Motivations Role in Achievement

In our daily lives, success in whatever one has achieved comes from the motives that one gets. Motivation is the key driver of all our actions. (Rabideau, 2005). Motivational achievement is attainable by the emotional desire for one to obtain success in whatever he/she does and the avoidance of failure. (Kolodziej, 2010).

The world has become very vulnerable. The challenging labor market is looking for individuals who are ambitious, can work under pressure and yet deliver the best characteristics. Among the most required skills in the job market are the psychological characteristics such as the ability to desire the success feeling, interaction skills with people on daily basis, and creativity. (Kolodziej, 2010). Therefore, the study purpose of motivations role in achievement is to be able to establish a stable connection on the strengths and weaknesses that one needs to focus on to attain success. It is, therefore, important that students are prepared on psychological competencies for them to achieve success in life.

Motivation

Idiosyncratic and multifaceted are two key factors that motivate people. The variety of different aspects of demeanor is on exposure by the establishment of different frameworks. These elements include goal achievement as well as self-efficacy. (Staden, 2016). Moreover, intrinsic motivation is the desire to expect the valuable outcome. (Belenky, Nokes, 2009). By the mere fact that we are trying to focus on how motivation has impacted the educational and academic context, studies have been carried out intensively in the arena of academics. The desire to achieve goals are widely stated. Mastery goals and performance goals have the distinction. The test carried out on the students understanding of the topic are referred to as the mastery goals while the ability of one to be able to evaluate are performance goals.

Several assessments have been established to create the level of motivational students who are involved in various academics. Other than constructs measuring, studies show the effects of having a precise orientation on a different learning.

According to (Belenky & Nokes, 2009), studies have proved that mastery-approach goals have yielded positive learning outcomes. For example, increased interest among the students in the teaching materials and improved deeper understanding of educational materials. Performance-approach goals, on the other hand, correlated with grades. It is less beneficial to strategies and deep learning.

School performance

The research was carried out in Germany to investigate the relationship between the fulfillment of a school and the need for achievement. This study was purposefully conducted to look for different motivational constructs and the need for achievement and influencing school performance. Achievement motives of this research are measured by two methods: the achievement motivation scale and the necessity of performance level. Results showed that motivation was a role player in the fulfillment of the school. The general effect explained by the motivational constructs was that school performance is as a result of intelligence.

Similarly, an active research regarding the same was conducted, and the researcher analyzed the sleeping index, the brightness and the motivation level impacted on the school performance. The result showed that time spent less during sleep, a greater standard of agility, high level of motivation and the rise in the degree of intelligence brought about better performance in the school.

Studies show that for students to perform better in school and for the high-level performance of a school, the students are required to be motivated for them to achieve this. The need for achievement and quality academic performance is on a determination by the motivational factor possessed by the student. Motivational factor has a key role in determining the students’ failure or success. The overall performance index of a school will be fixed by the student’s level of motivation as provided by the parents, teachers, and the school community.

Methodologies

Method 1

Achievement Motivational Training

The society has developed a role in training and educating on motivational culture for performance purposes. Society has taken the role of ensuring that students in school receive motivational support for the organization to grow regarding general well-educated students and culturally well-spirited persons who are ready and willing to deliver quality results.

During the training sessions that took about 70 hours, participants were well informed the purpose of the training is to foster their need for achievement. (Kolodziej, 2010). After that, students were made to understand the term motivation, performance need and their co-relation to success. The aim of the training is to enable the participants to be able to comprehend the concept of the necessity of achievement through motivation. (Kolodziej, 2010). Group work allowed the students to understand and achievement motivation creation that with a higher requirement to achieve their goals can in actual sense result in the accomplishment of both occupational and personal success.

In the training process, the participants are involved in group works where they can share their real life experiences on achievements with and without motivation. (Kolodziej, 2010). Through this exercise, the participants can develop the culture of success on motivational grounds. Participants can after that work on their progress thinking. Meaning that the participants are to write new stories saturated with achievement-related thinking. One of the key aspects in the need for achievement is to be able to set goals. Participants set their goals after which they revisit them within a span of two years. (Kolodziej, 2010).

Next step on training is to real life situation. The participants are to report to their achievement level of motivations and the outcomes that come with it. Different score levels are attained to determine the person who worked with full motivation and the level of achievement reached. The participants then, with tangible results and evidence, can decide on the improvement and whether or not there is the need for progress. (Kolodziej, 2010).

