Educ 5420 discussion unit 4 doc4

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Introduction Demotivation leads to depression, and depression leads to death. Fellow classmates, no matter your condition or situation, find something to keep you motivated, for demotivation is death. One reason I want to do a PhD in education is to do research and find ways schools will become more enjoyable. Students of all levels of education—preschool, primary, and tertiary—go to school and enjoy school activities the way soccer fans enjoy soccer. This is important because the chief cause of failure in life and school is demotivation. Students fail to perform well because they are demotivated, and a person who is demotivated is already depressed, so most students in schools today are already depressed. Looking at soccer stadiums around the globe and the motivations of the fans towards the small, round object, I cannot help but imagine when students will dance to school. I encourage all teachers to raise the issue of students’ motivation because the subject has no credit it deserves. a. The two dimensions of motivation. According to Ryan & Deci (2000), “Motivation means to be moved to do something and a person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who is energized or activated toward an end is considered motivated” (p. 54). In life, one thing I have tried hard and worked for is to keep myself motivated irrespective of natural circumstances, conditions, place, or time. The two dimensions of motivation I love and see as equally important are intrinsic and extrinsic motivations. Some people say intrinsic motivation is the best form of motivation because it has no material attachment; others exalt extrinsic above all. Both groups are wrong. They are both equal in their effects on human beings' performance and achievement. Intrinsic Motivation Mercader-Rubio et al. (2023) defined intrinsic motivation as motivation “driven by the pleasure derived from engaging in an activity, accompanied by feelings of competence and self-realization” (p. 2). For example, when we engage in sex. There are three subtypes of this dimension of motivation: intrinsic motivation to acquire knowledge and achieve goals, and sensory stimulation for amusement or enjoyment. Extrinsic motivation This is a motivation “driven by the rewards obtained when engaging in a behavior. It is characterized by external satisfaction that comes from prizes or rewards (Mercader-Rubio et al., 2023, p. 2). For example, studying hard to get an A in a course and removal of the reward leads to demotivation. I love this kind of motivation because almost everything in our contemporary world works on the reward system, and one reason students are demotivated because of the absence of rewards in the educational system. How I intend to motivate my students a. Merge school work with sweet theory

In my class, I noticed that when I give students difficult work and popcorn and allow them to eat the popcorn while doing their work, we achieve tremendous success, far more than when I give them work alone. So in class, difficult assignments go along with something to reduce the pain of work, and I developed a theory, which I called merge school work with sweet theory. It is a way I have used to motivate my students during difficult projects. b . Equal time for academic work and extracurricular activities Students love extracurricular activities, for example, dancing, sports, chess games, biking, and learning authentic skills like hairdressing, cooking skills, business skills, etc. Unfortunately, extra curriculum is dead in most schools, and many schools are boring to students, and teachers, and are demotivated to be there. In the 21st century, it is not all about academic work; working in the classroom from morning until evening is demotivating to many students. Let’s make schools exciting for success. c. Reward and appreciation for showing up at the school gate. As adults, we are paid for going to work. The only work students have is school work, and there has to be some form of appreciation from parents, teachers, and school administrators to encourage all students, not just the best performers, for showing up at the school gate. d. Throw away the yelling and embrace love for students . If you show up at the gate of your workplace and the manager is always yelling and shouting at you, how will you feel? demotivated. Same with students, if you shout and yell you demotivate them, if you show love you motivate them. Love, empathy, and good rapport towards my students are ways I motivate them. What you find most interesting about the reading in discussing each construct Finally, I found the article by Ryan & Deci (2000) very interesting because of its simplicity. I was able to understand the content, unlike some of the articles in the reading assignment. Conclusion Motivation is a serious matter and must be taken seriously. Demotivation leads to depression, which leads to death. In this discussion, I have defined intrinsic and extrinsic dimensions of motivation and explained three ways students can be motivated for academic work. Thank you. References

Mercader-Rubio, I., Ángel, N. G., Silva, S., Furtado, G., & Brito-Costa, S. (2023). Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students— Relations with Emotional Intelligence. Behavioral sciences (Basel, Switzerland), 13(7), 589. https://doi.org/10.3390/bs13070589 Ryan & Deci (2000). Intrinsic and extrinsic motivation: classic definitions and new directions. Contemporary Issues in Education, 25, 54–67. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf

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