#Intrinsic and Extrinsic Motivation in Language Learning

[theenglishnook]

The Role of Motivation and Attitude in Language Learning

Understanding motivation and attitude is crucial for successful language learning. Intrinsic and extrinsic motivations, positive attitudes towards the language and its culture, and supportive learning environments significantly impact learners' progress.

Motivation in Language Learning Language learning is a complex process that presents various challenges, such as mastering grammar, vocabulary, pronunciation, and cultural nuances. Understanding motivation and attitude is crucial because they can significantly influence a learner’s success in overcoming these challenges and achieving proficiency. Types of Motivation in More Detail Motivation…

[definitelynoteeee]

Something I spend a lot of time thinking about is rewards in the classroom and whether they hinder or help students; they are an extrinsic motivation so they're not as powerful as an intrinsic one like actually giving a shit about learning; it has been observed that some students make a slapdash effort just to complete a task and receive their reward; but at the same time we live in a kind of rewards-based society where we need to do things for money so perhaps rewards are necessary; this is always a hot debate among teachers and psychologists. I'm pretty sparing with rewards, I use games in class for engagement and try to make it fun but I only reward people who I think have made a particular effort. I think rewards can escalate to the point where you are giving out prizes for the bare minimum and can become a huge out-of-control mess, like my coworker who awards ice cream whenever there's a quiz, but there's quizzes like two or three times a week so it's always ice cream day. Recently I just started using Duolingo for the first time ever and I can see its reward system has fallen apart in this manner somewhere along the line. I have no idea what it's ever talking about. I do 3 minutes of french and it's like you now not only have XP but like five different achievement badges and gems(?) and you have unlocked a chest(???), plus you have a streak to maintain etc. No wonder this is not considered a good platform for language learning, I literally treat my third graders with more seriousness. Do people really need this level of babying??? Is this considered normal??? (I know they just want to keep people on the app and learning efficiency is not really their consideration but it still alarms me)

[warau-okami]

Limiting ideas my students have worked through

Learning a language can be difficult and most people struggle if they start learning later in life. After 15 years of age the brain starts to lose its ability to learn languages. Even knowing this sometimes we beat ourselves up because we think we aren't doing well. Here's some things my students have said and the response I've given them.

'This is taking so long. I'll never be able to speak English well.'

Me: How long did it take you to learn your first language? 10 to 12 years, right? We don't think about that because we are children. Why would it take any less time now?

'I don't know enough words to say what I mean.'

Me: OK, let's learn more words then. Most aspects of language learning are memorization. Take time to learn 30 words a month in 10 months, you'll have increased your fluency level by at least one level.

'I'm not good at reading/writing/speaking/listening.'

Me: That's normal. How do we fix it? You do more of what you are struggling with until you aren't struggling anymore.

'I keep being bored. How can I learn anything when I can't seem to pay attention?'

Me: Take time to learn about something unusual. For example, learn about a weird animal or new technology. If it keeps your attention, you'll remember and look forward to learning.

'I'm not reaching my goals. How can I be successful?'

Me: Ultimately, learning success comes from one thing: motivation. Extrinsic motivation is having motivation from outside of yourself. This can be getting good grades or completing something for someone else. Intrinsic motivation is the motivation that comes from inside of you. No one can motivate you like you can motivate yourself. The most successful students have a strong intrinsic motivation. They will learn things outside of the classroom and stretch themselves regularly. Find your intrinsic motivation, and you will reach your goals quickly.

[locus-assignments-blogs]

Psychology Assignment Helper Explains Educational Psychology

Are you a student at a UK university finding educational psychology tricky? We know it can be tough to grasp psychological concepts and connect them to your coursework. That’s where a psychology assignment helper can really make a difference. At Locus Assignments, we’ve helped many students just like you. As your UK assignment helper, we offer expert support every step of the way. Whether you need help understanding psychology topics or completing assignments, we’re here to break down educational psychology in a way that makes learning easier and more effective.

If you’re studying for a BS in educational psychology, taking a general psychology course, or just curious about what psychology and educational psychology involve, this guide will clear things up. And if you ever need extra help, our UK assignment writers are ready to support you anytime. Whether it’s essays, reports, or research papers, our psychology assignment helpers have got your back.

What is Educational Psychology? Educational psychology, often called ed psych, is a branch of psychology focused on how people learn. It looks at how students gain knowledge and skills, the learning process itself, and strategies that help improve learning. Topics include memory, motivation, brain development, classroom management, and ways to assess learning.

Understanding psychology and educational psychology is key if you want to be a teacher, counselor, or work in education. It helps you understand how the mind works in learning settings, making it easier to connect with classmates and students—and even improve your own learning.

Why is Educational Psychology Important for UK University Students? UK universities have diverse classrooms with students from many cultures, education systems, and language backgrounds. This makes educational psychology especially important because it helps you understand different learning needs and how to meet them.

Many students choose master’s programs in educational psychology to boost their career prospects. These programs combine theory and practice, preparing you to handle real-world education challenges.

Throughout your studies, you’ll likely have lots of assignments. Writing them all by yourself can be overwhelming. Wondering, “Where can I find reliable expert help with psychology assignments in the UK?” Don’t worry! At Locus Assignments, our expert UK writers are here to help—whether you need general assignment support or help with psychology specifically.

Key Educational Psychology Concepts Every Student Should Know Here are some basics that will help you with assignments, course reading, and applying psychology to teaching or learning:

Theories of Cognitive Development: Theories like Piaget’s stages explain how students at different ages learn and understand things. These help teachers tailor lessons to the right learning level.

Behavioural Theories: Developed by Skinner and Pavlov, these explain how our environment shapes learning through conditioning. They’re useful for managing classrooms and motivating students.

Motivation in Learning: Educational psychology talks about two types of motivation—intrinsic (from within) and extrinsic (from outside). Knowing what drives students can help improve your study habits and grades.

Assessment and Evaluation: It’s important to measure what students learn fairly and thoroughly. Educational psychology offers ways to do this effectively.

Classroom Management Strategies: Good learning happens in well-managed classrooms. Psychology teaches how to create positive learning spaces and handle behavior issues.

If you’re juggling multiple assignments, don’t hesitate to get expert help. Contact our UK assignment writers to craft perfect assignments on psychology or any education topic. Just click “Upload Assignment” and get your work done fast.

How Locus Assignments Can Help You At Locus Assignments, we don’t just deliver content; we help you understand it. As your trusted UK assignment helper, our experienced writers simplify complex educational psychology ideas and create detailed, clear assignments.

If you’re doing a master’s in educational psychology, we provide support that matches university standards. Whether it’s studying theories, comparing psychology fields, or working on case studies, we’re here to help you succeed.

Feeling stuck with your UK assignment? You’re not alone. Many students come to us for help with essays, case studies, literature reviews, and more. Our professional UK assignment writers will assist you with every part of your assignment. With our psychology assignment helpers, you can focus on learning without the stress.

Conclusion Educational psychology is easier to learn with the right resources and support. Whether you’re applying for a master’s degree or just want to understand the subject better, we’re here to guide you. Reach out to our expert psychology assignment helpers anytime to clear your doubts.

Locus Assignments is dedicated to being your go-to UK assignment helper. Wondering “Where can I find reliable help with psychology assignments in the UK?” We’re here for you. Looking for reliable help with psychology assignments? Contact us now, and we’ll make your study life simpler and more efficient!

[psychnewsdaily]

studies

The pursuit of knowledge has long been a defining feature of human development. Through structured learning, individuals expand their understanding of the world, gain valuable skills, and shape their future paths. Whether conducted in a classroom, through self-guided exploration, or via research, the process of studying plays a crucial role in both personal growth and societal progress. At its core, studying involves more than just absorbing facts—it’s about learning how to think critically, solve problems, and apply information in meaningful ways.

