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Students' Diversity in Motivation

This document discusses students' diversity in motivation and how social and cultural factors can influence students' motivation to learn. It explores research findings showing how motivation varies based on a student's age, gender, cultural background, socioeconomic status, and special education needs. Two key principles discussed are that students are more likely to model behaviors they see as relevant, and students develop greater efficacy when they see others similar to themselves succeed. The document emphasizes that teachers should employ differentiated approaches and expose students to models they can relate to in order to best motivate students from diverse backgrounds.

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Ronah Jimenez Ohcar
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2K views3 pages

Students' Diversity in Motivation

This document discusses students' diversity in motivation and how social and cultural factors can influence students' motivation to learn. It explores research findings showing how motivation varies based on a student's age, gender, cultural background, socioeconomic status, and special education needs. Two key principles discussed are that students are more likely to model behaviors they see as relevant, and students develop greater efficacy when they see others similar to themselves succeed. The document emphasizes that teachers should employ differentiated approaches and expose students to models they can relate to in order to best motivate students from diverse backgrounds.

Uploaded by

Ronah Jimenez Ohcar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODULE 21

Prepared by: RONNALY ROSE J. RACHO

Students' Diversity in Motivation


Task 1
Motivation
LET'S TEST YOUR BRAIN CAPABILITY!
WHAT IS MOTIVATION?
WHAT MOTIVATES YOU AS A LEARNER?
Students' Diversity in Motivation
TOPIC
Take the Challenge!
In this Module, challenge yourself to:
• reflect on your own experiences as you read through situations given in this Module.
• present the social and cultural influences on the cognitive and motivational processes of
learning by means of a graphic organizer.
• state and explain two principles on the social and cultural influences on motivation.
Introduction
Students who, by themselves are already as diverse, also differ in motivation. This diversity
in motivation may be traced to differences in age, developmental stage, gender, socio-
economic and cultural background. How these factors influence student's motivation is the
concern of this Module.
Lesson
Read the following research findings then reflect on your very own experiences.
A.
• 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. (Juvonen and Weiner, 1993
quoted by Ormrod, 2004.)
• Students often become less intrinsically motivated as they progress through the school
years. (Harter, 1992 quoted by Ormrod, p.507) Leaming goals may go by the wayside as
performance goals become more prevalent and as a result, students will begin to exhibit
preference for easy rather than challenging tasks (Harter, 1992; Igoe and Sullivan, •1991
quoted by Ormrod, 2004)
• Increasingly, students will value activities that will have usefulness for them in their
personal and professional lives, and subjects that are not directly applicable will decrease
in popularity. Wigfield, 1994 quoted by Ormmd, 2004)
B.
• Elementary students tend to attribute their successes to effort and hard work
• By adolescence, however, students attribute success and failure more to an ability that is
fairly stable and uncontrollable. Effort becomes a sign of low ability; ... (Nicholls, 1990;
Paris & Cunningham, 1996 quoted by Ormrod, 2004.
C.
• There are different motivational patterns for students belonging to ethnic communities.
Students from Asian American families may feel more pressured to perform well in school...
• Students cultural background can influence their attributions...For instance, students of
Asian background are more likely to attribute academic achievement to unstable factors
like effort and attribute appropriate or inappropriate behaviors to temporary situational
factors than students brought up in mainstream Western culture. (Lillard, 1997; Peak, 1993
quoted by Ormsrod, 2004)
D.
• ...Females are more likely than males to have a high need for affiliation (Block, 1983
quoted by Ormrod, p.508)
• Females are also more concerned about doing well in school. They work harder on
assignments, earn higher grades and are more likely to graduate from high school
(Halpern, 1992; McCall, 1994 quoted by Ormrod, 2004)
• We typically find more boys than girls among our "underachieving" students.
E.
• Students from low-income families are among those most likely to be at risk for failing
and dropping out of school. A pattern of failure may start quite early for many lower-
income students especially if they have not had the early experiences upon which school
learning often builds.
F.
• Students with special educational needs show the greatest diversity in motivation. Some
students who are gifted may have high intrinsic motivation to learn classroom subject
matter, yet they may become easily bored if class activities don't challenge their abilities.
(Friedel, 1993; Turnbull et al, 1999 quoted by Ormrod, 2004)
• 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 tasks, especially if their past efforts have been repeatedly met with
failure (Deshler & Schumaker, 1988; Jacobsen, Lowery, & DuCette, 1986; Seligman, 1975)
• Students who have difficulty getting along with their classmates (e.g. those with
emotional and behavioral disorders) may inappropriately attribute their social failures to
factors beyond their control (Hewrad, 1996 quoted by Ormrod, 2004)
Principles
Our students' motivation may vary on account of age, gender, cultural, socioeconomic
background, and special education needs. Our class is a conglomerate of students with
varying ages, and gender and most especially cultural background and socioeconomic
status. Our' students' motivational drives reflect the elements of the culture in which they
grow up — their family, their friends, school, church and books. To motivate all of them for
learning, it is best to employ differentiated approaches. "Different folks, different strokes".
What is medicine for one may be poison for another.
Two principles to consider regarding social and cultural influences on motivation are:
1. Students are most likely to model the behaviors they believe are relevant to their
situation
2. Students develop greater efficacy for a task when they see others like themselves
performing the task successfully. (Ormrod, 2004) What can be derived from the two
principles?
"Students need models who are similar to themselves in terms of race, cultural background,
socioeconomic status, gender, and (if applicable) disability. (Omrod, 2004.)
Then it must bé good to expose our students to models of their age and to models who
come from similar cultural, socioeconomic backgrounds.
DESCRIBE
DESCRIBE THE SOCIAL AND CULTURAL INFLUENCES ON MOTIVATIONAL PROCESSES OF
LEARNING
END
THANK YOU & GOD BLESS! 😊

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