Different Views On Motivation Education Essay

Different Views On Motivation Education showMotivation, a psychological feature can be defined as the direction and intensity of nonpareils movement (Sage, 1977). In short, the direction of ones effort alludes to an item-by-item is attracted to a legitimate situation, for example the student may be do to go bug out for a soccer team. Whereas, the intensity of ones effort refers to how overmuch effort a person put together forward in a particular situation, for example a student may at endure sensual education class unless do not put effort during class. The relationship of direction and intensity of efforts are directly related, typically a student who seldom miss training lesson forget usually put in much effort during participation.Different views on pauperism at that place are generally 3 assorted types of views on how motivation works, typically the trait-centered, the situation centered, and the reciprocal. The trait centered view refers to a make conduct actu ally comes from individual character. The individual(prenominal)ity, needs, interests and inclinations are some of the component that determines a motivated behavior. The situation centered views sees motivation as an influence of a certain situation. A student may be unmotivated in aid soccer training but motivated to play for the school soccer team. The last view of motivation which is widely endorsed by sport psychologists is the interactional view, this view actually combines the trait centered views and situation centered views to produce a new view. An interactional view of motivation study was conducted by Sorrentino and Sheppard (1978) on 44 manful and 33 female swimmers in universities, examen them on a 200 yard individual event and so a part of a fall back team. The study has sh have got that knowing the swimmers in the flesh(predicate) characteristics (trait centered view) was not the best(p) way to predict the behavior (individual best split time), be grounds the performance withal depended on the situation alike(p) whether it is relay or individual race (situation centered view) (Brewer B, ,2009)3.Achievement motivation and battleIn sport, act motivation and competitiveness are known to be adapted to influence performance and participation. Achievement motivation is defined as a persons efforts to master a occupation, achieve faithfulness, overcome obstacles, perform recrudesce than others, taking pride in exercising talent (Murray, 1938). It al execrables athletes, exercisers, students to achieve excellence, to turn in last levels of fitness and to maximize learning respectively. Achievement motivation is also an inclusive of trait view, situation view and interactional view of a motivation of a person. Competitiveness, on the other hand is defined as disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others (Martens, 1976). Both deal not ripe with the nett offspring but also the journey of getting to the final outcomes.Own motivation experienceI am interested in the concept of motivation because due to my own personal account. I am currently a contract Physical education (PE) teacher with Ministry of Education. In 2 months time (June 2010), I will be going to theme Institute of Education (NIE) in N some(prenominal)ang Technological University to train as a PE teacher. However to be admitted into NIE, I need to pass a material proficiency test (PPT) conducted by NIE Physical Education and Sports Science. The PPT comprises of 5 different stations, namely the agility get, badminton, possession plot of ground, gymnastic and swimming.To pass the PPT, a outlook must achieve the fol mildinga. A score a primitive of 9 points or more in the test.b. Does not fail any station.To date, I baffle taken the PPT twice, but failed to pass the agility run station both time, the minimum passing time for the station for male runner is less than 17.7 sec. Even though, I am very disappointed, but I am very determined and motivated to take and pass the test again. Hence, the achievement motivation (Wikipedia, Jan 2010)2. for this PPT has influence a wide flesh of my current behaviors, thoughts and feeling for example.Choice of activity (seeking out runners of greater great power to learn with them the correct techniques).Effort to purse goals (I have been practicing for every exchange days)Intensity of effort in the pursuit of goals. (To do 25 mins sprinting, mobility, warms up before the run.) Persistence in the face of loser and adversity (When I still not able to run within the 17.7 secs, I will work harder, to try new ways to run the test.)In short, with the discernment of the 4 theories of achievement motivation, I (considering myself as low achievers) have summaries the major(ip) predication from each conjecture and hoped to use them to guide my own physical exercise to pass my PPT in march 2010. minuscule achieverMotivation penchantHigh motivation to avoid failure( charter to pass PPT)AttributionsAscribes failure to abiding and subjective component parts within my tell.(Dry testing field, headspring prepared)Goal choose payoff goals(Pass PPT) perceive competence and run into low-pitched perceived competence and believes achievement is outside own control.