The value of studies extends across all stages of life. In early education, it lays the foundation for basic literacy and numeracy. As learners progress into higher levels of education, the depth and complexity of what they encounter increases, encouraging independent thought and specialized expertise. This academic progression equips individuals with the tools needed to navigate an increasingly complex and interconnected world. Formal education systems, while not without flaws, serve as structured pathways to intellectual development and professional opportunity.

Beyond formal education, studying continues to serve important functions. In many careers, ongoing education is necessary to stay updated with new knowledge, technologies, or regulations. Professionals in medicine, law, science, and technology must consistently engage in learning to maintain their effectiveness and credibility. Even outside of the workplace, personal study—whether it's reading a new book, learning a language, or exploring a hobby—fosters cognitive health and broadens one's perspective on life.

Effective study habits are central to successful learning outcomes. Time management, setting clear goals, and maintaining consistent routines help learners stay focused and motivated. Active engagement with the material—such as summarizing, questioning, and teaching others—enhances understanding and retention. Environment also matters; a quiet, organized space can greatly improve concentration. While natural intelligence plays a role, much of academic success is tied to discipline and strategy.

The digital age has transformed the way people approach studying. With a wealth of information available online, learners have access to countless resources, from educational videos and articles to online courses and interactive tools. This democratization of knowledge allows more people to engage in learning, regardless of location or background. However, the abundance of information also requires discernment. Not all sources are reliable, so developing critical evaluation skills is essential in navigating the digital learning landscape.

Psychological research has increasingly contributed to understanding how studying works best. Studies have shown that spacing out learning sessions over time, known as the spacing effect, improves long-term retention more than cramming. Similarly, techniques such as retrieval practice—regularly testing oneself on the material—have been proven to strengthen memory and comprehension. These insights, drawn from cognitive science, help educators and learners alike develop more effective strategies for mastering content.

Motivation is another critical element in studies. Intrinsic motivation, where the learner is driven by curiosity or personal interest, tends to lead to deeper engagement and satisfaction. Extrinsic motivators, like grades or rewards, can be effective in the short term but often do not foster sustained enthusiasm. Creating a sense of purpose in learning—connecting material to real-life goals or values���helps maintain long-term commitment and enjoyment.

Cultural attitudes toward studying also vary widely. In some societies, academic achievement is emphasized as a path to stability and status, while in others, creativity and holistic development are prioritized. These cultural perspectives influence how students experience education and what they expect from it. Understanding these differences is important in global education systems and in designing inclusive learning environments that respect diverse backgrounds.

While the benefits of studying are many, challenges exist as well. Academic pressure, performance anxiety, and burnout are real concerns for many students. Long hours, high expectations, and competitive environments can lead to stress and mental health issues. Institutions are increasingly recognizing the importance of supporting student well-being, offering services like counseling, academic coaching, and wellness programs to create a more balanced educational experience.

Technology also presents both opportunities and distractions. While digital tools can enhance studying, they can also lead to reduced attention spans and multitasking, which may impair learning. Being mindful of how and when to use technology is vital for maintaining focus and maximizing the benefits it offers. For example, apps that block distractions or schedule study sessions can support productivity, while excessive social media use during study time can hinder it.

Despite the obstacles, the long-term rewards of dedicated study are undeniable. Higher levels of education are generally associated with increased employment opportunities, better health outcomes, and greater civic engagement. But perhaps more importantly, studying fosters curiosity, independence, and a deeper appreciation for the world. It empowers individuals to ask questions, seek answers, and contribute meaningfully to society.

In a rapidly changing world, the ability to adapt and learn continuously is more valuable than ever. New fields are emerging, traditional industries are evolving, and information is constantly expanding. A commitment to lifelong study ensures that people can meet new challenges, take advantage of opportunities, and remain informed and competent throughout their lives. Whether through formal education or self-directed learning, the habit of studying strengthens the mind and enriches the human experience.

[nector-io]

Why Gamification Transforms Loyalty Programs for the Better

Gamification is reshaping the loyalty program landscape, making it more engaging, rewarding, and fun for customers. By blending game mechanics like points, badges, and challenges into loyalty initiatives, brands can build stronger connections and keep customers coming back. Let’s dive into why gamification works and how it can elevate your loyalty program.

The Magic of Gamification

At its core, gamification involves applying game-like elements to non-gaming activities to boost engagement and motivation. In the context of loyalty programs, it’s about turning customer interactions—like making purchases or sharing referrals—into rewarding experiences.

Brands like Starbucks and Nike have already mastered this, offering programs that transform everyday actions into opportunities for fun and reward.

Why Gamification Works

The success of gamification lies in behavioral psychology. Humans are naturally driven by achievement, recognition, and rewards. Gamified systems leverage this through:

Intrinsic Motivation: Achieving milestones, such as earning badges, gives customers a sense of accomplishment.

Extrinsic Motivation: Tangible rewards, like discounts or freebies, keep users invested in the program.

Social Proof: Features like leaderboards tap into the competitive spirit, encouraging users to outperform peers.

This combination of fun and fulfillment makes gamified loyalty programs irresistible.

Key Components of Gamified Loyalty Programs

The best gamified loyalty programs share these elements:

Points System: Customers earn points for purchases, referrals, or other actions, which can be redeemed for rewards.

Badges: Visual markers of achievement create a sense of progress and pride.

Leaderboards: Friendly competition encourages users to stay active in the program.

Challenges: Time-sensitive tasks or goals keep the experience fresh and exciting.

When thoughtfully designed, these components create a seamless and enjoyable journey for customers.

Benefits of Gamification in Loyalty Programs

Gamification doesn’t just make loyalty programs fun; it delivers real business benefits:

Stronger Customer Retention: Engaged customers are more likely to stick around.

(Learn more on The Future of Customer Retention: Why you need a Loyalty Program Software)

Higher Sales: Incentives encourage repeat purchases and higher spending.

Improved Brand Loyalty: Positive experiences foster emotional connections with your brand.

Enhanced Engagement: Features like challenges and leaderboards drive consistent interaction.

Real-World Success Stories

Brands across industries have embraced gamification with impressive results:

Starbucks Rewards: By offering stars for purchases and personalized challenges, Starbucks keeps customers engaged and returning.

Duolingo: This language-learning app uses streaks, badges, and gamified lessons to make learning addictive and enjoyable.

Nike Run Club: Leaderboards and badges motivate users to achieve fitness goals, tying loyalty to personal progress.

These examples show how gamification can align with brand goals while creating value for customers.

How to Gamify Your Loyalty Program

Implementing gamification doesn’t have to be complicated. Here’s a quick guide:

Set Clear Goals: Identify what you want to achieve—higher retention, more sales, or increased engagement.

Choose the Right Elements: Points, badges, and challenges should resonate with your audience.

Use Technology: Tools and platforms can help you design and implement gamified features easily.

Monitor Progress: Track metrics like engagement and customer feedback to optimize the program.

With the right approach, you can create a loyalty program that stands out.

Overcoming Gamification Challenges

While gamification offers numerous benefits, there are potential pitfalls to watch out for:

Complexity: Keep rules and rewards simple to avoid overwhelming users.

Over-Gamification: Don’t overdo it—too many elements can dilute the experience.

Unbalanced Rewards: Ensure rewards feel achievable and valuable to maintain user interest.

Balancing fun with functionality is key to a successful program.

