Chapter 1

INTRODUCTION

Background of the Study

Motivation plays a major role in online education. (Only Lassadi, 2014). It

allows the learner to complete the task within the timeline allocated to it. Feeling

inspired will make their production more productive and plentiful. Achieving the

desired goal with a focused mind will give a positive mental attitude through the time

frame of his or her work.

The two forms of inspiration feel: Intrinsic and Extrinsic. Intrinsically motivated as an

intrinsic desire to accomplish a specific task. Individuals do certain things whether

they like certain activities, they have special skills, or they are morally right to do so.

Individuals who are reported to be intrinsically motivated are highly meet the

satisfaction they do in their work than extrinsically motivated individuals. An

individual show a more in-depth analyzation, a clear interpretation in problem-

reasoning and artistically show outcome in their work.

Extrinsic motivation is defined as our way to engage in activities in order to

gain some type of known, external reward. These rewards can be either tangible or

psychological in nature. Money and trophies are two common types of tangible

rewards. This requires popularity, recognition and respect in the mental aspects of

extrinsic motivation. For some individuals, extrinsic motivation is more attractive and

helpful for persuading someone to complete a task. For example, A boy might have

cleaned his room to earn constructive reinforcement from his family. An actor may
play a role in order to gain recognition and appreciation from his audience. In both of

these examples, while the reward is not physical or measurable, it is a form of

performance bonus that is outside the actual process of engaging in the activity.

The basis of the research are the selected senior high school students from

grade 11 and 12 STEM in Nineveh Academy. The study is conducted to know the

type of motivation of the students that leads them to a better and successful work. The

study also aims to know the factors that affect student motivation.

Statement of the problem

This study determines the type of learning motivation in Senior High School

Students of Nineveh Academy. Specifically, the following questions will be

answered:

1. What is the most influential motivation of students towards learning?

Intrinsic or extrinsic?

2. What are the factors affecting the student motivation?

Theoretical/ Conceptual Framework

Reeve, Bonaccio, and Winford (2014, p. 150) see inspiration as a "force

that energizes and directs people" where direction refers to intent and target focus,

while energy refers to "power, frequency, and determination." Reeve's (2008) starting

point is the unifying principles that underlie the motivation structure, as shown in

Figure 1.
Figure 1. Unifying Themes of Motivation

Theories help Benefits adaptation

understand

Type Exist Direct attention /

Prepares
MOTIVATIONS
Reveals what people Needs supportive
want condition

Has an approach / Avoid Varies over time /

tendency Affects

The first of the unifying hypotheses is that adaptation gains motivation

(Reeve, 2008). Humans are living in changing situations that offer opportunities and

risks. In the face of constant change in the world, people need to preserve their well-

being; they need to adapt. Motivation provides individuals with the tools they need to

live in such situations. The state of optimism in response to a particular situation can

be both positive and negative, impacting the way in which people respond. For

example, students under the guidance of teachers, supervisors, and parents may feel

incapable of internal inspiration and will give up easily if faced with learning

difficulties. At the other hand, granting students greater flexibility and independence

of selection means more ability to pursue internal motivations, set goals, and show

more commitment in challenging learning tasks.

 The second assumption is that it "motivates direct attention and plans practice"

(Reeve, 2008, p. 14). For example, a student who is seated in a dormitory facing three

external events: friends giggling next door, feelings of tiredness, and a noisy fire

alarm. Such three things cause and give rise to three motives: an interaction that

causes the student to leave the room to figure out why the friends are giggling; a

pause that allows the student to get some sleep; and a risk that requires the student to

sprint down the stairs to avoid danger. The level of urgency that will assess the

impetus for student intervention. In this scenario, because the danger motive has a

higher priority than the other reasons, the student ends up leaving the dorm to escape

the risk involved with the fire alarm.

