Importance Of Motivation In Learning: A Literature Review

Motivation

Motivation is highly useful in the workplaces and the academic institutions. The highly incrementing benefits of motivation has placed it on some important level of consideration. Different experts have different opinions on the usefulness of motivation. The topic is debatable not for criticising it but to give it the most realistic background (Breen, 2014). The main purpose of this assignment is to understand the importance of motivation in learning.

Motivation

Motivation is of utmost importance to irrespective kinds of the societal places such as organizations, institutions and the societies. The use of motivation is very vast in different sectors of the societies. Motivation can be referred to a process, which is used to encourage the performance of others or at some instance; it is also used to self-motivate the characteristics of an individual. Motivation is very important for having a directional move towards the ultimate goal (Kasemsap, 2013).

There are different resources, which drives the flow of motivational thoughts onto the observer. Nevertheless, resources for the orientation of motivation are limitless. It is indeed highly complicated that motivation is very easy to understand and hard to make any conclusion on the different resources, which produces it (Nikoopour et al., 2012). Some defines motivation as the derivation of institutional thoughts such as leadership traits, which influences the individual by imparting the bunch of knowledge useful for the possession of motivation.

Some experts believe that motivation comes from the inner part of the body, which is the reflection of self-confidence and the professional skills (Kitjaroonchai, 2013). Motivation is self-created things whereas it is to some extent externally provided to someone. However, the self-created motivation is superior to the derived one because the self-created motivation is simply the reflection of personal characteristics (Mahadzir & Phung, 2013). Moreover, the personal characteristics are the highly beneficial assets, which can never alter its behaviour. If the inner characteristic were of leadership quality, it would maintain the same quality even under any odd situations. On a same note, if the inner characteristic were not any leadership, then this would encourage for things that are less important (Ariani, 2013).

The importance of leadership can very well be understood with the help of some institutional thoughts such as Maslow’s Hierarchy of Needs. Maslow very well constructs the importance of motivation and the driving forces behind the motivation (Cherian & Jacob, 2013). However, the theory is only limited to the organizational level. At the organizational level, several factors are needed to employees such as good salary, secured atmosphere, work-life balance, respective supervisors, rewards & recognition, incentives and over times. These are some factors, which employees need at their respective workplaces (Dörnyei & Ushioda, 2013).

Literature review on Motivation

According to Alderman (2013), “motivational inequality in the learning places is perhaps the biggest challenge, which the teachers have to face from k-12 or in higher degree colleges”. According to the author, the motivational inequality can be because of various factors such as cultural, family background, less capable learning skills and quality to absorb to the surrounding. Different kinds of students at the different levels of classes in the schools or the higher degree colleges tend to have different levels of motivation, which is highly reflected in their various activities in which they take part.

Literature review on Motivation

The level of understanding varies in big ratio, which is another factor behind varied range of motivational thought’s distribution. As per the belief of the author, “motivation is affected by three different kinds of behaviours such as energizing behaviour, directing behaviour and regulation of behaviour persistence”. Energizing behaviour is something, which encourages for a varied range of different works such as taking participation in different kinds of activities, performing well in examinations and making gutsy presentations of any known facts. Directing behaviour is something, which creates the sense of necessity in the individual regarding the urgent things. The regulation of behaviour persistence is the sustenance of behaviour, which is good for the motivational behaviour (Alderman, 2013).

In the opinion of O’Neil & Drillings (2012), motivations vary from individual to individual. This is driven by many factors, which is responsible for bringing differentiation in motivation in different individuals. The one of such factor is the external environment where the individual conceive its legacy and life styles. The provided situation to an individual compels the one for a motivational approach according to the provided situation. For example, if someone were asked to climb on one of the tallest hills in the world, very few of them would have guts for the same.

This just gives clear indication towards a fact that the external environment makes motivational level in different individuals clearer. The very given example is a good source of analyzing the different level of motivations in different individuals. Another very interesting factor is the need, which according to the writer is another good option to recognize the different levels of motivation in different individuals. The different kinds of need thus direct the different action in different individual. For example, if someone needs good amount of academic qualification for the possession of good job, which could provide the financial gap solution to its family, the individual must encourage itself for the attainment of maximum academic qualification. The individual in that case would be self-motivated (O’Neil & Drillings, 2012).