The Future of Gamification

As technology evolves, so will gamification in loyalty programs. Innovations like AI personalization, AR/VR experiences, and blockchain-based rewards promise to make programs even more engaging and secure.

(Read more on How to Transform Your Loyalty Program with AI Innovation)

By staying ahead of these trends, brands can continue to surprise and delight customers, ensuring long-term loyalty.

Final Thoughts

Gamification has transformed loyalty programs from static systems into dynamic experiences that customers love. Whether you’re looking to boost engagement or build brand loyalty, gamification can take your program to the next level.

Ready to make loyalty fun? Start gamifying today! 🎯

To learn more, visit our website blog: https://tinyurl.com/4w2xt6r4

[personaei01]

Core Components Of A Personality Development Course In Psycholo

A personality development course in psychology aims to enhance an individual's personal growth by understanding and improving various aspects of their personality. Personality Development Classes In Andheri combine theoretical knowledge with practical applications to help participants develop self-awareness, emotional intelligence, communication skills, and other essential traits.

Core Components of a Personality Development Course in Psychology

Self-Awareness and Self-Understanding:

·         Self-Assessment Tools: Using psychological tests and assessments (e.g., Myers-Briggs Type Indicator, Big Five Personality Traits) to gain insights into one’s personality.

·         Reflective Practices: Encouraging journaling, meditation, and self-reflection to understand personal strengths, weaknesses, values, and beliefs.

                Emotional Intelligence (EI):

·         Understanding Emotions: Learning to recognize and understand one’s own emotions and the emotions of others.

·         Emotional Regulation: Techniques to manage and express emotions constructively.

·         Empathy Development: Enhancing the ability to empathize with others, which improves interpersonal relationships.

                Communication Skills:

·         Effective Speaking: Improving verbal communication skills, including public speaking, assertiveness, and persuasion.

·         Non-Verbal Communication: Understanding the importance of body language, eye contact, and other non-verbal cues.

                Interpersonal Skills:

·         Building Relationships: Techniques for forming and maintaining healthy relationships.

·         Conflict Resolution: Strategies to handle and resolve conflicts constructively.

·         Teamwork and Collaboration: Developing the ability to work effectively in teams and collaborative environments.

                Stress Management and Resilience:

·         Stress Reduction Techniques: Learning methods such as mindfulness, relaxation exercises, and time management to reduce stress.

·         Building Resilience: Developing coping strategies to handle adversity and bounce back from setbacks.

                Goal Setting and Motivation:

·         SMART Goals: Setting Specific, Measurable, Achievable, Relevant, and Time-bound goals.

·         Motivation Techniques: Understanding intrinsic and extrinsic motivation and how to harness them for personal growth.

·         Overcoming Procrastination: Strategies to combat procrastination and maintain focus on goals.

                Positive Psychology:

·         Strength-Based Approach: Focusing on and leveraging personal strengths rather than weaknesses.

·         Gratitude and Optimism: Practices to cultivate gratitude and a positive outlook on life.

·         Well-Being and Happiness: Techniques to enhance overall well-being and life satisfaction.

As the Soft Skills Training Companies In Mumbai, we never compromise with the standards of the services, and ensure that everything is done as per the guidelines. 

Source: https://personaei01.blogspot.com/2024/07/core-components-of-personality-development-course.html

[tillzzy]

ISTD

Rewards and Motivation

Duolingo

language learning application

gamification rewards used to motivate users

points, streaks, levels, badges, leaderboards and in-app currency

users can complete challenges against other users to earn badges

XP (experience points)

when you complete lessons in duolingo you can earn XP

when you earn enough XP you level up in the language you are learning

the streak

when you meet your daily XP goal for consecutive days in Duolingo, you start a streak

keeping streaks alive is really motivating as losing a streak can cause guilt for the user

Achievements

you can unlock achievements by reaching certain XP thresholds, words learned or days with an active streak

powerful mechanism as it records progress

Strava

app that helps track runs, bikes, swims and other outdoor activities

helps analyse and track their fitness activities using gps, heart rate and other sensors allowed by your phone

uses some gamification to help motivate users and add another layer to fitness

leaderboards

strava segments the routes you run, making it a virtual race course where you can compete for the top 10 spot compared to other users who run the same segment

top leaderboard positions on strava automatically turn your own segment personal bests into 1st, 2nd and 3rd

Challenges

achievements users can sign up for such as 'july distance challenge'

when you accept a challenge, strava will automatically track your progress towards the challenge

progress bars

uses visualisations let you see your annual and weekly mileage goals

helps to encourage users to keep motivated

community interaction

you can post and like other people's activities

you can follow and be followed

easy to connect with people as strava shows users that recorded an activity near you

Intrinsic Motivation

motivated by three basic needs

autonomy of making own choices, not being forced

competence - feel that we have the skills to do work ourselves and not be confused by tasks

connection - feel a sense of community, and not feel useless or like an outsider

Extrinsic Motivation

driven by external rewards

can be tangible such as money or prizes

or intangible such as praise

In context of my idea

Intrinsic

autonomy - personal choice of choosing cycling over other activities/transport

competence - understanding how to ride a bike, how to use bike lanes (page on the app?)

connection - community page, social media, events, challenges

Extrinsic

external rewards, intangible - praise from other users (comments section, liking of routes done, liking of challenges completed)

external rewards, tangible - prizes on the app (streaks, levels, badges)

CitrusBits (2022). How Gamification Has Catapulted Duolingo, Strava, and Forest to the Top of their Respective App Categories. [online] CitrusBits. Available at: https://citrusbits.com/how-gamification-has-catapulted-duolingo-strava-and-forest-to-the-top-of-their-respective-app-categories/ [Accessed 24 Oct. 2023].

Sprouts (2022). Self-Determination Theory: 3 Basic Needs That Drive Our Behavior. YouTube. Available at: https://www.youtube.com/watch?v=_juPDoa3GBY&t=63s&ab_channel=Sprouts [Accessed 24 Oct. 2023].

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[absolute-chaotician]

Impediments to Self Development

EMOTIONAL NUMBING. Whether it occurs by repression, inattention, or rejection, neglect of feelings and emotions limits the capacity to handle negative emotions, optimize positive emotions, enjoy interactions with others, build trust with others, and remember critical events.

HIGH MORAL IDENTITY. The illusion of a unitary self leads us to perceive and respond to new challenges by superimposing our own self-definition over them instead of recognizing the nuances of the challenges and the multiple ways in which our minds are actually reacting to them. People who view themselves as moral are more likely to act immorally.

STATIC SELF ILLUSION. The belief that our behavior is invariant and that some people are consistently good and others are consistently bad misses that the circumstances that precede our decisions and actions exert a powerful effect on behavior.

OMNISCIENCE. We tend to overestimate our knowledge and underestimate its limitations.

STRESS AND ANXIETY. Stress and anxiety alter brain function, releasing cortisol, adrenaline, norepinephrine and other hormones and neurotransmitters that impair memory, learning, attention, judgment, empathy, and impulse control.

AGGRESSIVENESS. Aggressiveness is an easy diversion from problem solving and it decimates trust.

EXTRINSIC MOTIVATION. Extrinsic motivation is centered on direct, tangible rewards. Intrinsic motivation is the drive to achieve a goal or accomplish a purpose because it has meaning and value independent of tangible rewards. "What will solving this problem do for me?" vs. "How can I solve this problem?"

PROCRASTINATION. A strong relationship exists between procrastination and "self-handicapping" - protecting our sense of self-competence by raising impediments to our own performance. People who invite failure through procrastination preserve their self-image that the cause of any performance shortage is lack of effort rather than lack of ability.

