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Reflection On Learning Motivation System

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Reflection on Learning Motivation System
Current Motivation System
Basically, my motivation system works by putting main focus on the psychological needs and social needs that I valued regardless to the goals.
Autonomy would be an important concern for the level of intrinsic motivation I would have towards a task. If the task was a challenging essay to be handed in for assessment the volition would be lowered. The perceived autonomy would be lowered along with the motivation to write the essay. However, I would still try my best to do it, as the social needs of achievement and affiliation would push me to work on the essay. As I have valued how other view me as a competent person and like me more. However, my approach seemed to involve avoidance-oriented …show more content…

The learning of Japanese is powered by the integrative motivation (Gardner, 1977; Daskalovska, Gudeva, & Ivanovskaa, 2012), which I aimed to learn about the other culture and communicate with people in Japanese Culture. However, I often was not motivated to start studying, because of the external factors such as my school work and part-time job made me exhausted, thus I would rather use my free time to take a rest. Another problem was I did not have a plan or schedule of what to do learn Japanese. According to Harmer (2001), developing short-term achievable goals, the immediate feedbacks of these goals could use to empower the motivation and commitment to attain a long term mastery goal. The success could even strengthen the self-efficacy in learning which added fuel to achieve my goal (Hsieh, 2014). Therefore, I set two practical goals: passing the N5 examination in July next year and talking to my friends in Japanese daily for at least 30 minutes for a specific …show more content…

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Corno, L. (1986). The metacognitive control components of self-regulated learning. Contemporary Educational Psychology, 11, 333-346.
Daskalovskaa, N., Gudevab, L. K., & Ivanovskaa, B. (2012). Learner motivation and interest. Procedia - Social and Behavioral Sciences, 48, 1187-1191.
Harmer, J. (2001). The Practice of English Language Teaching. (3rd ed.) Harlow: Longman
Hsieh, T. (2014). Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan. Higher Education, 68(3), 417-433. doi:10.1007/s10734-014-9720-6
Muraven, M., Gagné, M., & Rosman, H. ( 2008). Helpful self-control: Autonomy support, vitality, and depletion. Journal of Experimental Social Psychology, 44, 573– 585. doi: 10.1016/j.jesp.2007.10.008
Reeve, J. (2009). Understanding motivation and emotion. Hoboken, New Jersey: John Wiley & Sons.
Rhodes, R. E., & Blanchard, C. M. (2007). What do confidence items measure in the physical activity domain? Journal of Applied Social Psychology, 37,

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