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Westminster High School

“Motivation”

Submitted By:
Sophia Centus
Jennel Santos
Raphael Obias
Jobert Campos
Marvin Plazos
Rovic Ilagan

Grade 11 Gas
December 4, 2019

Submitted to:
Vlademir S. Caparinia

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INTRODUCTION
Motivation is about moving people to act in a way that achieves a specific and immediate
goal. When you’re motivating people to do something they may not necessarily want to do, you
have to offer them something they want in return.Whether parental help has positive or negative
effects on students' academic outcomes depends on the motivation and involvement of their
parents. Results of a study conducted by the Hector Research Institute of Education Sciences and
Psychology suggest that students whose parents are interested in math and perceive their own math
competencies to be high perform better than students with parents who show a low interest in math
and regard their competencies in the domain as equally low -- regardless of the intensity of the
help students receive at home. Family background plays a crucial role in the development of
students' academic motivation and achievement. Previous research suggested that parents'
academic involvement is, on average, associated with better academic outcomes, but the pattern
of results was far from being unequivocal and it also remained unclear what kind of help is actually
helpful and what is harmful. For example, excessive parental involvement may be perceived by
students as controlling behavior.Parents answered questions on the degree of their academic
involvement in math such as homework help, family math interest, their math competencies, their
child's need for support in math, and the time and energy they invest in their child's academic life.
Students filled out questionnaires at the beginning as well as five months later, in which they
reported on their own competencies, their effort, and their interest in math. In addition, their math
grades and their achievement in standardized achievement tests were assessed.The most
unfavorable conditions for academic achievement were found for students from deeply involved
families who considered their child needed support in math, showed low levels of family math
interest, and perceived their own math competencies as low. Students from these 'involved but
unmotivated' families not only performed poorly in math, but also showed low levels of
motivation. "Helicopter moms can impair their child's performance if they are not themselves
interested in the subject they want to support their child in," explains Häfner. This complex
interplay of favorable and unfavorable factors with regard to students' academic achievement will
be investigated in further studies.

STATEMENT OF PURPOSE
The study seeks to understand which type of motivation – intrinsic or extrinsic – is more
closely aligned to authentic student engagement.

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Objective
The purpose of motivation is to create condition in which people are willing to work with
zeal, initiative. Interest, and enthusiasm, with a high personal and group moral satisfaction with a
sense of responsibility. To increase loyalty against company. For improve discipline and with pride
and confidence in cohesive manner so that the goal of an organization are achieved effectively.
Motivation techniques utilized to stimulate employee growth. For the motivation you can buy
man’s time. Physical presence at a given place. You can even buy a measured number of skilled
muscular motions per hour or day. Performance results from the interaction of physical, financial
and human resource. For the achieve a desire rate of production.

Question
In particular: "Can reasoning itself have causal or motivational force, for example in
countering affect or impulse, or must it arouse/recruit affect in order to have such influence?"
Seems to me when we reflect on our motivations we can encounter many things: desires, thoughts,
emotions, confusion, imprints from experience, etc. Most likely there's not a black-&-white answer
here. Perhaps only a subset of our motivations can be articulated through reasoning? Could
reasoning actually be "self-fulfilling" in some contexts? The question: "why did you do that" might
elicit reasons as a response for a particular act but can reason always explain motivation - or only
rationalize it?
That's a fascinating thought, and something that I've seen some aspects of in my study of system
dynamics understanding in groups (System Dynamics Understanding in Projects: Information
Sharing, Psychological Safety, and Performance Effects). Individuals able to systematically
reason, are also more likely to share thoughts with others of like understanding.

Stakeholders/Beneficiaries
Student engagement recognizes the complexity of engagement beyond the domains of
cognition, behaviour, emotion or affect, and in doing so encompasses the historically situated
individual within their contextual variables (such as personal and familial circumstances) that at
every moment influences how engaged an individual (or group) is in their learning.

Short Description
This is why motivation is important in life because it stops asking questions and aligns you
to work towards your goals. Goals are the stepping stones toward your dreams so in order to

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achieve them, you need motivation to keep you chugging along towards them. ... Without
motivation, you can't achieve anything.
Motivation enhances cognitive processing. Motivation actually affects what and how
information is processed because motivated students are more likely to pay attention and try to
understand the material instead of simply going through the motions of learning in a superficial
manner.
Motivating Students Encourage Students. Students look to teachers for approval and positive
reinforcement, and are more likely to be enthusiastic about learning if they feel their work is
recognized and valued.
The classroom environment plays a key role in how motivated a student is. They need to be in
a positive environment in which they feel valued and respected. ... It enhances their performance
in all aspects of their school work and helps them become goal-oriented, motivated individuals in
life.
Positive quotes
“We can complain because rose bushes have thorns, or rejoice because thorns have roses.”
“Believing in negative thoughts is the single greatest obstruction to success.”
“We become what we think about.”
“Be positive."

Timetable
task Date started Date completed

Name or title of the concept November 14 2019 November 14 2019

Introduction November 28 2019 November 28 2019

Statementof purpose November 30 2019 November 30 2019

Objectives December 1 2019 December 1 2019

Question November 30 2019 November 30 2019

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Stakeholders/Beneficiaries November 30 2019 Novembwe 30 2019

Short Description November 29 2019 November 30 2019

Timetable November 30 2019 November 30 2019

Conclution November 30 2019 November 30 2019

Conclusion

The study examined the influence of student motivation on academic performance. The
study found positive and mutually causal relationship between student’s motivation and student’s
academic performance. This relationship is mutual, meaning students who are more motivated do
better and student who perform better become more motivated. Every student has diversified
experience of knowledge, abilities, talents and aspirations and come from different Social, regional
and political backgrounds that may affect their motivation to learn. Some student having great
quantity of skill due to best schooling and other are vice versa. However, student motivation is a
prerequisite of academic performanc. Helpful learning in the classroom depends on the teacher’s
capability that creates interest related to subject matter. Student performance depends upon the
forces which are affecting during the studies. There is no paranormal formula for accessing
accurate level of students’ Motivation other then extrinsic motivation and intrinsic motivation
questionnaire.

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