IMPOSTOR SYNDROME "Impostors" cannot internalize their success and relate their achievements to external factors like luck, personal connections, and working harder to accomplish the same results that other people achieve with nominal effort.

ALCOHOL AND DRUG IMPAIRMENT. Specific effects of impairment include narrow focus of attention, inability to develop creative ideas, difficulty in processing language, short- and long-term memory loss, reluctance to deal with negative information, and poor performance in analytical thinking, critical reasoning, and simple math problems.

NARCISSISM. Because narcissists lack empathy, their relationships with other people tend to be superficial, manipulative, and unstable.

STATUS, AFFLUENCE, AND POWER. The relative privilege and security enjoyed by those with status, affluence, and power gives rise to independence from others and a prioritization of the self and one's own welfare over the welfare of others: greed. Because they rely on their own opinions and fail to incorporate those of others, their decisions are less accurate.

[missfay49]

Who is Orange?

Disclaimer: Please enjoy?  Accept?  Beware?  This… Thing that started out as character analysis and turned into a deranged fanfic, because I experienced a literal revelation mid-way through free writing.  I did not clean this up much because I’m still reeling from the theory implications myself.  I cursed a lot.

~

What does Orange Side represent?

What do we know?

Orange is a “Dark Side”, defined as being one of the Sides hidden from C!Thomas.

The other Hidden Sides were Janus, Remus, and Virgil.

All the Hidden Sides were hidden due to a key aspect of their character that C!Thomas had to first acknowledge and then accept.  Virgil required C!Thomas to acknowledge that he had heightened anxiety and accept that anxiety isn’t inherently wrong, just a different form of information that can be processed.  Remus required C!Thomas to acknowledge that he had intrusive thoughts and accept that those thoughts don’t make him evil; they’re just thoughts.  Janus required C!Thomas to acknowledge that he was capable of lying and accept that acting “selfishly” sometimes isn’t just okay, but actually critically important to managing stress.

 What are the common themes here?  

Confronting the reality about ourselves instead of pretending some traits don’t exist.

Understanding ourselves to be more complex than ‘good’ and ‘evil’.

Addressing mental health.  

Orange Side is still hidden, but we can expect him to be something C!Thomas doesn’t want to (or isn’t ready to) acknowledge.  Something that would be difficult to accept about oneself.  All Hidden Sides fall under the jurisdiction of Janus, so let’s take another look at him.

In “Can Lying Be Good?” we get a lot of information about what Janus’ purpose is:

Roman: It you really don’t want to know something, he… can keep our mouths shut.

Logan: You don’t want to believe it.  That’s where his power comes from.  Things that you want to believe.  Things that you wish were true.  And things that you wish weren’t.

Deceit: What you don’t know can’t hurt you.

This all means that Orange Side is something that would cause C!Thomas distress to learn and something he subconsciously wishes weren’t true.  This is not new information to most of you: the spin-off interpretations of Apathy and Pride are widely popular fandom theories, traits that are typically viewed as negative in large doses.

But the Hidden Sides being seen as something negative isn’t their only defining characteristic.  They typically involve an aspect a mental health, involve societal expectations, and... what is it...

Janus is the umbrella over all the other Hidden Sides, sheltering and obscuring them from view. He is the gatekeeper in a very literal sense.  What is he gatekeeping?  

What is it?  What is it what is it, why?  What does he do?  What seems bad but isn’t?  What can he do?  What issue is actually useful?  What’s useful what’s useful WHATS USEFUL WHATS USEFUL?!  WHY DOES IT HAVE TO USEFUL?

shitshitSHITSHISTHISTSTs

I KEPT ASKING MYSELF, WHAT’S USEFUL?  WHAT TRAIT COULD IT BE THAT APPEARS BAD, BUT ISN’T BAD, IS ACTUALLY USEFUL.  ANIEXTY WAS OKAY BECAUSE HE WAS JUST LOOKING OUT FOR US.  LYING WAS OKAY BECAUSE HE JUST WANTED TO PUT C!THOMAS FIRST.  INTRUSIVE CREATIVITY WAS OKAY BECAUSE DARK IDEAS OPEN UP NEW PATHS.

But the whole GODDAMN POINT is ACCEPTANCE!  

You don’t HAVE to be useful to be accepted.  You – yuo just BE.  YOU BE!

PEOPLE don’t have to prove their Usefulness to you before you can treat them with respect.  Our WORTH does not depend on what we PRODUCE. YE GODS, THE COGNITIVE DISSONANCE I JUST BROKE-

~~~

C!Thomas comes back from his self-care stay-cation.  He’s ready to start production, he is rested and refreshed.  BUT JUST LIKE EVERY PREVIOUS DILEMMA, it isn’t Good enough, Original enough, Fast enough.  He’s done everything right, why is it still wrong?  He’s accepted his anxiety, he’s accepted that things aren’t just black and white, he’s Accepted That It’s OKAY to have Dark Thoughts, he Has ACCEPTED SELF_CARE.  Why Isn’t IT ENOUGH?!

“Fuck it.”  

C!Thomas spins in his chair, looking at a man that looks just like him, but not quite.

“What?”

“Fuck it.  Fuck them.”

“You sound like Remus,” Thomas jokes.  He’s lying, of course.  He’s nervous. The Side looks like a normal guy, but something about him is unsettling.  The unidentified Side just presses his lips together, unimpressed.

“Um, ef w-who, exactly?” Thomas asks, but part of him already knows.

“All of them.  Every person who isn’t you.  Every person who expects something from you.”

“Now, you sound like Janus.” Thomas looks back at the computer screen, but the Side’s retort has him spinning around again.  

“Janus is a short-sighted pseudo-rebellious minion of a capitalistic society, just like the rest of them.”

“Uh, excuse me?!”

“Isn’t it obvious? They’re all obsessed with Success. Whether they want to play by the rules, or manipulate them, or break them, whether it’s making money or pumping out good deeds, they’re still just trying to make you be successful within the framework of a system that prioritizes production over a human life.”

Thomas just stares for a moment before he can find his voice.

“Who are you?”

“Dude, seriously?”  He waves his hands, palms up and presenting himself.  “I’m Achilleus.  I’m your motivation.”

~~~

Take a deep breath and follow me down the research black hole, where every topic I looked up was more and more terrifyingly appropriate: 

Freedom

noun

the power or right to act, speak, or think as one wants without hindrance or restraint.

Self-Determination

noun

the process by which a person controls their own life.

Autonomy

noun

(in Kantian moral philosophy) the capacity of an agent to act in accordance with objective morality rather than under the influence of desires.

Autonomic Nervous System (because i believe each Hidden Side is closer to the subconscious)

noun

the part of the nervous system responsible for control of the bodily functions not consciously directed, such as breathing, the heartbeat, and digestive processes.

