Faculty of Education

STUDENT NAME SAJEEWI SENANAYAKE

INDEX NUMBER GC/22/BED/E/115 YEAR OF 2025 JANUARY

(GSC) STUDY AND
SEMESTER

MODULE NAME Child development,motivation and learning

(As per the paper)

MODULE Dr.A.E.D.Eshwara DATE 06/04/2025

LECTURER SUBMITTED

For office purpose only:

COMMENTS

0 – 500 words

501 – 1000 Words

1001 – 1500
Words

1501 – 2000
Words

2001 - Above

Declaration

PLEASE TICK TO INDICATE THAT YOU HAVE SATISFIED THESE

REQUIREMENTS

□ I have carefully read the instructions provided by the faculty

□ I understand what plagiarism is and I am aware of the University’s
policy in this regard.
□ I declare that the work hereby submitted is my own original work.
Other people’s work has been used (either from a printed source,
Internet or any other source), has been properly acknowledged
and referenced in accordance with the GSC’s requirements.
□ I have not used work previously produced by other student(s) or any
other person to hand in as my own.
□ I have not allowed, and will not allow, anyone to copy my work with
the intention of passing it off as his or her own work.
□ I hereby certify that the individual detail information given (name,
index number and module details) in the cover page are
thoroughly checked and are true and accurate.
I hereby certify that the statements I have attested to above have
been made in good faith and are true and correct. I also certify that
this is my own work and I have not plagiarized the work of others and
not participated in collusion.
ANSWER SHEET

Introduction

In the realm of education, student success is a multi-faceted outcome influenced by various internal
and external factors. Among these, motivation stands out as a central and powerful driver of
learning. Motivation in education refers to the internal desire or external encouragement that
compels a student to engage in academic activities and persist in the face of challenges. A
motivated student is more likely to show interest, actively participate in learning tasks, set goals,
and strive for academic excellence. Conversely, a lack of motivation can lead to disengagement,
low achievement, and even dropout.

By analyzing the importance of motivation in the educational process, looking at psychological

theories that support the link between motivation and learning, talking about ways to increase
motivation, identifying obstacles to motivation, and highlighting the critical role of teachers, this
assignment seeks to support the claim that "the success of learning depends on the motivation of
students." The debate will end with a restatement that student motivation is a fundamental
component of successful learning, not just a contributing one.

The significance of motivation in learning

Motivation is the engine that powers the entire learning process, not merely an adjunct to education.
It affects students' motivation to learn, their level of effort put into assignments, and their ability to
persevere through challenging coursework. Motivated students typically exhibit greater focus, put
in more effort, and persevere longer than unmotivated ones. Assessment performance, assignment
completion, classroom behavior, and attendance are all directly impacted by motivation.
There are two primary types of motivation: intrinsic motivation, which comes from within the
learner, and extrinsic motivation, which is driven by external rewards or pressures. Intrinsically
motivated students engage in learning for personal satisfaction, curiosity, or interest. They find joy
in mastering new concepts or solving problems. Extrinsically motivated students, on the other hand,
may study to achieve high grades, earn praise, or avoid punishment. While intrinsic motivation is
generally more sustainable and associated with deeper learning, extrinsic motivation can be
effective in initiating engagement, particularly in less confident or younger learners.

Student motivation is influenced by a number of elements, such as individual interests, self-esteem,

family history, peer pressure, instructional strategies, the classroom setting, and the perceived
importance of the material. While unfavorable experiences or a lack of support might lower
motivation, a dynamic and encouraging atmosphere can increase it. Therefore, developing learning
experiences that foster success requires an awareness of the motivational sources and triggers.

Theoretical perspectives on motivation and learning

The connection between learning and motivation is clarified by a number of psychological theories.
These ideas assist teachers in comprehending what motivates students and how best to foster their
academic development.

One of the most well-known frameworks is Maslow's Hierarchy of wants, which describes a
hierarchy of human wants ranging from the most fundamental to the most advanced. Students will
find it difficult to concentrate on their studies unless their basic needs—such as feeling safe and
accepted—are satisfied, claims Maslow. As students work to reach their full potential and
experience personal development, their motivation levels rise.

The Self-Determination Theory, created by Deci and Ryan, is another significant theory. According
to this idea, motivation is mostly fostered by autonomy, competence, and relatedness. When
children believe they can succeed, feel they have some control over their education, and form deep
connections with peers and teachers, they are more motivated in the classroom.

Another helpful viewpoint is offered by Eccles and Wingfield’s Expectancy-Value Theory. It

implies that students' expectations—their conviction in their own ability to succeed—and the
importance they attach to the job both affect their motivation. Students are more inclined to put out
effort and stick with a learning task when they think it is both feasible and significant. This
approach emphasizes how important it is for educators to boost students' self-esteem and connect
learning to their interests and aspirations.

