Article Review

Introduction
I was searching the web for ways to motivate my student to learn, when I chanced upon this interesting article, “Student Motivation to Learn”.( http://www.ericdigests.org/1995-1/learn.htm) . The article appeal to me because it was in-line with my belief that the desire to learn must ultimately comes from within.

The author started off by stating a fact that infant and young children’s learning is propelled by curiosity, driven by an intense need to explore, interact with and make sense of the environment. However, as they grow older their passion for learning shrinks. Many left school before graduating and many more are physically present in the classroom but largely mentally absent; they fail to invest themselves fully in the experience of learning, which I agree totally when relating them to our students.

In the article, the author covers
1. What are student motivation
2. The factors influencing the development of student’s motivation
3. The advantages to intrinsic motivation
4. Foster motivation to learn in school setting
5. What can be done to help unmotivated students

Some of the things raised in the article can be easily related to real life. I also find some of her viewpoints interesting and insightful.

Key point 1
“… Although students may be equally motivated to perform a task, the sources of their motivation may differ…”

It is notice that a student who is intrinsically motivated undertakes an activity out of his own accord; it may be for self, enjoyment or for the feeling of accomplishment. This group of students which I consider them and the best sort of student a teacher can ask for need not to be told, reminded or “chased” for assignments and projects. Very often they themselves would take the initiative to do, find out more or learn on their own accord.

On the other hand an extrinsically motivated student undertakes an activity in order to gain some reward or avoid punishment. This group of students can perform or learn only if the right extrinsic motivating factor is used on them.

It is interesting to note the different in the motive to learn. As an educator we can help to fill in the gap when there is an absent of intrinsic motivation to learn.



“But does it really matter whether students are primarily intrinsically or extrinsically oriented toward learning?”

When intrinsically motivated, students tend to employ strategies that demand more effort and that enable them to process information more deeply. The article also suggests that students with an intrinsic orientation tend to prefer tasks that are moderately challenging, whereas extrinsically oriented students gravitate toward tasks that are low in degree of difficulty. Extrinsically oriented students are inclined to put forth the minimal amount of effort necessary to get the maximal reward (Lepper).

Although every all our learning activities or subjects cannot be as interesting and appealing to our students these findings suggest that when teachers can capitalize on an existing intrinsic motivation, there are several potential benefits. The article did not mention what are the benefits, but I would think that some of these benefits are obvious. Examples are lower attrition rate, lesser disciplinary problems, higher test and exam scores and student participation.


Key Point 2
Factors that influence the development of students’ Motivation

1. “Children's home environment shapes the initial constellation of attitudes they develop toward learning…”

2. “The beliefs teachers themselves have about teaching and learning and the nature of the expectations they hold for students also exert a powerful influence (Raffini).”

3. “Schoolwide goals, policies, and procedures also interact with classroom climate and practices to affirm or alter students' increasingly complex learning-related attitudes and beliefs.”
The article suggests that the attitude toward learning is shaped at home when children are young. Parents can nature their children’s natural curiosity about the world by welcoming their questions and encourages them to explore. Thus, giving them the message that learning is worthwhile and frequently fun and satisfying and as they start schools they are able to relate successes and failures to their own effort and ability.
Although, I feel that the author did brought up an interesting point about how and why student’s childhood affects their perception towards learning, but it does not touch on what happens to those who had had bad experiences or trauma about learning when they are young, and how this would affects them in their learning journey later. Should we be more concern about this group rather than the former?
The second factor raised was that the beliefs the teachers have about teaching and learning and the expectations they hold for students affects their motivation towards learning. I tend to agree fully with this statement. One of the motivational theories about expectancy suggested that if we expect certain desired pattern in our students, our student will tends to moved towards that desired outcome. I find that this really works in our students. Our students has the mindset the “it’s the end” for them and if the teachers had that mindset too, then it would really be the end for them. Lucky for them that majority of our teachers in ITE are committed to see our student change and excel in their studies and to have a good perception towards learning. I personally have tried this on my student they did change their behaviour for the better, being more participative and attentive in class.
ITE have adopted the vision for our students to be lifelong learners and the shifting of the teacher-centered learning to student-centered learning will set the climate for a supportive environment for our learners. That is precisely the third factor that the author had brought up.
The points raised here, set me reflecting how exactly I learn during as a child, student and an adult, also how the environment, policies and factors shape my attitudes towards learning… and how my belief was form during these years…

Key Point 3
How can motivation to learn be fostered in school setting?
The article mentioned a few ways that educators can adopt,
1. Teachers as the active socialization agents capable of stimulating student motivation to learn
2. Classroom climate - caring, supportive, a sense of belonging where everyone is valued and respected
3. Various task dimensions – tasks should be challenging but achievable, relevant
5. Define tasks in terms of specific, short-term goals
6. Extrinsic rewards
Of the ways mentioned above, I would agree fully and able to apply them in my class. The author recommended that extrinsic reward to be used with caution for they have the potential for decreasing existing intrinsic motivation. She does not explain in detail how this may leads to decrease in intrinsic motivation. Could there be a possibility of extrinsic reward strengthening the already intrinsically motivated student to learn more instead? The author fails to address her point to illustrate how exactly extrinsic rewards will erode intrinsic motivation.

Conclusion
I used to think that there is not much I could do if student himself does not have a desire to acquire new knowledge. The article manages to bring my understanding of my own belief to another level and broaden my thinking. There are many factors that attribute to a person’s attitude towards learning, his family, past experiences, environments and polices. Out of these, some are beyond our control but as a teacher I am now more aware of what are the things that we can do to help them learn. We could give them a conducive environment suited for learning which is supportive and caring. We should be able to identify those who need motivating and offer our help.
I am now more aware and conscious of what I do and say in class, my action or expectation of my students will affects them greatly (expectation theory). More conscious effort should be put into my lesson planning and the designing of my tasks for my students. The article briefly describes what may be done to help unmotivated student which I find was quite lacking, thus there is a need to build up from here.