Student Absenteeism
Abstract
The purpose of this paper is to discuss research into the complex dynamics of motivation in students; examine the underlying assumptions, orientations, theoretical frameworks and contributing factors that may affect academic motivation such as cultural predictors, discrimination, socio-economic background, as well as other variables. Academic motivation can create confidence in one 's ability, along with an increased value of education and desire to learn (Deci, Vallerand, Pelletier, & Ryan, 1991). Motivation provides insight into why we may behave the way we do; it is an internal process that reflects the desire to achieve certain goals. Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. If we as educators can work towards increasing the academic motivation in students, we can create a solid foundation for success in education.
Constructs on Motivation
Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated.
When students are motivated intrinsically, they will display increased time on task, more elaborate processing and monitoring of comprehension, selection of more difficult tasks, a deeper and more efficient performance in learning strategies, greater creativity and risk taking, and choice of an activity in the absence of an extrinsic reward (Lepper, 1988) as cited in Middleton & Spanias (1999). In this particular study by Middleton and Spanias, intrinsic motivation is more complex than the additive effects in the domains of achievement, ability, and perceived
The purpose of this paper is to discuss research into the complex dynamics of motivation in students; examine the underlying assumptions, orientations, theoretical frameworks and contributing factors that may affect academic motivation such as cultural predictors, discrimination, socio-economic background, as well as other variables. Academic motivation can create confidence in one 's ability, along with an increased value of education and desire to learn (Deci, Vallerand, Pelletier, & Ryan, 1991). Motivation provides insight into why we may behave the way we do; it is an internal process that reflects the desire to achieve certain goals. Educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. If we as educators can work towards increasing the academic motivation in students, we can create a solid foundation for success in education.
Constructs on Motivation
Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated.
When students are motivated intrinsically, they will display increased time on task, more elaborate processing and monitoring of comprehension, selection of more difficult tasks, a deeper and more efficient performance in learning strategies, greater creativity and risk taking, and choice of an activity in the absence of an extrinsic reward (Lepper, 1988) as cited in Middleton & Spanias (1999). In this particular study by Middleton and Spanias, intrinsic motivation is more complex than the additive effects in the domains of achievement, ability, and perceived
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