When taken as a whole, these ideas demonstrate that motivation is a dynamic and complex
construct that is impacted by social interactions, emotional needs, and internal beliefs rather than
being a single attribute. By recognizing these factors, educators can create learning environments
that nurture and sustain motivation.

Practical strategies to enhance student motivation

Developing and maintaining student motivation calls for deliberate and careful approaches.
Teachers have a significant impact on how students feel about their academic journeys and how the
learning environment is shaped. Creating a nice classroom environment is one of the best methods
to inspire pupils. This entails treating others with dignity, fostering mutual trust, encouraging
involvement, and keeping lines of communication open. Students are more inclined to participate in
class when they feel respected and comfortable.

Maintaining motivation also requires a variety of instructional strategies. Maintaining interest and
accommodating various learning styles can be achieved by utilizing interactive and student-
centered strategies such group projects, project-based learning, role-plays, discussions, and
educational games. Lessons can become more accessible and engaging by incorporating
technology, multimedia, and real-world situations.

Giving constructive criticism and acknowledgment is another essential motivational technique.

While prompt, targeted feedback enables students to recognize their areas of strength and growth,
positive reinforcement motivates them to keep up their efforts. Since it encourages a growth
mindset—the conviction that skills may be acquired by commitment and hard work—genuine
praise that emphasizes effort over fixed ability is crucial.

Another effective motivation is to set attainable goals. Students gain a sense of purpose and
accountability for their own education when they are assisted in setting specific, attainable goals
and monitoring their progress. In addition to fostering autonomy, encouraging self-evaluation and
introspection also makes pupils more self-reliant learners.

Students' sense of ownership can be further increased by offering them choices for tasks or projects
and including them in decision-making. Students are more likely to remain motivated and dedicated
to their studies when they believe that their thoughts are valued and that their voices are heard.

Barriers to student motivation

Despite the best of intentions, a number of barriers might make it difficult to keep students
motivated. Lack of resources and assistance is one of the main obstacles, especially in
underprivileged neighborhoods or schools. Students may feel ignored or uninspired in overcrowded
classrooms with few resources or inadequate infrastructure.

Individual variances present another difficulty. The learning styles, interests, aptitudes, and
backgrounds of students differ. Some people may have emotional problems or learning disabilities
that affect their motivation. Others could experience pressure from communities or families that
goes against their academic objectives. To address a range of requirements, educators must be
cognizant of these variations and offer individualized education.

Peer pressure, social expectations, and the home environment are examples of outside variables that
might affect a student's motivation. A student who is experiencing bullying or family strife may
find it challenging to concentrate in class. Social or cultural norms may limit chances for some
groups or devalue education, which lowers motivation. Teachers, parents, counselors, and the
community must work together to address these wider issues.

The teacher’s role in fostering motivation

Students' motivation and, eventually, their achievement are greatly influenced by their teachers.
Students might be inspired to love learning by a teacher who is energetic, passionate, and
compassionate. Teachers can have a big impact on students' motivation levels by modeling a
positive attitude toward learning, showing empathy, and developing close bonds with their pupils.
A learning atmosphere where children feel safe and inspired is facilitated by establishing clear
standards and routines, being consistent, and being fair and encouraging. Students' sense of
belonging and self-esteem can be increased by promoting candid communication, demonstrating
real interest in their life, and acknowledging and applauding their accomplishments, no matter how
minor.

Additionally, by encouraging students to see mistakes as teaching opportunities, educators can help
students develop a growth attitude. Teachers foster resilience and a willingness to take on academic
obstacles by emphasizing effort, perseverance, and progress rather than merely results.

In the end, motivated educators produce motivated students. Beyond simply imparting knowledge,
a teacher's job is to foster an environment that piques students' interest, promotes inquiry, and gives
them the confidence to direct their own education.

Conclusion

In summary, theory and practice both support the well-founded claim that "student motivation is
critical to learning success." The primary factor influencing students' engagement with learning,
level of effort, and reaction to setbacks is motivation. Both intrinsic and extrinsic motivation are
significant, and the best learning results are frequently achieved when internal drive and outside
assistance are combined.
Through effective teaching strategies, positive reinforcement, meaningful relationships, and a
supportive environment, motivation can be enhanced even in the face of challenges. Psychological
theories like Maslow's Hierarchy of Needs, Self-Determination Theory, and Expectancy-Value
Theory offer valuable insights into what motivates students and how educators can influence these
factors.
The secret to releasing students' potential lies with their teachers. Teachers may foster the
motivation required for both academic and personal success by comprehending the varied
requirements of their students and designing engaging, inclusive, and emotionally secure learning
environments. Consequently, it is reasonable to say that student motivation plays a major role in
learning achievement.

Reference

 Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs
and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
 Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review
of Psychology, 53, 109–132.
 Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–
396.
 Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2014). Motivation in Education: Theory,
Research, and Applications (4th ed.). Pearson Education.