This type of response is more likely to happen. If you want the right thing to happen, reward it with positive measures. Repetition with positive rewards always makes out to be a better influence for a child’s upbringing and how they react to the set goal. I would like to say that Operant Conditioning is a better form of learning because it is strengthened by positive consequences or weakened by a negative consequence. You reward to improve behavior, or you take away or time-out to give them time to think about what they did wrong.
The six influences use a mix of intrinsic and extrinsic motivation. Before we discuss whether the six influences’ goal is intrinsic motivation, we need to know what the differences between intrinsic and extrinsic motivation. Intrinsic motivation is doing a behavior or task because you enjoy the act of doing it. Extrinsic motivation is doing a behavior based off an external reward such as money a trophy or maybe well-being of yourself or others. Next, a quick overview of the six influences.
Positive language – positive language is about using phrases that show that you are taking responsibility for your actions and that you value people’s opinions and show that you can learn from others Negative language – negative language is using phases like ‘to be honest…’ this shows that you are most likely not an honest person and have lied in the past. Leaving out that ‘to be honest…’ at the start of a sentence makes it more positive’ Active engagement – active engagement is listening to someone but also taking part and asking questions, this more likely to help you to learn and understand something. Sitting there passively will not necessarily help you at
The adoption of the mastery approach goal leads one to develop the need to improve his competence, and these goals are believed to be more intrapersonal (without relation to one’s peers). This means that mastery approach goals are more likely to stem from the individual’s desire to succeed for personal satisfaction. Since this desire to attain success is innate and not so much comparative, students may not use extreme means to achieve academic success. H3: Both Kiasu-Positive and Kiasu-Negative Behaviours Lead to Greater Academic Achievement. Kiasu-positive tactics propel students to place additional effort into their work, a tactic clearly associated with improved academic performance (Kirby & Ross, 2007).
Students should be motivated by rewards other than money. In the future, grades are not the most important standard. In fact, for most adults, the objective of their occupation is not to earn good grades. Also, getting paid for good grades would make students less likely to do volunteer work because they would be so accustomed to being rewarded with money after doing something well. More importantly, students will lose focus on the fact that education and experience, not money, is their
on the other hand, if the learner does not value the goal of the teacher, it is unlikely that they will put in effort and enthusiasm in the lesson. This is precisely what happened to me in the case study. However, even though my initial self efficacy was low, I rose up to the challenge as I gained futher knowledge into the subject matter. And my positive attitude made my level of self efficacy rise. My peers provided the persuasion that I had the ability to succeed.
Another reason is that children would be working for money, not education when it should be the other way around to later on in life get good money and a good job. Last, it is ineffective to pay for the financial outcome when the process getting there isn’t rewarded. Overall, students shouldn’t get paid for getting good grades because money for good grades doesn’t improve your scores, the opposite often happens. To begin, students should want to learn for themselves. They should be satisfied with the warm, fuzzy feelings of accomplishment and success is its own reward.
197) agree with the fact that intrinsic motivation is better that extrinsic motivation, and say that motivation generates a commitment that makes the students learn the language. They add that intrinsic motivation is present when external motives are inexistent. On the other hand extrinsic motivation is generated when the student is expecting some kind of reward after learning the language. The reward is usually observable. Intrinsic motivation is more important for learning English and achieves success.
In Growth Mindset they defined two different mindsets as" those with a fixed mindset believe that their talents and abilities are simply fixed. They have a certain amount and that's that…. People with a growth mindset, on the other hand, think of talents and abilities as things they can develop-as potentials that come to fruition through effort, practice, and instruction."(4). An growth mindset student, can learn from a social/individual process because they have no negative connotations blocking them from success. They are constantly motivated to learn, unlike a fixed mindset student's that from previous experience gives up easily if they don't understand.