Cause of Motivational Patterns
Research shows a lot of motivation and the quality of a student's work, depends on the teachers' motivating styles and the quality of their instructional style. Classroom surroundings play a huge part in this role too. It is said that interesting things to do, and interesting agendas to follow have an effect on a student's want to participate in activities. Classroom conditions such as rewards, competition, values, feedback, and interesting activities play into getting students to engage. Students need inner goals such as interests, values, goals and personal strives to succeed in class. But these traits don't come without a goal or an outcome. Teachers play an inherently powerful role in the social aspect of motivation.
Enhancing student motivation
Goals are a huge part of why and how A student responds to their work. Questions such as what is the goal of doing this assignment or what can my outcome be if I focus on this task. The main goal of a student being focus on an activity is to gain understanding of the unit becaause when given a new topic, the goal is to have the achievement of understanding something that is new or even challenging. This causes independence in the student and gains confidence of being able to take on new challenges on their own. This is an example of Intrinsic motivation.
The Learning Environment
A huge part of the learning experience includes the surroundings of the student. The environment creates a safe space for students to be themselves and gain the motivation to do different activities. This includes a model or teacher that helps a student learn the material that is needed. Teachers that give fun and interesting activities help the student gain an interest and motivation to complete it. Then giving positive feedback makes a student want to try harder or do better to show their newly gained skills. But the teacher could also give negative outcomes. In a fixed mindset, students care about how they'll be judged. They are afraid of making efforts because effort makes them feel dumb. Being praised for intelligence puts you in a fixed mindset while being praised for efforts tends to put students in a growth mindset. Finding a growth mindset creates motivation and resilience.
Maehr, M. L., & Midgley, C. (1991). Enhancing student motivation: A schoolwide approach. Educational Psychologist, 26, 399-427. (n.d.).