According to (Kolodziej, 2010),the members develop a plot of change last. They talk amongst themselves about their plans, and there is the provision of assistance on the useful tactics that they should incorporate for them to increase achievement motivation. (Kolodziej, 2010), reported that the participants are taught to manage possible difficulties and also discuss methods of recording daily changes. The designation of the program is in such a manner that it appears in seven different ways. Report by (Kolodziej, 2010), first, the participants are put into a task of learning the achievement motivation thinking. Second, the members are made to comprehend what their goals and characteristics are. Thirdly, is to enable the students to practice deeds related to achievement for them to have modern life experiences. Eventually, is to put into practice what they have achieved as learned earlier. (Kolodziej, 2010). The program has a provision to the student with the track on how they have been achieving their goals.

Several analyses of these effects of training showed its efficacy. In the studies conducted on high school students with different level of motivations, it was found out that the students who performed were those who had undergone the training, and they had their motivational level raised towards their goal achieving. Trained students became more active during the class hours than the controlled group.

Method 2

This process involved one hundred and four undergraduates in a university.

Design and materials

According to (Belenky & Nokes, 2009), two by two (invention versus say-and-execute and resource for learning: present verse not). A questionnaire, space to work, a past test, last questionnaire and a demographic piece of paper. The before-test study included a very crucial concept, standardization. On the after-test were slots to be completed by the students on the isomorphic problems. This way computation on the adjusted score could be undertaken as a critical dependent variable. (Belenky & Nokes, 2009).

Test Items

The students were subjected to tests to their measure of fluency procedure, the quality of reasoning, knowledge concept, the ability to adapt the skills and transfer. Fluency procedure is tested by the application of the mean deviation formula to solve a problem whereas in the trial for the quality of reasoning the students make a comparison of two different datasets regarding their consistencies. After that conceptual knowledge was rated upon asking the students to state their descriptions. (Belenky & Nokes, 2009).

Motivational Measure

The assessment of achievement was through a 12-item, of which of the four constructs was a validated measure of the three items. Each of the items had a statement of the students’ goals. In the mathematical classes, this proposal was adopted. Questionnaires were also developed to measure the participants’ motivation and productive experience during initial learning stages.

Results

According to (Belenky & Nokes, 2009), motivation, in this case, was examined in two ways; how the affection on motivation caused by the intervention and whether different results are noticed when the initial motivation interacted with instructional activities. Initially, motivated students did better in goal achievement than the intervention students.

Discussion

Students who had worked examples to tackle the questions did outstandingly better than those who had neither. The students who had examples were already familiar with the type of challenge that they were going to tackle. In this way, they were better placed to be able to handle the questions with ease. On the other side, the students who neither had an example on how to tackle the question found it difficult to adjust themselves to the task at hand. They began by learning the design of the questions and learn the methodology they would use to tackle the issues which made it tough for them to handle with ease. (Belenky & Nokes, 2009).

Research show that those who used the mastery approach orientation did better than those and showed massive improvement because they had strategies which they had applied and persisted all through with the difficulties they faced.

Statistics Anxiety

Research show that students develop anxiety in solving statistics concepts. (Belenky & Nokes, 2009). Statistics anxiety is described as a multidimensional variable. Most scholars find this aspect of multidimensionality a role player in the determination of motivation. (Belenky & Nokes, 2009).

Achievement goals

(Belenky & Nokes, 2009) reported that the three methods that are used in the determination of the effects of motivation on performance in learners included; performance goals approach, performance goals avoidance and art of goal mastery. The findings from the study have shown that art of targets mastery has a great relationship with meta-cognitive strategies, ability to attain high grades and the overall psychology of socialization. On the other hand, avoidance goal has a positive correlation when it comes to superficial learning strategies, decline in learning intrinsic motivation, poor grades and overall the negative that comes with emotions.

According to research findings, studies on the correlation between the achievement of goals and anxiety, one can make an inference that there is a negative correlation between anxiety and the art of goal mastery. A meaningful positive result is a relation between the avoidance of targets and fear. (Niemivirta, Talopa, Anna, 2008).

Academic motivation

Self-determination theory was developing to explain the school motivation into details. (Niemivirta, Talopa, Anna, 2008). This approach systematically demonstrates the learner’s progression, motivation, emotional and well-being needs. With this model, three entities must be taken into account. These objects include intrinsic motivation, extrinsic motivation, and motivation.