As per the belief of Dörnyei, Henry & MacIntyre, (2014), the dynamism of motivation is understandable with the help of some dynamic research on the subject topic. The author did a dynamic research by considering the transformation of students from their respective second language into the first language English.

The author believes that the research can very well prove the possession of motivation and its differences in different individuals. The author has identified that motivation is observable and identifiable if it is being tested with the help of some research as being done by the author. The author tries to identify the motivational levels in different students by observing their comfort level in understanding the first language English. The rate with which an student finds its transformation into the understanding of the first language English does simply tell about the motivational level of the targeted possessor.

The author has chosen a subject to check the generation of motivational skills in students and by doing so, the author actually narrowed down the research to make it more sophisticated and fewer complicated. The author is sure about its perception and want to let the world knows about the fact that dynamism in understanding the first language English is one of the best resources to judge the different level of motivation in different students (Dörnyei, Henry & MacIntyre, 2014).

According to Ushioda (2013), the changing learning environment of different schools, colleges and universities have perhaps changed the way of way of delivering the motivational skills into students for understanding the English language. Learning English is one of the most challenging ways, which is testing the motivational skills of students. Nevertheless, English as a language is according to the author is a good source of understanding the level of motivation into them. As per the author beliefs, those who are highly passionate ad eager to learn, they must develop the required motivations to learn the subject.

On other hand, those who have less confidence towards learning the English language do require some kinds of push-ups from their tutors. By saying so, the author means to say that every different individual has different rates of learning and developing the motivational skills.

The author has made this clear that incepting motivational skills into different individual at the institutional places require the grasping power of the individual, which according to the author is the most decisive factor in developing the motivational skills. The author has also made this evident the motivation is sometimes produced with the help of the observer itself. In addition to this, the author again states that motivations are needed to be produced in some individuals, as they are not comfortable in learning and understanding the English as the first language (Ushioda, 2013).

Personal Reflection

According to me, motivation is the self-created things, which sometimes is influenced by certain external factors. Motivation is the hidden quality within an individual, which the one fails to realize at some point in time. I am personally very less motivated person. My motivation is driven by different external factors at the different stages in my life. I feel very motivated when everything is happening good to me such as my academic performances are up to the mark; however, I fail to maintain the level of motivation if I fail to succeed in some of my unit tests. I am supposed to maintain the highest level of motivation into me to keep performing in the coming unit tests. However, I fall short in maintaining a healthy balance in between the motivational skills and the feeling for the same.

Conclusion

Motivation is self-driven thing in most of the cases; however, it is externally driven in some cases when something unexpected has have hampered the morality of an individual. Irrespective of the authors, which were cited in this context do very well produce the understanding of motivational skills. To conclude the topic, it would be wise to state that motivation is an inbuilt characteristic, which sometimes need to be driven by some external factors such as the tutors at the learning places.

References

Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and learning. Routledge

Ariani, D. W. (2013). Personality and learning motivation. theory. Research, 5(10).

Breen, M. (2014). Learner contributions to language learning: New directions in research. Routledge.

Cherian, J., & Jacob, J. (2013). Impact of self efficacy on motivation and performance of employees. International Journal of Business and Management, 8(14), 80-88.

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge.

Dörnyei, Z., Henry, A., & MacIntyre, P. D. (Eds.). (2014). Motivational dynamics in language learning (Vol. 81). Multilingual Matters.

Kasemsap, K. (2013). Practical framework: Creation of causal model of job involvement, career commitment, learning motivation, and learning transfer. International Journal of the Computer, the Internet and Management, 21(1), 29-35.

Kitjaroonchai, N. (2013). Motivation toward English language learning of students in secondary and high schools in Education Service Area Office 4, Saraburi Province, Thailand. International Journal of Language and Linguistics, 1(1), 22-33.

Mahadzir, N. N., & Phung, L. F. (2013). The use of augmented reality pop-up book to increase motivation in English language learning for national primary school. Journal of Research & Method in Education, 1(1), 26-38.

Nikoopour, J., Salimian, S., Salimian, S., & Farsani, M. A. (2012). Motivation and the choice of language learning strategies. Journal of Language Teaching and Research, 3(6), 1277-1283.

O’Neil, H. F., & Drillings, M. (Eds.). (2012). Motivation: Theory and research. Routledge.

Ushioda, E. (Ed.). (2013). International perspectives on motivation: Language learning and professional challenges. Springer.