Inherent Value

“inherent value in the case of animal ethics can be described as the value an animal possesses in its own right, as an end-in-itself” – Animal Rights – Inherent Value, by Saahil Papar

Intrinsic Value

“Intrinsic value has traditionally been thought to lie at the heart of ethics. Philosophers use a number of terms to refer to such value. The intrinsic value of something is said to be the value that that thing has “in itself,” or “for its own sake,” or “as such,” or “in its own right.”” – Intrinsic vs. Extrinsic Value, by Michael J. Zimmerman and Ben Bradley

“Finally, his sense of respect for the intrinsic value of entities, including the non-sentient, is the Kantian notion of the inherent value of all Being.  This is based on the notion that a universe without moral evaluators (e.g. humans) would still be morally valuable, and there is no reason not to regard Being as inherently morally good.” – Technology and the Trajectory of Myth, by David Grant, Lyria Bennett Moses

Motivation

“Another way to conceptualize motivation is through Self-Determination Theory … which is concerned with intrinsic and extrinsic motivation.  Intrinsic motivation happens when someone does something for its inherent satisfaction.” – Second Language Acquisition Myths: Applying Second Language Research to Classroom Teaching, by Steven Brown, Jenifer Larson-Hall

Capitalism

“The flowery language of the United States Declaration of Independence would have you believe that human life has an inherent value, one that includes inalienable rights such as “life, liberty, and the pursuit of happiness.” But in America, a major indicator of value is actually placed on being a productive member of society, which typically means working a job that creates monetary revenue (especially if the end result is accumulated wealth and suffering was inherently involved in the process).” – The Diminished Value of Human Life in a Capitalistic Society, by Seren Sensei

Religion

“At the heart of the debate between Calvinism and Arminianism lay the insurmountable chasm between God’s sovereign election versus human self-determination.” – Sovereignty vs. Self-determination: Two Versions of Ephesians 1:3-14, by Reformed Theology

Mythology

“In Classical Greece, Achilles was widely admired as a paragon of male excellence and virtue. Later, during the height of the Roman Empire, his name became synonymous with uncontrollable rage and barbarism… He chooses kleos (glory) over life itself, and he owes his heroic identity to this kleos. He achieves the major goal of the hero: to have his identity put permanently on record through kleos…

“But is this really an accurate characterization of Achilles' pivotal decision? Is he really driven to sacrifice his life by an obsessive quest for honor and glory? One scene in the Iliad suggests the answer to both questions is no.

“When Achilles leaves the battlefield after his dispute with Agamemnon, the Trojans gain the upper hand on the Greeks. Desperate to convince their best warrior to return, Agamemnon sends an envoy of Achilles' closest friends to his tent to persuade him to reconsider his decision. During this scene, Achilles calmly informs his friends that he is no longer interested in giving up his life for the sake of heroic ideals. His exact words are below:

“The same honor waits for the coward and the brave. They both go down to Death, the fighter who shirks, the one who works to exhaustion (IX 386-388)…

“Not only does Achilles reject the envoy's offers of material reward, but he rejects the entire premise that glory is worth a man's life.” – making sense of a hero’s motivation, by Patrick Garvey

Achilles (/əˈkɪliːz/ ə-KIL-eez) or Achilleus (Ancient Greek: Ἀχιλλεύς, [a.kʰilˈleu̯s])