Intrinsic Motivation

According to (“The app psychology commune”, 2016), intrinsic motivation is the inward in feeling that one develops towards self-goal achievement without expecting any rewards. This intrinsic motivation is the motivation that drives students to perform a specific homework and duty spontaneously. This type of motivation comes from self-drive. With this sort of motivation, an individual usually feels motivated to play to the level best and ensure that the outer self-replication is outstanding. Intrinsic motivation brings the feeling of self-satisfaction. According to (Deci & Ryan, 1975), intrinsic motivation is the reward that comes from doing something as a self-satisfaction and not because of the reward for doing it but simply because it is the right thing that one was supposed to do.

Also (Deci & Ryan, 1975), they identified three entities that bring about intrinsic motivation. These included: Competence, relatedness, and autonomy. They stated that with competence, one could be able to succeed in whatever thing he does. Competence is enough to bring about intrinsic motivation because one has the ability and the confidence that he would be able to handle whatever task is at hand. Further, they said that with relatedness brings a welcoming environment and settled mindset to tackle whatever task to achieve. It essential that one can check their relationship with others. Ability to be able to connect with others cordially because it brings about the intrinsic motivation feeling. Finally, autonomy has been discussed as crucial in intrinsic motivation. With independence comes the ability to be able to control your life. Freedom brings about intrinsic motivation because of the confidentiality that comes with the ability of one to know what is best for themselves.

Extrinsic Motivation

According to (Lavasavi, Weisani, Ejei, 2011), extrinsically motivated people means that they are in the bid to achieve something more other than the pleasure that comes with completing the duty itself. Four sub-elements are evident with extrinsic motivation and that vary from the in between the levels of autonomy. Meaning that individual will move towards a motivation when there is a trace of low levels of autonomy. The person with high level of self-government will move towards intrinsic motivation. Extrinsic motivation drives a person to do a task for the reward of it other than the in feeling fulfillment. (Deci & Ryan, 1975). When one is extrinsically motivated, the level of intrinsic motivation goes quiet. The reason is that one has developed the motivational feeling of the reward awarded other than the belief in whatever task he does. In this effect, it means that extrinsic motivation can change a pleasurable into work. There are three categories of extrinsic motivation including external motivation, introjected motivation and identified motivation.

With external motivation, one is obliged to check on the environmental rewards and punishment contingencies. In this type of motivation; one does the work merely because he is paid to do it. (Deci & Ryan, 1975).

Introjected motivation, is the motivational feeling that one tries to avoid the internal guilt that comes with not completing a certain task as well as a recrimination effect. In this type of motivation, the key thing to doing a certain task is the avoidance of self-remorse. (Deci & Ryan, 1975). One avoids at all costs the recrimination feeling that one develops for incomplete work. For example, one will be obliged to work directly because of the family responsibility that one has. Therefore, in a bid to avoid disappointing the family and not meeting the family’s obligated responsibilities, introjected motivation comes in handy.

In identified motivation, the priority is the desire to express important self-identifications. With this type of motivation, one works because it is what one wants to do. This motivation frequently comes when one feels contented with whatever one is doing. The reason is that that is what one wants to do and will, therefore, do anything concerning that task.

Also, the fourth type of extrinsic motivation is integrated regulation. With this kind of motivation, the rules and regulation are fully assimilated into the person’s system, their models, and beliefs. This form of motivation has a close similarity to that of intrinsic motivation only that in integrated motivation, the source of motivation is external. (Deci & Ryan, 1975).

There are many forms through which extrinsic motivation occur. There can be positive motivation such as a reward being the result of a certain task and a negative motivation such as a threat or blackmail. Either way, both positive and negative are a way of providing motivation towards the achievement of a particular goal. Extrinsic motivation can, therefore, be a crude and easy way, but compelling to motivate someone towards the attainment of a goal. Extrinsic motivation has shifted the concentration towards the fulfillment that comes with the reward other than the action. (Cherry, Kendra, 2016).

Extrinsic motivation is manipulated in such as a way that it is being used in the development of certain behaviors in a person. The behaviors that one has to work without expecting something in return. First, the reward is put as a motivation towards the accomplishment of a task, then later on the compensation is drawn out of the task. The unwanted behavior is tamed by this method. (Deci & Ryan, 1975). A-motivation usually is referred to someone with zero motivation. The motivation level for performing his/her activities and thus the avoidance of doing any other type of activities. (Lavasavi, Weisani, Ejei, 2011). Motivation can sometimes is referred to as a motivational syndrome; a psychological condition that makes one unable to participate in social situations. (Farley, 2016).

