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Childhood Development and Motivation

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Developing Motivation Within the Classroom

Three Basic Human Needs for Motivation

Addressing the basic human needs of the students is essential in ensuring that students

respond positively to the instructions given to them in the classroom. Self-determination theory

postulates that this self-organization is guided by several needs, namely autonomy, competence,

and relatedness. In autonomy, students are allowed to make decisions concerning their learning

process. The findings also indicated that student motivation is enhanced when students can make

their own decisions about their learning. If this need is not being met, students will feel that they

are being controlled not to produce the scholastic output they can; this usually results in less

motivation. Perceived competence focuses on the student's sense of accomplishment and

efficiency in the learning process. If a student achieves something and gets positive

reinforcement, the student's need to be competent is met, thus increasing motivation.

On the other hand, if students are constantly receiving results that are failures or negative

comments of some form, they will be very reluctant with their work and lose motivation. The

appreciation points toward the students' feelings towards others, like fellow students and

instructors. The findings also pinpointed a close and nurturing classroom environment as

essential for increasing students' motivation. When students experience lonely feelings or lack of

support, their learning motivation and interest may be negatively affected (Filgona et al., 2020).

Sociocultural and Cognitive Factors Affecting Motivation

Sociocultural and cognitive factors influence the learners' self-organization and

motivation. The sociocultural context consists of factors such as home environment, friends, and

culture, which determine the students' approach toward learning. For example, expectations from

the family can either encourage or impose on the students, influencing their motivation. Some
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ways the teachers can use to foster communication with the families included. Peer pressure is

also essential, as well as ensuring students have positive peer rapport and motivation for group

work. The cognitive aspect consists of the perception of students' learning capabilities and

achievement motives. As self-efficacy theory suggests, perceived capability is related to learners'

motivation. In this essay, the three strategies to help a teacher increase students' self-efficacy are

Setting realistic targets and responding favorably. Also, students with growth orientation are

more motivated. The specific suggestion for the lesson plan to help teachers develop a growth

mindset is to focus on praising effort rather than intelligence. The teachers can address these

factors by making the classroom environment as diverse as possible to enhance respect for their

background and proper self-belief. Using the above-described approaches to culturally related

and cognitive barriers to motivation, such as culturally relevant pedagogy and growth mindset

promotion, it is possible to overcome them.

Teacher Attributes that Influence Motivation

Research for evidence concludes that teacher characteristics influence students'

motivation and meaningful learning. A prosocial attribute of teachers under which teachers assist

students or express understanding can help motivate them. Students become more interested

When they feel they are wanted and recognized. For instance, an example of a learner support

strategy is a teacher who is an excellent listener to students and gives them a positive word that

will motivate learners. It is also another promotive attribute. The teachers who show a lot of

interest and enthusiasm in the subject can, in the same way, bring the same feelings among the

learners; this makes the lessons exciting. Such enthusiasm may be passed on to the students, thus

making them develop a passion for the field of study.

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On the other hand, some aspects of teachers demotivate students, including negativity

when teachers dwell on the errors that students make in their work or when teachers punish

negative responses. This can result in reduced motivation among the students, withdrawal of

interest in the learning process, and general withdrawal of the student's personality. For instance,

a teacher who is always pinning students without a word of encouragement intensifies fear in the

learners. Lack of concern is another disadvantage that arises from patient requirements. Lack of

interest from a teacher in the student's academic achievement or otherwise in the student's life

significantly reduces motivation. While students feel that their teachers are not concerned for

their performance or welfare, they tend to lose focus and, therefore, have poor results.

Strategies to Improve Motivation at Home and School

Concerning reinforcement of performance, the teachers may apply strategies in class and

at home to increase the student's motivation. Education becomes more effective and fun when

students' interests are incorporated into the lessons. The correlation of lessons with interests,

including incorporating popular culture, will grab the student's interest and make learning more

meaningful. Another teaching strategy is the provision of choices to the students and allowing

them to make their own decisions as well. Offering options in the activity enshrinement can

increase motivation, for example, when the student chooses a project or sequence of tasks.

Parent-child relations should also be encouraged; this will go hand in hand with encouraging

parents to get more involved in their children's lives. The outcome has revealed that parents have

an essential role to play in their children's education. Teachers could use strategies to engage the

parents by giving the parents weekly progress reports of the child and recommending activities

that can be done at home. For instance, parents can be urged to read with their kids or play

educational activities (Filgona et al., 2020).

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Conclusion

In conclusion, student motivation and engagement can only be fostered if these basic

human needs are met, the influence of culture and cognition is considered, and the teacher has

the right attitude. When individuals' basic psychological needs for autonomy, competence, and

relatedness are fulfilled, this sets the stage for motivating learning. These sociocultural and

cognitive barriers can be eliminated by the help of teachers and by using approaches such as

growth mindset and cultural sensitivity. Other characteristics, such as supportive and

encouraging, help increase student motivation, while discouraging and indifferent are known to

decrease motivation among students. In addition to the approaches listed above, offering

classroom choices, incorporating students' interests in lessons, and engaging parents in the

process can also contribute to motivation at school and home. The ability to enact such change

relates to improved student motivation and engagement, which helps to foster better educational

experiences for students.

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References

Borkowski, J. G., & Thorpe, P. K. (2023). Self-regulation and motivation: A life-span perspective

on under achievement. In Self-regulation of learning and performance (pp. 45-73).

Routledge.

Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian

Journal of Education and social studies, 10(4), 16-37.

Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C. (2020).

Effects of developmental relationships with teachers on middle‐school students’

motivation and performance. Psychology in the Schools, 57(4), 646-677.