Achilles realizes his own inherent self-worth, thereby freeing himself from the expectations of others; societal or otherwise.  Only once we are free can we find the balance between our own needs and the needs of others in a way that breeds neither anger nor resentment in either.

~~~

But that’s... that’s just... a theory.   Huh.

[learnwithmasterminds]

GCSE Science Revision Courses

LEARN WITH MASTERMINDS

“A teacher’s Cry”

“A bumpy road”

Here I am, in a position to transfer my passion, knowledge and skills in science to the younger generation. Working at a school could not be better where I have the opportunity to interact with children and make a difference. However, as I take the journey of becoming an “expert teacher” progress slows due to a few bumpy roads.

Bumpy road one…..packed class sizes, a teacher to student ratio of 1:30. There is no doubt that in every class variation in abilities exist. A powerful tool to tackle these variations lies with a teacher’s ability to plan effective lessons. During the first year of my Teacher training, I have participated in small group interventions. It was evident, that varying abilities even existed within higher ability groups. Observing colleagues, being reflective on my own teaching practice, engaging in weekly readings and Continuing Professional Development (CPD) sessions have enhanced my teaching practice and pedagogy. This leads to improvements when dealing with differences in abilities. Crowley et al., 2018 stated in “The Ultimate Guide to Differentiation” that there are a variety of factors that affect how children learn and should be taken into consideration when lesson planning. Some examples are pupils’ special educational needs (SEN), differences in abilities, speaking English as an additional language (EAL students), physical disabilities, age group and the level of prior knowledge, motivation and concentration. The scariest question I ask myself frequently as a teacher is whether the needs of all my pupils being met. Even though there is room for improvements within the other teaching standards, I can honestly admit that I have found teaching standard five the most challenging. In accordance with teaching standard five, teachers should use a variety of differentiated approaches to adapt to learning for varying abilities. A teacher’s awareness of the factors that can inhibit a pupil’s learning can be combat by keeping up to date with recent research, applying new strategies within the classroom and critically evaluating and reflecting on strategies trialled. It is also vital to have an understanding of how pupils learn throughout their stages of development. All of our Mastermind programs are based on a teacher-student ratio of 1:10. Lessons are planned before delivery to cater for varying abilities. Revision courses are also based on examiners reports; a report produced yearly that concludes all the topics and skills of difficulty faced by the students that took the actual exams that year. Our small class sizes also come in handy for our live online-required laboratory experiments that are tested on the actual exams. These experiments are explained in detailed so that students obtain rich knowledge on scientific concepts.

Bumpy road two……..” The best place for students to learn is at school with their peers”. A study showed that most children hate school. In a way, I do agree with the children’s feeling. Put yourself in their shoes. How would you feel in you were sat in a classroom and being taught to pass an exam rather than having the opportunity to do other “fun stuff”? One of the factors mentioned earlier, that could inhibit a pupil’s ability to learn is lack of motivation (Crowley, 2018).  It is not surprising that some students struggle terribly with academics. Some schools do not cater for non- academic students; I strongly believe that due to the lack of choices, some students become disengaged. For example, some students may be interested in more “Hands-on” courses such as hair and beauty, sewing or carpentry.  Claxton et al., 2008 states that children do not like school due to a rather boring curriculum. The study concluded that teachers felt that schools were more about passing examination results rather than teaching life skills that aid students in their transformation into adulthood. Some of the subjects that teachers thought would be beneficial to the curriculum were global awareness, human rights and managing risks. In addition, Teachers also thought that the following courses would make difference ethics, body awareness, resilience, and relaxation. A study “Draw a teacher” in Finland consisted of 428 fifteen-year-old students and 134 of their teachers. The study concluded that both teachers and students agreed with the values that an ideal teacher should possess. Some of the frequent ideals included honesty, forgiveness, loyalty, broadmindedness, equality and world at peace (Ellis, 2013). Children view teachers as role models; expectations should be set and maintained through consistency. Children will follow suit resulting in successful lesson outcomes. Masterminds courses do not only focus on academics, but we also conduct a lot of fun and engaging activities that focus on transferable skills. Report cards are sent home to parents three times a year that focuses on both academics and transferable skills. Parents also have the opportunity to attend face-to-face online meetings to discuss pupil’s progress. Our expectations are high for all our students and we act as positive role models so that children can follow suit.

Bumpy Road three……. Here at Learn with Masterminds we want to push our students but at the right level! Schools are singing the same song in a teacher’s ear. The kids need a challenge! The kids need a challenge! Can challenge always be seen as good? The level of challenge can inhibit pupils’ learning. Author Cowley S. could not have stated it better in the author’s “Top ten teaching tips”. It is important to be “flexible” and know how to “strike a balance”. If the content is too simple or difficult this may allow students to become off task or disengage completely from the lesson (Cowley, 2013). Vygotsky states that social interaction is the key to learning. This is because people learn through the experiences of others. Vygotsky stated that people learn from MKO (Most Knowledgeable Others) in a Zone of Proximal Development. The Zone of Proximal Development is an area where learning takes place with the help of an MKO. The Zone of Proximal Development is an aspect of scaffolding and can be best achieved by assessing a student’s prior knowledge, encouraging group work, allowing an MKO to lead the group, breaking down complex information into simpler forms and introducing the challenge to stretch an individual out of their comfort zone. Scaffolding a building provides it with structure, as the building progresses the scaffolds are removed. Scaffolding techniques can be used through modelling to explain a task thoroughly; students -teacher interactions can be used to boost practice. As the student's practice increases, the level of teacher support should decrease gradually. As the level of challenge increases, the level of competency also increases within an individual’s zone of proximal development. If the work is too difficult, students can become disengaged and if the work is too easy, students could become bored, increasing behavioural problems (Bates, 2019). Learn with Mastermind courses are strongly based on Vygotsky’s theory of learning and Rosenshine’s ten principles on instruction with aspects of the challenge being pitched at the right level.

Bumpy road four… The school curriculum seems separate but we should bring maths, geography into science, English into science. All these subjects should be taught in a way that shows students a linkage. However, for some reason students perceive all these subjects as different. For example in biology students are taught Ecology, this is a brilliant time to talk about global warming which should have been learned in geography! Learn with masterminds Implements Maths and English into science! These workshops aid to enhance graphing, data analysis, grammar and punctuation skills. Why should English and Mathematics be implemented across science? In 2007, 44% of students obtained a baseline pass in GCSEs (Minimum of five GCSEs including Mathematics and English). Around 350,000 teenagers struggle with Mathematics and English (Claxton, 2008). During a CPD session, I have learned that in Britain 1 in 20 adults have a reading age of five years old and about 28% of adults have a literacy level of 1 or below (grades D-G).

Bumping road five… When schools refuse to stretch the pounds. Carpel, Leask and Younie, 2019 states that there are two types of motivation. Motivation can be intrinsic; this occurs when students engage with an activity for their own sense of pleasure. Motivation can also be extrinsic; this occurs when students are engaging with an activity to obtain for example a prize. It worries me, that some schools have no homework policy. I had recently issued a piece of homework during a sequence of learning. About 20% of class completed the homework and were given positive points for their efforts. There is absolutely no consequence for the students that never bothered to complete the homework. It is a culture shock for me to see that student’s books are left at the back of classrooms, students being reluctant to complete homework and participate with independent learning. What are we teaching our kids for University level of study? I teach my year 11 class, three times over two weeks. It is not enough time to master a concept fully. The practice is required outside of school to allow for a mastery. Once a task is repeated numerous times, your brain stores the information and tasks become automatic (Willingham, 2009). Are summative exams good or bad? Looking at the positive end, good grades on a test can increase a pupil’s level of motivation. This success builds confidence and sparks a student to achieve more (Carpel, Leask and Younie, 2019).Assessments can affect a student’s level of performance and self-esteem. There are three main issues surrounding assessments. Firstly, assessments are inconsistence, are not shared or evaluated among teaching staff. How can we tell if pupils are being tested on what they need to know? Secondly, the majority of the times grades are given only rather than written advice that will allow a student to address misconceptions. Grades only feedback is unfocused and lacks the ability to amend gaps in knowledge. Research has shown that issuing grades only after a test can defeat the purpose of the feedback process. Thirdly, predictions are made on a teacher’s own set of grades; the previous years are not taken into consideration. Some teachers are incompetent and are unaware of the teaching needs of pupils (Black and William 2006). Weekly homework forms a part of our Masterminds courses to allow for practice, mastering and time for students to respond to feedback. Both grades and written improvements are given and students are required to act on these. Good grades, attitude and punctuality can increase a student’s chance of obtaining a £25 student of the month gift card! Should we have standardised exams or summative assessments? I truly believe that testing a student based on grades only is not the most effective strategy. We need to allow the students to release their creativity to form their inner self. What exactly is the purpose of education? We are moulding young people to become well-rounded individuals. Young people must be tested on transferable skills for example teamwork, communication or public speaking. I think that a student’s final grade should be a mixture of both coursework and exams. Coursework assignments are a useful tool for assessing a student’s ability as anxiety is reduced. In addition, the new generation is focused on technological improvements for example smartphones and tablets. These create “noise” and takes away from the “thought process”. The curriculum should shift from an exam perspective to life skills or Mindfulness. “Mindfulness” is important for the brain’s relaxation; technologies create noise and “loss of thought” resulting in a “loss of creativity” (Stephen and Warwick 2015).