Generally, from the outcomes of the studies with regards to motivation in academics and anxiety indicate, studies have shown that intrinsic motivation has an excellent correlation with health indices like responsibility. On the other hand, extrinsic motivation in academics and a motivation have a great co-relation with the bad behaviors indices like alcohol abuse.

In the study, we can note the effect of motivation on the transfer and how it can influence to a noticeable change in the outcome. The mingle between the primary intervention, activities involved in learning and learning preparations for future brought a vivid picture that what people notice is influenced by motivation. Results of the hypothesis also showed that intervention activities are beneficially motivating, and they affect the outcome. In the study, we saw that student who at first had little entries in the mastery-approach concluded by doing fairly well as those who had incorporated into the mastery-approach goals. It is noticeable that intervention activities that help in the motivation of a person are crucial and are of beneficiary regardless of the initial motivation. Evidently, the introduction of the questionnaire changed the motivation of the students and influenced them positively. Motivation, in actual sense, makes people to very particular in whatever they want to achieve. They become not only zealous in whatever they want to make, but also become meticulously keen in details about their achievements. As it was evident with the students, they were in a position to provide a quality procedure and paid particular attention to the questions they were answering once an intervention of a questionnaire is introduced.

The integration of cognitive theory in the motivational analysis is an essential aspect in the achievement of any goal. (Zimmerman, Bandura, Martinez-Pons, 1992). Exploration of the interactions between activities and motivations is critical in the expansion of academic education. In the event of a classroom setting, learning takes places where there are social influences, in the event where students are actively interacting with materials, in the processing of cognitive, where the responses are of quality standard and the motivation that comes from within the person. In the research, the interception of motivation with educational activities grounded in theories involved in cognitive produces not only practical but also theoretical quality results.

Motivation is an aspect that is used for better and extraordinary results. (David, McClelland, Atkinson, 1968). Motivation has been used to tap human concentration and channel all the energy towards the desired goal. Lack of motivation provides people with difficulty on how to handle the task and thus comprises quality of the outcome. Students without motivation do not perform exceedingly well as compared to those with motivation.

In a different study, to investigate the effects of statistics anxiety via academic motivation as well as statistical learning approaches, an educational environment is fully explored and inferences made out of it. In the study, it was presumed that anxiety is one of the best forms of learning motivation. Usually, stress affects progression in education, learning, performance, students’ attention, concentration and the way of retrieving information. (Lavasavi, Weisani, Ejei, 2011).

In the research study on the results of achieving goals, motivation in academics and strategies that are involved in education in anxiety in statistics, path analysis is used in the confirmation of this hypothesis. As the research findings indicate, the art of goal mastery affects statistics anxiety only via extrinsic motivation. A motivation and cognitive strategies are also involved. Performance-approach however, sets back social anxiety. Performance-avoidance has no direct co-relation with statistical concern. Instead, they have an impact on statistics anxiety through cognitive strategies and extrinsic motivation. Mastery goals seem to have a positive relationship with intrinsic motivation towards the achievement of a goal. However, mastery goal had a negative indication with a motivation. Also performance-approach and performance-avoidance had a significant association with extrinsic motivation.

Motivation is essential in the determination of goal achievement be it extrinsic motivation, intrinsic motivation or a motivation. The motivational level will determine the level in which one can achieve success. In the research, we find that extrinsic motivation has a reward that comes with it. Therefore, it's obligated that the person reaches the level of success to be able to enjoy the reward that comes with the yard work input. In as much as extrinsic motivation has a reward, intrinsic motivation is most preferable. The reason is that the person undertaking a task will wholeheartedly work towards the completion of the task simply because it is the right thing to do. Moreover, the inward fulfillment that comes with doing something is not because of the reward but rather because it is right to do it is the best feeling. Seemingly, the best goals are achieved out of intrinsic motivation. The focus on intrinsic is not on the reward as compared to extrinsic and thus there is avoidance of lethargy during the working of the task.

Outcomes that are driven by motivations are the best outcomes. In the research, we find that those students who had examples in the calculation of the mathematical questions did better compare to those who did not have examples. Meaning that with motivation, the outcome of the results is expected to be a notch higher as compared to that without motivation.

References

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