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Math 3-6

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Math 3-6 > Factors > Motivation

Motivation

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Motivation is the desire and energy that guides behavior. When we are motivated, we engage more in what we are doing and learn more. Motivation has an essential influence on math learning.

Main Ideas

One important distinction is between intrinsic Motivation, the inherent desire to learn and accomplish goals, and extrinsic Motivation, which is the desire to accomplish goals because of external rewards/recognition or to avoid a negative consequence. Students' general academic intrinsic motivation has been found to decline from upper elementary to high school, with Motivation in math showing the steepest decline. Intrinsic and extrinsic Motivation are not mutually exclusive; it is very common for students to be driven by both intrinsic and extrinsic motivators.

For example, they may not be intrinsically interested in a specific assignment but they are motivated to do well for a related long-term goal. Students will be more likely to have intrinsic Motivation when they can connect learning material to their own lives and interests. Students with learning disabilities may need additional support to maintain intrinsic motivation. Providing students with choice can increase student engagement and increase accountability for students to complete the task. Moving students towards being more intrinsically motivated is important for long term engagement in math learning.

Some important concepts that impact Motivation include:

  • Self-efficacy - the confidence students have in their own math abilities
  • Interest/value - whether we want to complete the task
  • Goals - the reasons or purposes for doing a task
  • Self-regulation - the ability to organize and manage thinking, behavior, and emotions to accomplish a task

Self-efficacy for math underlies the Motivation to do math. Because of this, students with a higher math self-efficacy will choose to engage in more challenging math tasks. Students who appear less motivated or who avoid certain tasks may be exhibiting the early signs of learning disabilities. In addition, students with ADHD may need additional support to maintain Motivation in different contexts, which can in turn support their executive functioning.

The celebration and acknowledgement of culture and race can also play an important role in the processes of academic Motivation. For example, students who have been historically excluded may benefit from meaningful relationships with school faculty and staff to help support their Sense of Belonging in their school community, which can impact Motivation.

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