Temporal Motivation Theory

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Theoretical background 1. Temporal Motivation Theory The Temporal Motivation Theory models the motivating power of approaching deadlines, arguing that the perceived utility of a given activity increases exponentially as the deadline nears. This was developed by Piers Steel and Cornelius J. Konig. The pervasive phenomenon of procrastination have been applied with these and similar ideas. Procrastination is the practice of putting off or delaying, especially something that requires immediate attention. It is one of the most known factors that affect the student’s mindset in answering assignments and studying, and one of the reasons why some of them get lower grades in their exams. This study is useful to the current study because it enables…show more content…
When instructor behavior does not align itself with expectations, or when the learning objects do not function in a practical way, inconsistency in learning occurs. A good example of that would be when the function and form of interactive quizzes can differ from unit to unit which results in failure to persist and frustration. This is useful to the current study because MP can be quite challenging. Most students, if not all, struggle to achieve a perfect score in the test. Of course, results differ from different assignments for each student and low grades should not discourage them from answering MP. Perseverance, hard work, motivation and diligence are very important factors to drive the students to answer…show more content…
Learning should be an active process. Keeping learners active doing meaningful activities results in high-level processing, which facilitates the creation of personalized meaning. Encouraging the learners to apply the information in a practical situation facilitates personal relevance and personal interpretation. Learners should construct their own knowledge rather than accepting what was given by the instructor. Knowledge construction is facilitated by good interactive online instruction, since the students have to take the initiative to interact and to learn with the instructor and other students, and because the student controls the learning agenda. The online environment is experienced by the students first-hand, rather than receiving filtered information from an instructor whose style or background may differ from theirs. The instructor contextualizes and personalizes the information to meet their own needs in a traditional lecture which may not be appropriate for all learners. Learners experience the information first-hand in online instruction which gives them the opportunity to contextualize and personalize the information themselves. To facilitate constructivist learning, collaborative and cooperative learning should be encouraged.
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