Reflect on your own experiences as you read through situations given in this module.
Stateand explain two principles on
the social and cultural influences on motivation. Students who, by themselves are already as diverse, also differ in motivation. This diversity in motivation may be traced to differences in age, developmental stage, gender, socio-economic and cultural background. How these factors influence student’s motivation is the concern of this module. Young children often want to gain teachers’ approval to be motivated while the older ones are typically more interested in gaining the approval of peers. Increasingly, students will value activities that will have usefulness for them in their personal and professional lives, and subjects that are not directly applicable will decrease in popularity. Females are more concerned about doing well in school. They work harder on assignments, earn higher grades and are more likely to graduate from high school. We typically find more boys than girls among our “underachieving” students. Students with special educational needs show the greatest diversity in motivation. Some students who are gifted may have high intrinsic motivation to learn classroom subject matter, yet they may become easily bored if class activities don’t challenge their abilities. (Friedel,1993; Turnbull et al, 1999 quoted by Ormrod, 2004). Students with specific or general academic difficulties (those with learning disabilities, those with mental retardation) may show signs of learned helplessness with regard to classroom tasks, especially if their past efforts have been repeatedly met with failure. Students who have difficulty getting along with their classmates (those with emotional and behavioral disorders) may inappropriately attribute their social failures to factors beyond their control. Our students’ motivational drives reflect the elements of the culture in which they grow up, their family, their friends, school, church, and books. To motivate all of them for learning, it is best to employ differentiated approaches. “Different folks, Different strokes”. “what is medicine for one may be poison for another.” 1. Students are most likely to model the behaviors they believe are relevant to their situation.
2. Students develop greater efficacy
for a task when they see others like themselves performing the task successfully. THANK YOU PRESENTORS: LENCY PRENDON GEOVANNIE RETIRO
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