Educ 5420 discussion unit 4 doc3

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This unit taught us the determinants, characteristics, and dimensions of achievement motivation. Motivation is a term that describes the purpose of why a person does something, and it is the driving force behind human actions (Cherry, 2023). People with motivation usually have a solid will to work on tasks to achieve specific goals. For example, motivation can help a person lose extra weight or, push an athlete to achieve medals or break records. According to the Self-Determination Theory (SDT), motivation has been divided into intrinsic and extrinsic. Intrinsic motivation is doing an activity for its inherent satisfaction (Ryan & Deci, 2000); for example, young students feel fun while playing with Legos, motivating them to keep playing and improving their skills in building Legos. Interestingly, intrinsic motivation emphasizes fostering students' internal desire to learn and engage in activities. Researchers underscored that intrinsically motivated activities are essential for students to meet their innate psychological needs (Ryan & Deci, 2000). Also, for the topics that students may need to be more excited or interested in, educators should implement effective strategies to attract their attention and arouse their interest. One educational implication based on this construct is to provide students with more autonomy and choice in their learning (Liu et al., 2016). Allowing students to have a say in what they learn and how they learn makes them more likely to be motivated and invested in the process. For example, instead of assigning a specific book for reading, educators can offer a selection of books and let students choose the one that interests them the most. In my drama class, I often let students choose warm-up activities. This way, students are more

likely to be intrinsically motivated to read or engage with the material, especially in a classroom full of adolescents. Teachers respecting students and offering autonomy can directly impact students’ motivation. Another interesting aspect I learned in this unit is that young people can motivate themselves to learn but have to do so under the right conditions (Liu et al., 2006); despite many teachers sharing the same experiences of teaching young people who lack enthusiasm, refuse cooperation, and may even display disruptive behaviors. However, what are the right conditions? First, a supportive and inclusive classroom environment can make students feel safe, respected, and valued, encouraging collaboration, active participation, and open communication. If the classroom climate is intense, teachers are in a controlling style; students may face pressure and resistance in learning. Second, teachers should help students set clear goals and expectations. However, before that, teachers should better understand every student’s personality, abilities, strengths, and areas that need improvement. When students with high abilities have been given an easy task or students with low abilities have been given a difficult task, they will quickly feel demotivated and lose confidence. Therefore, teachers should guide students to set suitable goals and expectations. In my drama class, I combine formative and summative assessments to evaluate students, keep close communications with my students, and use monthly one-on-one forms to track students’ feedback: “What do you think you did the best? Anything you want to improve and feedback for teachers and students.”

Third, provide meaningful and engaging learning experiences. Students are more likely to feel interested if the lessons are designed to be relevant, engaging, and connected to real- world contexts (Wu, 2021). For example, students felt very hard when I taught Shakespeare to play in our drama class. I encouraged them to research the fun facts related to Shakespeare and write a short play of Shakespeare as a project, which aroused their interest in digging deeper into Shakespeare and his works. In conclusion, every student is unique. The effectiveness of strategies for motivating students may vary depending on the context and individual students. So, it is essential for educators to adapt and tailor these strategies to meet the unique needs and characteristics of our students. References Cherry, K. (2023, May 3). The psychology of what motivates us. Verywell Mind. https://www.verywellmind.com/what-is-motivation-2795378 Liu, W. C., Keng, W. J. C., & Ryan, R. M. (2016). Building Autonomous Learners: Perspectives from Research and Practice using Self-determination Theory. Springer. Ryan, R. M., & Deci, E. L. (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 Wu, H. (2021, December 24). Self-determination theory perspective: How the ‘drama in

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