills, values, or preferences.

Motivation- Motivation is the word resulting from the word ’motive’ which means needs, desires, wants or drives within the individuals. It is the course of stimulating people to actions to accomplish the aims. In the work goal context the psychological factors stimulating the people. Motivation is an inner process that makes a person move toward a goal line.

Learning and motivation- Situational motivation is a sensation in which aspects of the fast environment enhance motivation to learn particular things or behave in particular ways. Educators can do many things to create a classroom environment that motivates students to learn and behave in ways that encourage their long-standing achievement.

Motivational learning theory- In learning Psychology, it focus specifically on motivation for learning rather than for behaviour. The major types of motivation for learning are intrinsic and extrinsic. Intrinsic motivation comes from within the student or from factors inherent in the task being implemented.

Motivation be learned- Most motivation theorists assume that motivation involved in the act of all learned responses; that is, a learned behaviour will not occur unless it is energized. The most important question among psychologists, in general, is whether motivation is a primary or secondary influence on behaviour.

Motivation related to psychology- Motivation involves the biological, emotional, social, and cognitive powers that motivate behaviour. The term motivation talk about to factors that activate, direct, and sustain goal-directed behaviour. Motives are the ‘whys’ of behaviour, the needs or wants that drive behaviour and give details what people do.

Role of motivation in learning- The determination and importance of motivation should be undoubtedly understood by the educator. The fundamental purpose of motivation is to stimulate and to facilitate learning motion. Learning is a vigorous process that needs to be motivated and guided toward desirable goal.

Key learning principles: (i) Learner motivation is sometimes focused by fear of failure, based on the belief that grades amount to a judgment of their personal ability or intelligence rather than their performance on a specific learning assignment. This is a part of what drives intense learner interest in achieving high grades, in addition to beliefs about how their grades may affect future prospects. (ii) To instructors, grades do not hold the same meaning as for learners; instructors’ primary goal is for students to learn the course material for its own sake. Because learners are so invested in grades, their expectations of a course can be very different from or at odds with their educators’ expectations. (iii) Learning atmospheres and course designs that leverage intrinsic motivation, learner curiosity and interest, progress the quality of learners’ knowledge.

Extrinsic motivation and fear of failure – While asked what makes them learning and work hard in school, students typically say that they are trying to get the best grade possible. Grades, in fact, are the main focus of most learners (extrinsic motivation). Only as secondary reasons do learners list the desires to become knowledgeable, to prove themselves, and to avoid errors (intrinsic motivations). Knowledge about the content of the course for its own sake is the last of the reasons learners give.

Leveraging intrinsic motivation- Various strategies can connect with learners’ interests so that they come closer to their instructors’ goals for them, such as: (i) systematise a lesson plan around a problem for learners to resolve using the course material. The problem should relay to things learners are already attracted in, for example, in a pre-med microbiology course, having learners put themselves in the place of a paediatrician figuring out which systems are at matter given a hypothetical patient’s symptoms. (ii) If learner creating learners’ own course, organize the entire course around a large question or problem that the course material will eventually enable them to accurately explain and resolve. (iii) Attach course material with the non-academic world. (iv) Take benefit of events the learners are interested in to explore how learner field views the issues involved. (v) Curiosity is countless for priming intrinsic interest. Bring in irregularities or interests that learners may use the course material to study and clarify.

It is important to ensure that the learning experience and the learning skills of learners with or without issues may be extended through constructivist approaches to schooling, teaching, learning through motivation.

Taslim Ahammad

Assistant Professor, Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU), Gopalganj, Bangladesh.