Diversity in Motivation Prepared by: Casabal Christine Joanne Elfa, John Anthony Sumilang, Jubelle Desired Learning Outcomes:
In this lesson, challenge yourself to attain the
following learning outcomes:
1. Reflect on your own experiences as you
read through situations given in this module.
2. Present the social and cultural influences on
the cognitive and motivational process of learning by means of a graphic organizer
3. State and explain two principles on the
social and cultural influences on motivation INTRODUCTION Student's who, by themselves are already as diverse, also differ in motivation. This diversity in motivation may be traced to differences in age, development stage, gender, socio-economic and cultural background. Read the following research findings then reflect on your own experiences;
Young children often want to gain teachers'
approval to be motivated while the older ones are typically more interested in gaining the approval of peers. Student's often become less intrinsically motivated as they progress through school years. Increasingly, student will value activities that will have usefulness for them in their personal and professional lives, and subject that are not directly applicable will decrease in popularity.
Elementary students tend to attribute their
success to effort and hard work, compared to Adolescence their attributes to success and failure more to an ability that is fairly stable and uncontrollable. Effort become sign of low ability Students of Asian background are more likely to attribute academic achievement to unstable factors like effort and attribute appropriate and inappropriate behaviors to temporary situational factors than students brought up in mainstream Western culture Females are more likely than males to have a high need for affiliation. Females are more concerned about doing well in school. They work harder on assignments, earn higher grades and are more likely to graduate from high school. Student's from low-income Student's with families are special among those educational likely to be at risk needs show of failing and greatest dropping out of diversity in school. motivation. Students with specific or general academic difficulties (e.g. those with learning disabilities, those with mental retardation) may show signs of learned helplessness with regard to classroom task, especially if their past efforts have been repeatedly met with failure Student who have difficulty getting along with their classmates may appropriately attribute their social failures to factor beyond their control Students motivation is likely to vary as a function of the following;
Age Culture Special
Socioeconomic Gender Education needs To motivate students/persons to learn, it is the best to employ different approaches. “Different folks, different strokes”. “What is medicine for one may be poison for another” “Our students’ motivational drives reflect the elements of the culture in which they grow up- their FAMILY, FRIENDS, SCHOOL, CHURCH AND BOOKS” Two principle to consider regarding social and cultural influences on motivation
Students are most likely Students develop greater
to model the behavior efficacy for a task they believe are when they see others relevant to their like themselves situation. performing the task successfully. CONCLUSION;
“Students need models who are similar to
themselves in terms of race, cultural background, socioeconomic status, gender, and disability (if applicable).” THANKS YOU!! CREDITS: This presentation template was created by Slidesgo, including icons by Flaticon, and infographics & images by Freepik. Please keep this slide for attribution.