Module 21 Activity

 Module 21 Student’s diversity in motivation
 Take the Challenge!
In this Module, challenge yourself to attain the following learning

outcomes:
 reflect on your own experiences as you read through situations given in this
Module.
 present the social and cultural influences on the cognitive and motivational
processes of learning by means of graphic organizer.
 state and explain two principles on the social and cultural influences on
motivation.
Introduction
Students who, by themselves are already as diverse, also refer in

motivation. The diversity of motivation may be trace to differences in age,
developmental stage, gender, socio economic and cultural background. How
these factors influence students motivation in the concern of these module.
Activity
Read the following research findings then reflect on your very own experiences.
A.
 Young children often want to gain teachers’ approval to be motivated while the
older ones are typically more interested in gaining the approval of peers.
(Juvonen and Weiner, 1993 quoted by Ormrod, 2004).
 …students often become less intrinsically motivated as they progress through
the school years. (Harter, 1992; Igoe and Sullivan, 1991 quoted by Ormrod,
2004).
 Increasingly, students will value activities that will have usefulness for them in
their personal and professional lives, and subjects that are not directly applicable
will decrease in popularity. (Wigfield, 1994 quoted by Ormrod, 2004).
B.
 … elementary students tend to attribute their successes to effort and hardwork.
 … By adolescence, however students attribute success and follows more to an
ability that is fairly stable and uncontrollable. Effort becomes a sign of low
ability… (Nicholle, 1990; Paris and Cunningham, 1996 quoted by Ormrod, 2004).
C.
 There are different motivational patterns for students belonging to ethnic
communities. Students from Asian –American families may feel more pressured
to perform well in school…
 … Students’ cultural background can influence their attributions … for instance,
students of Asian background are more likely to attribute to academic
achievement to unstable factors like effort and attribute appropriate or
inappropriate behaviors to temporary situational factors than students brought
up min a mainstream Western culture, (Lillard, 1997; Peak, 1993 quoted by
Ormrod, 2004).
D.
 … Females are more likely than males to have a high need for affiliation. (Black,
1983 quoted by Ormrod, p. 508).
 Females are also more concerned about doing well in school. They work harder
in assignments, earn higher grades and are more likely to graduate from high
school. (Halpern, 1992; McCall, 1994 quoted by Ormrod, 2004).
 We typically find more boys than girls among our “underachieving” students.
E.
 Students from low –income families are among those most likely to be at risk of
failing and dropping out of school. A pattern of failure may start quiet early for
many lower –income students especially if they have not had the early
experiences upon which school learning often builds.
F.
 Students with special educational needs show the greatest diversity on
motivation. Some students who are gifted may have high intrinsic motivation to
learn classroom subject matter, yet they may become easily bored if class
activities don’t challenge their abilities. ( Friedel, 1993; Turnbull et.al, 1999
quoted by Ormrod, 2004).
 Students with specific or general academic difficulties ( e.g. those with learning
disabilities, those with mental retardation) may show signs of learned the
helplessness with regard to classroom tasks, especially with their PAST efforts
have been repeatedly met with FAILURE. (Deshler and Schumaker, 1998;
Jacobsen, Lowery, and DuCette,1986; Seligman,1975).
 Students who have difficulty getting along with their classmates(e.g. those with
emotional and behavioral disorders) may inappropriately attribute their social
failures to factors beyond their control. (Hewrad,1996 quoted by Ormrod, 2004).
Analysis
 Do your experiences and observation support or contradict the research findings?

Share your answer with your small group.
 What are the implications of these research findings to facilitating learning? To
be sure that no research finding is missed, do this with the help of Table like the
one given below. Feel free to add more rows.
Research Finding Learning Implication
1.
2.
3.
4.
5.
Name: _________________________________ Year & Section: __________
Application
Differentiate and describe your motivational strategy between/ among :

 students of different ages
 boys and girls
 the economically –disadvantaged and the affluent
 students belonging to indigenous people ( IP groups and those not
belonging to one
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_________________________________
Assessment Task/s
1. In not more than 100 words, write your reflection on your very own experiences
in relation to Activity A, B, C, D, E, and F.
2. By means of graphic organizer, present the social and cultural influences on the
cognitive and motivational process of learning.
3. State and explain in not more than 3 sentences each of the 2 principles on the
social and cultural influences on motivation.
5-minute non-stop writing
Your 5-minute non-stop writing begins NOW!
From the module on the Students Diversity in Motivation, I realized

that…
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Module 21 Activity

Uploaded by

Copyright:

Available Formats

Module 21 Activity

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 21 Activity

Uploaded by

Copyright:

Available Formats

 Module 21 Student’s diversity in motivation

 Take the Challenge!

In this Module, challenge yourself to attain the following learning

Students who, by themselves are already as diverse, also refer in

 Do your experiences and observation support or contradict the research findings?

Research Finding Learning Implication

Name: _______________________ Year & Section:

Differentiate and describe your motivational strategy between/ among :

5-minute non-stop writing

Your 5-minute non-stop writing begins NOW!

From the module on the Students Diversity in Motivation, I realized

You might also like