Becoming less Bumpy 6…………….. Learn with Masterminds is an online tutoring business providing services to GCSE students. The business main goal is to support students outside the classroom due to the demands within a classroom. We did not open this business to exploit parents. We opened a business because we care! Hence, our prices are the cheapest compared to other businesses in the Kent area. What are you waiting for? Why not check out our website at www.learnwithmasterminds.com follow us on Facebook. Instagram and Twitter!

[a-sravanthi]

Motivational leadership approach in the Telecommunication Industry

Introduction

Motivation in an organization revolving with the process which includes its employees to perform according to predetermined and structured manner to achieve desired goals for an organization. It induces this process of acting with various characteristics of leadership approach in an industry (Bank, 2019, p.7). The concept of Motivation can be segmented into three different types that can be mentioned as Motivation, motivator and motive. It is very essential that a large industry may motivate their employees to achieve their targeted aims and objectives.

Motivation can take a leading role in making industries efficient in sustaining growth and productions. It is true that it requires a higher level of input to make this dream successful and achieve a higher reputation around the globe. It is the motivational approach in an industry that makes people work hard to achieve targeted goals (Thrassou, et al. 2018, p. 78). It is in this domain of leadership approach that requires fulfilling the desired criteria implemented from industry or an organization. It is considered as an amalgamation of direct force that derives one's behaviour and action. It values opinion and provides intellectual forces to a particular industry so that skills and knowledge have been introduced to make prominence effort in achieving targeted goals of industry (Lim et al. 2019, p. 164). It is also considered that this process of Motivation evaluates individuals' effort to make more approach in industrial productivity. In this assignment, it is to be observed how motivational approaches take a leading role in managing organizational resources for telecommunication industries in a country like the U.K.

Discussion

In this particular sector telecommunication industry, there are three continuous processes that determine an individual's effort to make the telecommunication industry more efficient and prosperous in nature (Copuš et al. 2019, p.361). These are denoted as the energy level of an individual, direction towards achieving a specific goal and persistence features of presenting projects in a unique style approaches. These are the qualities that work within a group to produce collaborative work performances as well as with an additional quality of enthusiasm and interest. It makes an individual responsible, zeal, initiative and loyalty in this field of telecommunication industry.

 Figure 1.Motivation on Organizational Performance

(Source: fao.org, 2019)

  There are some motivational factors for the betterment of the telecommunication industry. These are

●      Development factors that run within and incorporate all small industries for a prosperous future progression.

●      Providing adequate rewards to employees of a particular industry will motivate them in bringing change in their community domain and work better for societal and environmental factors.

●      Employees, as well as group performers, are required to maintain a minimum balance in the culture of the working platform.

 ●      The most important that motives are being nurtured and heavily depended on the recreation of motivational approaches is the quality of leadership to maintain harmony between organizations and the community.

●      It also needs to be mentioned that behind any successful motivational work culture, there is always a primary requirement of an eco-friendly environment so that it can rejuvenate.

 Tools and factors of Motivation in the Telecommunication industry

There are several tools and factors behind managing organizational output in the telecommunication industry which make a better understanding of the motivational forces that work behind any industry to fulfil their desired goals (Małota, 2017, p. 120).

●      It is an important task to find out the obstacles that restricted telecommunication industries to be flourished, and it is also necessary to take a careful look and provide a proper vision and solutions to the problems.

●      It is required a regenerative leadership quality in behind motivational work approaches in industry.

●      It is also necessary for an individual to provide with free liberty and flexibility in the workspace culture of the telecommunication industry.

●      To develop a specific goal, it is necessary to provide a proper vision in the telecommunication industry so that they can listen to their employees and be able to generate their ideas of implementation.

●      Integrated leadership quality, sustainable solutions, transformation in industrial objects and change in business attitude worked together behind the initial motives of the telecommunication industry (Counted, V., 2018, p. 145). These are the important factors that help the telecommunication industry in the leading role of global business and economy

●      It is obvious and fixed that industry operates its productivity functions within some specific leadership and modified implications on their setting aims and objectives.

 Figure 2: Organizational Behavior

(Source: patimes.org, 2018)

Motivational approaches for employees in Telecommunication industry

There are some specific approaches that have well delineated in motivating employees working under the guidance of the telecommunication management industry (Ferreira, 2017, p. 61).

●      It is mandatory for industry management to provide a friendly work culture and environment so that a good relationship may be formed among employees, and they generate new ideas to make the telecommunication industry more efficient.

●      It is better to appoint with basic criteria of knowledge regarding the telecom industry, and it will help them in communicating with other people who are working under different sections of this particular industry.

●      Learning and leadership outcomes may help in motivating employees in generating a workflow within this telecommunication industry.

●      Employees need to be in a friendly competition game in workspaces so that it will be easy for a team leader to identify the deficit in their respective domains (Michael et al. 2019, p.6). It is also in this case that necessary suggestions will be provided according to the condition so that they will be motivated by new ideas and learns to cope up with any difficult situation.

●      A comparative good and reproductive leader needs to be appointed in each of telecommunication industries so that employees are being trained in a manner in which industry will get benefitted for their actions and activities.

●      Another important aspect that needs to be revisited is in the process of communication. It will be better if a team leader is capable of speaking more than one language. It will be an efficient approach in case of motivating an employee to communicate in the different parts of the world for business dealing purposes.

●      It is also in the case of these employees to create a golden opportunity so that their career is fully oriented with the telecommunication sector. It is also necessary for them to organize occasional conferences and give them rewards according to their work performance in this particular type of industry.

They also organize a higher level of leadership attributes to motivate people within their community and instil a sense of belief that they are warriors and could initiate progression for company’s betterment (Oppong, 2017, p. 1273081). It is necessary for telecom workers to perform and faces a challenging task that needs to be performed according to the context.

There are two types of Motivation that work while considering all important internal and external factors of the   telecommunication industry in a country like the U.K.  They are termed as intrinsic Motivation and Extrinsic Motivation.

Intrinsic Motivation

Intrinsic Motivation in an industry is considered as an act of the performance of an individual working without any external rewards (Harry et al. 2017, p. 8). It is true that intrinsically motivated people work in a community of platforms because they only find this as an interest, and they really enjoy it while doing this type of work approach in an industry or in any particular organization without any external pressure.

Figure 3: Intrinsic Motivation

(Source: Hrps.org, 2020)

It is widely reputed for the industry's internal approach that drives for success in a business organization like telecommunication. There are several features of this intrinsic Motivation that might be generated for the company's future progression.

●      It makes willing employees and conscious of sudden changes in the telecommunication industry.

●      An honest, as well as instructive feedback, is required from leaders to make a positive impact in industry.

●      It will encourage employees and provide a platform to work in a collaborative approach.

●      It is necessary to make learners self-esteemed.

Extrinsic Motivation

It is the opposite of intrinsic Motivation; a reward generated motivational, activities underlying with keywords of money, praise and fame in an industry (Islam et al. 2018, p. 1). It nurtures and engages with this process of applications. The negative impact of extrinsic Motivation is that it provides results with a minimum period and is even determined as weak in nature for operating with an industry.

 Figure 4: Extrinsic Motivation

(Source: newmantuition.co.uk, 2017)

  Conclusion

It is true to acknowledge that leadership roles are very much imbibed with the theory of motivation and motivational approaches that help in managing organizational needs according to their criteria. The process of Motivation revolves with an intrinsic and extrinsic mode of applications so that a balance of positive and negative impact may be maintained. In this particular context of the telecommunication industry, it has been found that employees are considered as one the main subject for Motivation which might be helpful inducing industries growth and performances for the upcoming generation. These are the basics of how Motivation can be provided to the employees so that they achieve the targeted goals for industry purposes. In this postmodern world of business competition, industries are always looking forward to recruiting the best employees to make their dream fulfil in reality.

[confessions-of-a-d-student]

Alright I got time right now so might as well put it into words.

Of the the things I've ever wanted to accomplish picking up a new language has been the hardest for me.

There are websites and Ted talks talking about how someone can reach conversational level in six months. That has never happened for me.

I've been thinking about why that is and from my research of ADHD needing things to be extrinsic and how most of the language skills are mostly intrinsic.

Especially true when the environment you are in the target language is not necessary. So most of the learning is supposed to arise from intrinsic motivation. Doing mantal labor for the sake of knowledge. Pollycock. That has never worked for me.

God I can really make a list of specifically which aspect I have difficulty with.

To cut this short I have been thinking of ways to externalize language learning.

(ps. I will probably make the list because reasons...)

[miclient]

The power of motivation: intrinsic vs. extrinsic

Motivation is essential to achieving success in all aspects of life, from personal growth to career advancement. However, with so many different types of motivation, it can be challenging to determine which is the best fit for you. In this blog post, we will explore the different types of motivation and determine which is the best type of motivation for achieving success.

