Motivation can be termed as the needs or wants that drive someone towards a particular goal. Aside from biological motives, there are intrinsic motives that arise from internal factors and extrinsic motives that arise from external factors. There is always a motivation for doing the things we do. Intrinsically motivated behaviors are carried out because of the inner satisfaction they give, personal satisfaction. On the other hand, extrinsically motivated behaviors are done with the aim of getting something from others ( Kumar & Bondie, 2018) . Various principles of motivation can be used to encourage a student to improve their academic performance.
To motivate a student in learning, I would use the principles such as incentives. Incentives, for example, receiving praise from the teachers or privilege, can give a student much more enthusiasm in learning. However, incentives are not only external or receiving recognition from others only. Most importantly, the students should motivate themselves and develop a deep desire for personal satisfaction because that what matters most in the end ( Bear et al. 2017) . Therefore, I would limit the use of external motivations and encourage them to develop internal motivation because it will give them better results and longevity. Another principle I would use is the principle of self-actualization. This implies that one that states that learning is most effective when someone is ready to learn. I would encourage them to develop a readiness to learn because no matter how much they are taught, success will come from their willingness to learn. I would encourage them to set personal goals and give feedback on the steps they are taking to achieve them.
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Generally, external motivation gives people a drive to do something, but in the long run, internal motivations keep them going. Using incentives to motivate is effective, but with a combination of a drive within them to be an all-round better person and enjoying what they are doing.
References
Kumar, R., Zusho, A., & Bondie, R. (2018). Weaving cultural relevance and achievement motivation into inclusive classroom cultures. Educational Psychologist , 53 (2), 78-96.
Bear, G. G., Slaughter, J. C., Mantz, L. S., & Farley-Ripple, E. (2017). Rewards, praise, and punitive consequences: Relations with intrinsic and extrinsic motivation. Teaching and Teacher Education .
