Introduction
The starting point of the learning process is curiosity that is crafted in the minds of the young people. This essentially includes the student’s aspiration of participating in the learning process (Lumsden 1). Unfortunately, the zeal to learn more and the curiosity developed constantly decrease as the young ones grow older in the education system. In order to maintain the level of determination and curiosity, the young students need motivation from people with experience in different areas. Motivation to learn involves the stimulation of a student’s natural desire to be involved in the learning activities. This means that it is through motivation that students learn (Stiggins, Judith, Jan and Stephen 134). Both intrinsic and extrinsic motivations are necessary for the performance of the students. This paper analyzes the literature that supports the importance of motivation to the learners with the view of enhancing the motivation, both intrinsic and extrinsic among the students.
Motivation is important to the infants because it helps them to know how to deal with the world round them. In school, the students experience many things, which can sway them away from their goals. In many cases, the students are likely to be discouraged by the experiences they get in school. Research shows that many students are demoralized by the daily activities hence there is increasing need for motivation among the students in order to enable them acclimatize with the activities.
According to Rowell and Eunsook (4), beliefs, perceptions, and values also influence the behavior and activity of the students. In most cases, beliefs and perceptions influence the extrinsic motivation among the students. In the school environment, many false beliefs exist and students need guidance to avoid the negative beliefs and embrace the right perceptions. When they have the extrinsic motivation through the beliefs and perceptions, the students will work hard in order to prove the negative perceptions wrong, which amounts to great extrinsic motivations. Most of the students fail to understand their reasons for failing to achieve their objectives. Motivation is the missing piece in the success of many students (Lumsden 3). In essence, motivation is imperative for most of the students in order for them to focus on the goals that they have in their studies.
Moreover, motivation is essential for the learners because it helps them develop and maintain a sense of initiative. Parents seldom complain of their young children lacking motivation or very young children lacking the initiative especially in academic endeavors. However, as they grow older, they fail to take initiatives effectively hence the need for motivation. Motivation thus helps the students to identify opportunities in their activities and take an initiative to cover them. Furthermore, motivation enables students develop a competitive mindset. Most of the time the learners know what they need to do but they lack the drive to excel. Competition can discourage some of the learners. Motivation helps the learners to endure, as competition gets tougher thus succeeding academically (Clinkenbeard 3).
Motivation also influences performance as research shows that the performance of average students is directly proportional to the level of motivation that they receive. In a music class research, when the students were motivated by their first music run of rhythm, they performed better in the second one although it was tougher. Among the students, when the level of motivation is high, they tend to give the task their best hence they will always yield better results. Motivation builds the mental excitement, which in turn helps the students to succeed.
Furthermore, research shows that most of the students perform better in their early days in school than later days. Parents are at good position of explaining this trend. However, this goes down to the motivation of the students. As students navigate within the educational systems, they faces some challenges that frustrate them which may make them lose focus. The true potential of the students come through before they get any frustrations in their education (Clinkenbeard 6). The missing piece to help the learners cope with the frustrations is motivation. In essence, motivation helps the students to realize as well as exploit their own potential. Most of the students fail not because they cannot pass but because their minds have not been juggled. Mind juggling and potential activation only happen through a well-coordinated motivation system as students are challenged to think (Stiggins, Judith, Jan and Stephen 68).
Lastly, Stiggins, Judith, Jan and Stephen (74), argues that an important requirement for the assessment includes insuring that the candidates are examined when they are at their best. Under favorable environment, students perform to their full potential thus assessment officers must ensure the students are granted essential requirements. The best way to take the students to their best is through motivation. Motivation makes students realize their potential, as they believe that they have the ability of attaining high levels of success (Droe 3). Success depends on the level of motivation in many ways. However, the motivation levels, especially intrinsic motivation lowers as the students advance in their education. In the same light, motivation is important to the students in many ways. It helps the students to realize their potential and exploit opportunities by making them believe in self (Droe 4).
Conclusion
It is apparent that students’ learning is dependent of numerous factors. Particularly, motivation is an essential element that enhances students’ learning ability. Motivation drives success and helps the students to maintain a competitive edge. Essentially, motivation is the force behind the continual determination of the students to excel and produce better results all the time. This highlights the need of employing the idea of motivation in education systems to foster students’ performance.
Works Cited
Clinkenbeard, Pamela R. Motivation and gifted students: implications of theory and research. Psychology in the Schools. (Aug2012), 49(7), p622-630. Print.
Droe, Kevin L. Effect of Verbal Praise on Achievement Goal Orientation, Motivation, and Performance Attribution. Journal of Music Teacher Education, 10570837, (Oct 2013), 23(1). Print.
Lumsden, Linda. Student Motivation to Learn. ERIC Digest, (1994). Web. 5th Dec. 2013 http://www.ericdigests.org/1995-1/learn.htm
Rowell, Lonnie and Eunsook Hong. Academic motivation: concepts, strategies, and counseling approaches. Professional School Counseling, 10962409, (Feb. 2013), 16(3). Print.
Stiggins, Richard J, Judith A. Arter, Jan Chappuis, and Stephen Chappuis. Classroom Assessment for Student Learning: Doing It Right -- Using It Well. Princeton, NJ: Educational Testing Service, 2006. Print.