(To date, still cannot clear 17.7 sec)Task choiceSeeks out difficult challenges(Pass PPT, to become PE teacher)Performance conditionsPerforms poorly in evaluative conditions 4 theories of achievement motivationOver the years, 4 main theories were evolved to explain motivation in people, they are the need achievement theory, attribution theory, achievement goal theory and competence motivation theory.Need achievement theoryNeed achievement theory (Atkinson 1974 MClelland, 1961) has 5 components which include personality factors, situational factors, resultant tendencies, aflame reactions, and achievement related behaviors. These components serve as the framework to predict task preferences and performance outcomes. Achievement related behavior results from the interaction of the other four components ( extravagantly achievers tend to perform better when evaluated and select challenging tasks with intermediate risks low achievers tend to avoid risky and challenging tasks, and perform less well(p) when evaluated).Attribution theoryThis theory direction on the explanations that people tend to make to explain succeeder or failure (Heider, 1958, Weiner 1985, 1986). The theory has 3 main categories, they are stability, locus of agent and locus of control. Stability refers the cause of the success or failure may be either persistent or unstable. If the we believe the cause is stable, then the outcome is likely to be the same if we perform the same behavior on another occasion. If it is unstable, the outcome is likely to be different on another occasion.. locale of causality refers to the cause of the s uccess or failure may be internal or outdoor(a). That is, we may succeed or fail because of factors that we believe have their origin within us or because of factors that originate in our environment. Locus of control refers to the cause of the success or failure may be either controllable or uncontrollable. A controllable factor is one which we believe we ourselves can alter if we wish to do so. An uncontrollable factor is one that we do not believe we can easily alter. The close important contribution of the theory is it explains the attributions affect expectations of future success or failure and emotional reactions (Biddle, Hanrahan Sellars, 2001 McAuley, 1993b).Achievement goal theoryAccording to this theory three factors interact to determine a persons motivation Achievement goals, Perceived ability, Achievement behavior. This theory also indicates that individuals in achievement settings are typically oriented to one of two goals either task goal or outcome goal. When det ermining whether or not they have been successful in these contexts. Someone may have an task goal orientation where they completely counselinges on comparing performance with personal standards and personal improvement Others may have an outcome orientation that focuses on comparing performance with and defeating others,competency motivation theoryA theory of achievement motivation ground on a persons feelings of personal competence. According to the theory, competence motivation increases when a person successfully masters a task. This encourages the person to master more tasks (Weiss Chaumeton, 1992). For example, a young high self-esteem soccer player believes that he has control over the learning and performance of skills, then the efforts to learn the game will increase his pride and happiness, this will in turn tend to increased motivation.An analysis of the relationships between the four theoriesBased on the ledger (Weinberg, R.S., Gould, D. (Eds), 2007)1, the 4 theor ies of achievement motivation are able to work together and give a clear predication of the motivational behavior for high and low achievers. The table below establishs how high and low achievers vary in terms of their motivationals orientation, attributions, the goals, their task choices, their perceived competence and control, and their performance.High achiever baseborn achieverMotivation orientationHigh motivation to achieve successLow motivation to aviod future decoct on the pride of sucessLow motivation to achieve successHigh motivation to aviod futureFocus on shame and worry that may result from failureAttributionsAscribes success to stable and internal factors within ones controlAscribes failure to unstable and external factors outside ones controlAscribes success to unstable and external factors outside ones controlAscribes failure to stable and internal factors within ones controlGoal adoptedAdopts task goalsAdopts outcome goalsPerceived competence and controlHigh perceive d competence and believes achievement is within ones controlLow perceived competence and believes achievement is outside own control.Task choiceSeeks out challenges and able comptitors and tasksAviod challenges seeks out very diffcult or very easy tasks and competitorsPerformance conditionsPerforms well in evaluative conditionsPerforms poorly in evaluative conditionsIn contast, high achievers normally embrace task goals and are fully aware of their own ability and control. They believe success is due to stable and internal factors like high skill and they see failure is due to unstable and control factors like low efforts, they always have a positive and rose-colored attitude. For example, someone who has a positive attitude always focuses on opportunities sooner than on potential drawbacks. They focus on solutions rather than on problems. Low achievers usually have low ability and control, believing on more outcome goals and credit success to luck and ease of the task, they blame failure due to low ability. They always have negative attitudes most of the time. For example, they focus on the possible drawbacks rather than on opportunities. The low achievers tend to plunk in and find problems when others find solutions.In summary, with the results tabled above, parents, teachers and coaches are able indentify the personal and situation factors in influencing achievement behavior for different individuals (for high and low achievers). They are able to emphasize task or master goals alternatively of outocme goals for different individuals. They are also need to assess and correct contrary individuals attributions and enhance perceptions of competence and control. And finally, helping different individuals to decide when to compete and when to focus on individual improvement.