Intrinsic Motivation: Intrinsic motivation is the type of motivation that comes from within. It is driven by personal enjoyment, satisfaction, and a desire to learn and grow. Intrinsic motivation is often associated with pursuing activities that are enjoyable and challenging. Examples of intrinsic motivation include:

· Pursuing a hobby or interest for personal enjoyment

· Learning a new skill or language for personal growth

· Setting personal goals and working towards achieving them

The benefit of intrinsic motivation is that it is self-sustaining, meaning that individuals who are intrinsically motivated do not require external rewards or recognition to stay motivated.

Extrinsic Motivation: Extrinsic motivation is the type of motivation that is driven by external factors, such as rewards or punishments. Examples of extrinsic motivation include:

· Working towards a bonus or promotion at work

· Studying for a test to achieve a good grade

· Exercising to lose weight or improve physical appearance

The benefit of extrinsic motivation is that it can be an effective way to achieve short-term goals and provide a tangible reward for hard work. However, it is important to note that extrinsic motivation may not be sustainable in the long-term, as individuals may lose motivation if the rewards are not substantial enough.

Which is the Best Type of Motivation?

Determining the best type of motivation depends on the individual and their goals. In general, intrinsic motivation is considered to be the best type of motivation for achieving long-term success and personal fulfillment. This is because it is self-sustaining and driven by personal satisfaction and growth.

However, extrinsic motivation can also be effective in achieving short-term goals and providing external rewards for hard work. In some cases, a combination of intrinsic and extrinsic motivation may be the best approach to achieving success.

Tips for Staying Motivated:

Regardless of the type of motivation, staying motivated can be challenging at times. Here are some tips for staying motivated:

Set clear and achievable goals: Setting goals that are specific, measurable, achievable, relevant, and time-bound (SMART) can help individuals stay motivated and focused on their objectives.

Find a support system: Having a support system, such as friends, family, or a mentor, can provide encouragement and motivation during challenging times.

Celebrate small wins: Celebrating small wins can help individuals stay motivated and build momentum towards achieving larger goals.

Take breaks: Taking breaks and engaging in self-care activities can help individuals avoid burnout and stay motivated over the long-term.

Conclusion:

In conclusion, intrinsic motivation is considered to be the best type of motivation for achieving long-term success and personal fulfillment. However, extrinsic motivation can also be effective in achieving short-term goals and providing external rewards for hard work. Ultimately, the best type of motivation depends on the individual and their goals. By setting clear goals, finding a support system, celebrating small wins, and taking breaks, individuals can stay motivated and achieve success.

[messagegreys]

The pedestrian multiple choice quiz answers

This is in contrast to the Gospel of John, which is not considered synoptic and probably did not use Mark as a guide. Since these three gospels share such a similar narrative structure, they are often called the "synoptic" gospels. Misty Coleman is an outstanding ballerina.Like the Gospel of Matthew, the Gospel of Luke follows the timeline put forward by the Gospel of Mark.Which animals have been shown to use language in the same way as people?.everyone in the population has approximately the same level of intelligence most people are average in terms of intelligenceĭ. most people have extremely high intelligenceĬ. most people have extremely low intelligenceī. Intelligence is normally distributed in the population, this means that:Ī.On average men do better than women on tests requiring:.there are different language families around the world it is easier to talk to family members than friendsĭ. The term “linguistic relativity” refers to the idea that:Ĭ.In order to direct other bees to the location of food sources, honey bees:.extrinsic motivation, intrinsic motivation Divergent thinking is to _ _ as convergent thinking is to _ _.ĭ.take longer to write the test if they take it again get a similar score each time they write the testĭ. get a better score each time they write the testĬ. If an intelligence test is reliable, you would expect people to:ī.the role of schooling in conversational ability how context affects performance on vocabulary testsĭ. Interpersonal intelligence includes the ability to understand:ī.having a bigger brain makes people smarter thickness of the cortex is positively correlated with intelligenceĭ. the number of neurons in a brain is positively correlated with intelligenceĬ. brain size is positively correlated with intelligenceī. Which of the following is NOT supported by research data?Ī.Wechsler Aptitude and Intelligence Scaleĭ. In the area of intelligence, WAIS stands for:Ĭ.extended maternity leave for women who have been shown to have a low IQ free childcare for people who perform poorly on intelligence testsĭ. free contraception for people with a degreeĬ. programs that encourage university graduates to start a familyī. People who believe in eugenics would be most likely to support:Ī.The smallest unit of sound that makes a meaningful difference in language is called a:.If a proposed intelligence test turned out to really be a test of patience rather than intelligence, it would be criticized for having:.Compared with monolinguals, people who are bilingual usually have:.A man may do poorly on a spelling test not because he lacks spelling ability but because he knows that men are not expected to do well on spelling tests.Which of the following is his most likely utterance? Eight-month old Juan lies in his cot and babbles.language and its structures limit human thought learning a second language seems to increase cognitive abilitiesĭ. identical twins are more similar intellectually than fraternal twinsĬ. scores on intelligence tests have been increasing worldwide for decadesī. The Flynn effect refers to the observation that:Ī.Sternberg’s practical intelligence is pretty much the same as:.Three-year old Bonita calls every dog she encounters Rover (the name of her family’s pet dog)._ area is to language comprehension as _ area is to language.they stop using their first language completely Research shows that people are more likely to be successful at learning a secondĭ.Which of the following is NOT one of Sternberg’s triarchic intelligences?.On average, women typically outperform men on tests of:.children are born with a knowledge of general rules of syntax brains contain a language acquisition deviceĬ. all languages share a fundamental universal grammarī. According to the text, a typical university student has a vocabulary of:Ī.Fluid intelligence tends to _ with age while crystallized intelligence tends to _ with age.adopted children are more similar to their biological parents than their fraternal twins are more similar to one another than are non-twin siblingsĬ. identical twins are more similar to one another than are fraternal twinsī. _ believed in a general intelligence factor.Ī.

[earnestlyesl]

Reader Response #4, G. L.

The SLA class I am a part of was assigned to read chapter 3 of Rod Ellis’s book Understanding Second Language Acquisition (2nd ed.) and Zoltán Dörnyei’s 2003 literature review Attitudes, Orientations, and Motivations in Language Learning: Advances in Research and Applications. While both are concerned with the impact of psychology on second language acquisition, the Ellis chapter is a holistic view into this topic while the Dörnyei article is focused on one of the specific factors within one of the types of psychological factors. That said, he provides an excellent and thorough review of good motivation studies and concepts to be aware of as a teacher. In his chapter, Ellis provides an overview of cognitive factors which are those related to information process (like language aptitude), conative factors which are related to goal-setting (like motivation), and affective factors which involve people’s feelings about or reactions toward a topic or situation. As a learner, I connected to these readings in various ways. I wondered about my own language aptitude and how that is changing over time. Test-taking is weighing heavily on my brain, especially because of Carroll’s Modern Language Aptitude Test (MLAT). While I understand its use and I certainly cannot come up with something better to demonstrate language aptitude myself, I thought about how much of a nervous test-taker I am. That makes me think a lot about what students of any age may go through at having to take a test that seems to guide so much of their educational careers. I vaguely remember taking those tests when I was younger and remember how nerve-wrecking especially those tests were. So, as a teacher, I would use this idea and the resulting test but also consider other factors and try to view the scores in the context of the person. As a learner, I really enjoyed learning about motivation and find it fascinating. I did not even know it was a field of study within psychology. I really enjoyed how the authors made sure to mention the faults in the research, especially those that made motivation seem linear, when, according to Ellis, Dörnyei has called it a “motivational complex.” 

I know my own motivation and enthusiasm ebbs and flows during a lesson, during a class, during the day, during the school term, and sometimes even when I am not in school (towards my education). I empathize a lot with this because I have seen the importance and impact of being motivated in my own work towards my goals. It truly does wonders for my morale as much as vice versa. Like the book said, as a teacher, I do see it as partly my job to keep my students motivated. So having an idea of what can motivate a person, whether intrinsically or extrinsically, and understanding their motivation status could help me plan and incorporate more engaging, creative, and attention-grabbing activities for my students. It also is important to discuss the future and goal-setting so I would know to incorporate that into classes in some way as well. The Self-Determination Model as described by both authors, is highlighted specifically by Dörnyei when he mentions that learner autonomy is also involved, which relates to age. Everything related to each other on some level, motivation to language aptitude to language anxiety or necessary strategies. One can use one to figure the others and the lack of or presence of one may cause the presence or lack of another. An example is, as Dörnyei mentions, Willingness to Communicate (WTC) and the role of self-confidence. On a personal level, I enjoyed learning about the L2 Motivational Self Model and will attempt to apply it into my work for similar reasons as those stated above. I related to Language Anxiety as someone who learned English and who has seen her family learn it and struggle with this. This is sometimes due to the social milieu of a person’s context. That is because SLA as a field and process is embedded in society and culture because the latter is one of the tings people hopefully pick up and learn to appreciate from their learning. This is where Dörnyei cited Garnder and hs integrativeness orientation model. This is where the ideal, ought-to, and language learner self from the L2 Motivational Self Model come into play, as described by the Dörnyei article. The learning strategies and techniques idea made me think a lot about my own and become more self-aware as a student. I still have to figure out how to realize each student’s most accessible method in order to best help all of them. Dörnyei mentions mental foraging in his article and I find that fascinating in practice and application of said knowledge. I also enjoyed how in Dörnyei’s article, he looks at the field of SLA itself, its history and context, and also from micro- and macro-perspectives, and even at the role of immersion. Dörnyei makes sure to end the article with ways in which teachers can actually apply these concepts both towards students and within themselves, which I have continued to review.