Motivation is closely related to grit, attention, and anxiety

Motivation is closely related to grit, attention, and anxiety. In the case of Tonnie, they may have the right motivation to pay attention during learning, yet anxiety may decrease this motivation. Receiving feedback or rewards for actions usually increases the chance that said action will be repeated. As such, I propose the use of rewards in extrinsic motivation and the use of cognitive approaches dealing with intrinsic motivation. For these two approaches, the focus is on rewards and goals. The attempt to correlate these elements together will increase the likelihood of a better performance from Tonnie.

Intrinsic motivation happens when learners are engaged due to internal rewards. For example, in Tonnie’s case, the love of a particular subject or style of learning may increase learning. The student may have learnt to value learning due to the merits received regardless of other external factors. Tonnie may have loved the style of learning used in the previous year, thus increasing motivation for that year and reducing it for the current year because of the changes to styles used. Extrinsic motivation is any form of learning as a result of external factors. Tonnie may be motivated to learn in order to pass tests or to gain rewards, and even avoid punishment. However, this form of learning is short lived and is not suggested for Tonnie. Therefore, in terms of intrinsic motivation, it is suggested that this year’s teacher find ways to reward Tonnie internally. For example, finding out what Tonnie likes and the preferred method of learning could help to boost motivation. It could be coupled with extrinsic motivation in the short term including rewards through recognition of improvement and other rewards.

In the cognitive motivation view, it is proposed that a self-efficacy theory approach would work well for Tonnie. Self-efiicacy points to a personal belief that one has the capability execute any course of action required for certain performances. It is a task-specific approach of developing self-confidence. The theory highlights the ability of an individual to control their own motivation, social environment, and behavior in order to impact on their learning. Therefore, one’s sense of individual belief plays a major role in how they approach goals, challenges, and tasks. In the development of personality, this theory looks at the cognitive elements that dictate how an individual interprets their own abilities against their social environment. therefore, in addition to the proposed interests and drives from both intrinsic and extrinsic motivation, Tonnie could be motivated through his/her own self belief in the ability to achieve to personal capacities.

Therefore, it is likely that Tonnie’s change in performance is due to a lack of motivation. It could also mean that the motivations in place do not work as expected. Therefore, I propose that the instrinsic/extrinsic perspective be used to increase motivation. It would also lead to findings on what interests Tonnie to perform. As a result, the self-efficacy theory would then be applied to ensure that Tonnie is aware and believes in his/her ability to achieve whatever tasks and challenges the new year demands. This latter cognitive approach will lead to personally developed perceptions. It would lead to better choice of tasks and approaches used to motivate Tonnie, including a better understanding of what could motivate learning. Since motivation is closely related to grit, attention, and anxiety, these two approaches are likely to create a situation where Tonnie’s situation is better diagnosed. Intrinsic motivation and extrinsic factors would work to make sure Tonnie understands the need to change. Then the self-efficacy theory would be applied to develop self perceptions that would ensure that learning occurs in an internal environment that is better for performance.