“Motivation”

Sophia Centus
Jennel Santos
Raphael Obias
Jobert Campos
Marvin Plazos
Rovic Ilagan
 INTRODUCTION
Motivation is about moving people to act in a way that achieves a specific and immediate goal.
When you’re motivating people to do something they may not necessarily want to do, you have to offer
them something they want in return.Whether parental help has positive or negative effects on students'
academic outcomes depends on the motivation and involvement of their parents. Results of a study
conducted by the Hector Research Institute of Education Sciences and Psychology suggest that students
whose parents are interested in math and perceive their own math competencies to be high perform
better than students with parents who show a low interest in math and regard their competencies in the
domain as equally low -- regardless of the intensity of the help students receive at home. Family
background plays a crucial role in the development of students' academic motivation and achievement.
Previous research suggested that parents' academic involvement is, on average, associated with better
academic outcomes, but the pattern of results was far from being unequivocal and it also remained
unclear what kind of help is actually helpful and what is harmful. For example, excessive parental
involvement may be perceived by students as controlling behavior.Parents answered questions on the
degree of their academic involvement in math such as homework help, family math interest, their math
competencies, their child's need for support in math, and the time and energy they invest in their child's
academic life. Students filled out questionnaires at the beginning as well as five months later, in which
they reported on their own competencies, their effort, and their interest in math. In addition, their math
grades and their achievement in standardized achievement tests were assessed.The most unfavorable
conditions for academic achievement were found for students from deeply involved families who
considered their child needed support in math, showed low levels of family math interest, and perceived
their own math competencies as low. Students from these 'involved but unmotivated' families not only
performed poorly in math, but also showed low levels of motivation. "Helicopter moms can impair their
child's performance if they are not themselves interested in the subject they want to support their child
in," explains Häfner. This complex interplay of favorable and unfavorable factors with regard to
students' academic achievement will be investigated in further studies.

STATEMENT OF PURPOSE
The study seeks to understand which type of motivation – intrinsic or extrinsic – is more closely
aligned to authentic student engagement.

Objective
The purpose of motivation is to create condition in which people are willing to work with zeal, initiative.
Interest, and enthusiasm, with a high personal and group moral satisfaction with a sense of
responsibility. To increase loyalty against company. For improve discipline and with pride and
confidence in cohesive manner so that the goal of an organization are achieved effectively. Motivation
techniques utilized to stimulate employee growth. For the motivation you can buy man’s time. Physical
presence at a given place. You can even buy a measured number of skilled muscular motions per hour or
day. Performance results from the interaction of physical, financial and human resource. For the achieve
a desire rate of production.

Question
In particular: "Can reasoning itself have causal or motivational force, for example in countering
affect or impulse, or must it arouse/recruit affect in order to have such influence?" Seems to me when
we reflect on our motivations we can encounter many things: desires, thoughts, emotions, confusion,
imprints from experience, etc. Most likely there's not a black-&-white answer here. Perhaps only a
subset of our motivations can be articulated through reasoning? Could reasoning actually be "self-
fulfilling" in some contexts? The question: "why did you do that" might elicit reasons as a response for a
particular act but can reason always explain motivation - or only rationalize it?
That's a fascinating thought, and something that I've seen some aspects of in my study of system
dynamics understanding in groups (System Dynamics Understanding in Projects: Information Sharing,
Psychological Safety, and Performance Effects). Individuals able to systematically reason, are also more
likely to share thoughts with others of like understanding.

Stakeholders/Beneficiaries
Student engagement recognizes the complexity of engagement beyond the domains of cognition,
behaviour, emotion or affect, and in doing so encompasses the historically situated individual within
their contextual variables (such as personal and familial circumstances) that at every moment influences
how engaged an individual (or group) is in their learning.

Short Description
This is why motivation is important in life because it stops asking questions and aligns you to work
towards your goals. Goals are the stepping stones toward your dreams so in order to achieve them, you
need motivation to keep you chugging along towards them. ... Without motivation, you can't achieve
anything.
Motivation enhances cognitive processing. Motivation actually affects what and how information is
processed because motivated students are more likely to pay attention and try to understand the material
instead of simply going through the motions of learning in a superficial manner.
Motivating Students Encourage Students. Students look to teachers for approval and positive
reinforcement, and are more likely to be enthusiastic about learning if they feel their work is recognized
and valued.
The classroom environment plays a key role in how motivated a student is. They need to be in a
positive environment in which they feel valued and respected. ... It enhances their performance in all
aspects of their school work and helps them become goal-oriented, motivated individuals in life.
Positive quotes
“We can complain because rose bushes have thorns, or rejoice because thorns have roses.”
“Believing in negative thoughts is the single greatest obstruction to success.”
“We become what we think about.”
“Be positive."

Timetable
task Date started Date completed

Name or title of the concept November 14 2019 November 14 2019

Introduction November 28 2019 November 28 2019

Statementof purpose November 30 2019 November 30 2019

Objectives December 1 2019 December 1 2019

Question November 30 2019 November 30 2019

Stakeholders/Beneficiaries November 30 2019 Novembwe 30 2019

Short Description November 29 2019 November 30 2019

Timetable November 30 2019 November 30 2019

Conclution November 30 2019 November 30 2019

Conclusion
The study examined the influence of student motivation on academic performance. The study found
positive and mutually causal relationship between student’s motivation and student’s academic
performance. This relationship is mutual, meaning students who are more motivated do better and
student who perform better become more motivated. Every student has diversified experience of
knowledge, abilities, talents and aspirations and come from different Social, regional and political
backgrounds that may affect their motivation to learn. Some student having great quantity of skill due to
best schooling and other are vice versa. However, student motivation is a prerequisite of academic
performanc. Helpful learning in the classroom depends on the teacher’s capability that creates interest
related to subject matter. Student performance depends upon the forces which are affecting during the
studies. There is no paranormal formula for accessing accurate level of students’ Motivation other then
extrinsic motivation and intrinsic motivation questionnaire.