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Related Literature Review: Review Of Self-Empowerment

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Review of Related Literature To provide the background and the framework of the study, selected literature and readings related to the study are presented in this section. This section included concepts and views regarding the subject under investigation. Materials were obtained from books, published and unpublished theses, dissertations, and other sources to further define the scenario of the problem presented by the researchers. Self-Empowerment Personal empowerment or Self-Empowerment starts with a touch of the word “self-awareness”. Individuals need to know their strengths and weaknesses. Having a positive at the same time realistic view of yourself is an important ingredient in Self-Empowerment. One important element of human development …show more content…

Thomas and Velthouse (1990) viewed intrinsic motivation as essentially concerned with positively valued experiences derived directly from a given task. Factors concerning Intrinsic motivation include curiosity, challenge and social interaction. On the other hand, Extrinsic motivational factors include recognition, competition, and work avoidance. Individuals who have Intrinsic motivation tend to perform better without external rewards and recognition and vice versa with extrinsic motivation. Both do affect the Self-Empowerment level of an …show more content…

promoting membership and involvement are many ways to effectively engage students both within and beyond the classroom, and the benefits of engagement extend beyond academic performance to retention and persistence to increased self-empowerment. (Curseo & Farnum, 2011). According to the World Health Organization (WHO) that initial steps to promote Self-Empowerment are identification and recognition of the challenges, action, evidence and finally evaluation of self (WHO, 2010). According to Williams C.C and Williams K.C, 2013 that the following are factors that affects the motivation and improvement of self-empowerment of the students; (1) Hierarchy of needs. The environment is a factor on learning thus educators must do what is necessary to support and fill the student’s needs, the educators may need to provide encouragement and opportunities. (Maslow, 1943). (2) Perceived well-being, factors beyond the quality of teaching can affect student satisfaction including student motivation, course level, grade expectations, type of academic field, and workload difficulty. (Duffy and Ketchard, 1998) (3) Efficient use of energy and focus. Student should be taught how to produce results while maintaining focus and energy. This theme of efficiency should serve the student in

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