MOTIVATION TO LEARN
Abstract
Motivation to learn is associated with academic success, positive attitudes towards school, greater student and teacher satisfaction and better discipline. In developing the concept, motivation has been viewed as a personality trait or state depending on the situation, or as a combination of traits and states. The basic division that theorists have emphasised is the difference between intrinsic and extrinsic motivation. Since most activities are neither intrinsically nor extrinsically motivated, the idea arises that there is a continuum on which activities are located between fully intrinsically and fully extrinsically motivated, or that intrinsic and extrinsic motivation are considered as two independent causes with the possibility of simultaneous action. This paper presents the basic theoretical concepts of motivation to learn and practical implications for the teaching process, namely: behaviourist approach to motivation, Maslow's hierarchy of needs, self-determination theory, theory of optimal experience, expectancy-value theories, goal theory, implicit theories of ability, attribution theory, self-efficacy beliefs and self-worth theory as well as the importance of interest in the subject of study. Most theories emphasise the importance of intrinsic motivation, while research and the reality of school systems show that it is sometimes necessary to rely on extrinsic motives and to use reward systems. There are many reasons why students learn. Personal interests, curiosity and an inner need for knowledge are probably the strongest drivers to engage in a particular activity. It is important to nurture and develop curiosity, interests, and the desire to learn as many different areas as possible.
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