The third hypothesis is that motives change over time and influence our

consistent actions. Individuals have a variety of motivations at any given time, and

one can be dominant at some point in time, while others remain dormant, diminished

but not dead, looking for environmental triggers to re-energize them. Consider the

former example of a student in a dormitory: once the fire alarm is over and the related

circumstances cease to exist, the danger motivation is no longer paramount. The other

two reasons for association with mates and sleep step up the hierarchy, and the desire

to meet buddies and discuss what happened takes priority over the remainder of the

inspiration.

The fourth premise is that inspiration is not a unique entity, but a collection of

different forms. Men are multifaceted motivating beings (Vallerand & Losier, 1999).

Remember the two workers who cut rocks. When asked what they're doing, one

answers that he's cutting a stone while the other says he's building a castle. There are

two different types of motivations that contribute to the same action, the desire to

succeed, and the incentive to achieve a goal. All people do the same job, but the
nature of their inspiration is different. Therefore, one is engaging in a boring day-to-

day mission, and the other is more enthusiastic about the more important motivation it

harbors. The latter is a kind of extrinsic motivation, where offering money to the

worker makes an effort to break rocks, while the latter is intrinsically motivated to

accomplish the internal objective.

The fifth hypothesis is that inspiration requires the desire to seek and stop.

Humans change response actions if they want the desired outcome. On the other hand,

they adapt the avoidance activity when they find an undesirable outcome. In the

former example of a student in a dormitory, the warning sound prompted the student

to run away from an undesired result. Once that risk was over, the second purpose of

association motivated the student to meet friends in order to achieve the desired result

of being in a social group.

The sixth premise is that the motivation study shows what people want.

Motivation theories demonstrate and explain that there are differences between

individuals, in diverse cultures and societies, in their attitudes, in their genetic

processes, and in their needs. Furthermore, these ideas also point out that people are

building up their motivational capital through observation and through the cultural

and societal environment around them. Thus, there are universal motivations, and

others more specific, for example towards a particular culture or societal group. Thus,

motivation theories when implemented associate which motivations are common to

all humanity and which are more specific to particular environments.

 The seventh hypothesis is that inspiration relies on development in the world. If

the community is encouraging, optimism should flourish and lead to positive

outcomes. On the other hand, when the environment is not positive, negative actions

predominate. For example, if students have more autonomy and independence in their

education, they will display more positive actions and become more interested in their

studies. Furthermore, if students are monitored and do not have freedom of choice,

they will have more negative reactions, such as leaving college.

The eighth and final premise is that motivation concepts are essential to

understanding motivation. Motivation is an extremely complex process, and there is a

variety of motivating ideas that, when used properly, can help scientists understand

the issue and then direct the solution to it. Without these theoretical frameworks, the

inner workings of inspiration would be inconceivable.

Significance of the Study

The researchers deem that the study is beneficial and significant to the

following:

Students. The results of the study will help students to define the connection

between intrinsic and extrinsic. At the conclusion of this review, students should

know which one is more effective when it comes to reading.

Teachers. The research will provide educators with useful information to help

them improve and recommend inspiring students in terms of intellectual and physical

development.
 Parents. To give their child more motivational opportunities to become more

successful and to encourage their abilities and talents.

Future Researcher. The results support the assertion of what students favor

between Intrinsic and Extrinsic, which may act as a reference to similar studies in the

future.

Scope and Limitations

This study was conducted in Nineveh Academy and started from October 10

to October 25. This mainly determines whether students are more motivated

intrinsically, extrinsically and what specifically motivates them coming from Grade

11 and 12 of STEM Strand, the Senior High School Students of Nineveh Academy.

Definition of Terms

Intrinsic - Behavior where it comes from within an entity or a willingness to engage

in an operation.

Extrinsic - Action where external factors are needed to complete one's mission.

Motivation - Behavior which inspires a person to focus on something.

Self-Esteem - refers to one’s self worth.

Satisfaction - Filling the individual's desires and wants.

Potential - Something that could grow or become true.

Determination - The process of decision-making and the foundation and product of a

decision.

Behavior - the way a person acts or behaves.