Authors: Yuliet Morales
Yessi Garcia
Edilmis Gonzales
Professor: Carlos Gonzalez
Course: ENC 1102
Date: February 04, 2010
The Power to Succeed
Who has the control? Throughout the history of the world civilization, motivation has played a very important role. Along with other significant emotions, it has been this powerful energy what has made great poets, musicians, architects, and others to achieve their goals. Motivation shapes the way we act and see our lives. It is an exceptional force that encourages us to get up every morning with the ambition to make our dreams come true. This potent emotion has been classified for many in two different categories: extrinsic and intrinsic motivation. Extrinsic motivation comes from an external source. The people experiencing this kind of motivation need to get a reward in order to do or achieve something. In the other hand, intrinsic motivation is found right inside of us. It reveals a person’s need to achieve a goal or to do something in order to feel pleasure. It is believed that intrinsic motivation is more effective than extrinsic motivation. Researchers have revealed the power of extrinsic motivation is somehow limited because we tend to lose the incentive once that source does not represent anything to us. Nonetheless, it has been said that most of us in every other aspects of our lives have experienced both of these two kinds of motivations. There are some circumstances in which we may find motivation within ourselves; however, once in a while we may have the need to have an external source in order to get motivated. Studies have shown that intrinsic as well as extrinsic motivation has had a great impact in college students.
Students who are intrinsically motivated tend to have better academic performances. The reason is the satisfaction they get when accomplishing a task. The intensity in the effort they placed into school is associated to this level of satisfaction that they want to gain. Therefore, the more intrinsically motivated they are, the harder they will try to attain a goal--meaning great academic achievements. Students get satisfaction when they are rewarded by the knowledge acquired in school. People mainly go to school to learn how to think, to communicate with others, and to get an education and values according to the principles of the society where they live (Bennett, par.1). The desire and curiosity to learn steams from the answers they get when processing all this new information. Moreover, when students master their skills in certain topics (by working hard to fully understand any subject) their satisfaction is the accomplishment of doing their best in it.
Likewise, the healthy competition among students to excel in any particular class stimulates them in a pleasant way. This stimulus makes their learning more enjoyable because they know that the best students will be praised and will get the attention of the rest of the class. Therefore, students will try to not fall behind in class by keeping up with their assignments, comparing their progress with the rest of the class or by just trying to be creative in a particular expository assignment. This stimulation makes them more aware of their potentials and in the same way it tells them when to work in their most difficult academics areas. Usually, students who are self motivated do not visualize school as a torture or an obligation with their parents. The challenges they face in school encourage them to overcome any hard task.
On the other hand, some people think that extrinsic motivation is not enough to get students motivated to learn. However, that is not always true because outside rewards can help them to do well in school. Those outsides rewards can be considered as a good choice to stimulate students to have a better future. For instance, if students achieve good grades at school, they can get a scholarship and this may pay off their entire studies. Consequently, the scholarship keeps students motivated; hence, they are continuously learning and focusing in their academic performances. The main concern about this type of motivation is that students are more focused in the materialistic rewards rather than the knowledge itself. For people who had had to help their families by working since early stages of their lives, school had never become a choice. If those people get rewarded with money as a way to attend to school, they will go to school. Extrinsic motivations set the bases and encourage people to engage in school, where they learn and dream about a different future (Flora and Flora, par 1). Money cannot make a person smarter, but it does activate the desire that this person may have for trying to learn. The influence of the external source in students can only be effective if they feel identified with their goals and with the pleasure that knowledge carries.
It has been said that intrinsic as well as extrinsic motivation is one of the most powerful forces that humans have experimented. It has the capacity to help us cope with difficult times and situations in our lives. This feeling is able to push us forward no matter what. This incomparable force has no discrimination. We all have it, no matter what our gender, race, age, or ethnic group might be. Therefore, using this encouraging force, we can become more successful in our lives. Sometimes, we tend to look for external sources in order to find our happiness. However, we have this joy closer than we even think. We have the capacity to experiment this sensation of fulfillment by just looking inside of every single one of us. Realizing that our achievements as well as our breakdowns depend simply on our performances, we are shifting ourselves to a more sophisticated way of living. We have seen that the power of success is in our hands; therefore, we must take advantage of it. There is no room for failure!
Works Cited
Bennett, Jackie. "Should We Pay Students for Good Test Scores? No--Test Fixation Isn't Worth a Dime." The Education Digest 74.1 (1999): 40-1. Readers Guide Full Text. Web. 19 Jan. 2010..
Flora, Stephen R., and David B. Flora. "Effects of Extrinsic Reinforcement for Reading During Childhood on Reported Reading Habits of College Students." The Psychological Record 49.1 (1999): 3-14. Social Sciences Full Text. Web. 20 Jan. 2010..
Yessi Garcia
Edilmis Gonzales
Professor: Carlos Gonzalez
Course: ENC 1102
Date: February 04, 2010
The Power to Succeed
Who has the control? Throughout the history of the world civilization, motivation has played a very important role. Along with other significant emotions, it has been this powerful energy what has made great poets, musicians, architects, and others to achieve their goals. Motivation shapes the way we act and see our lives. It is an exceptional force that encourages us to get up every morning with the ambition to make our dreams come true. This potent emotion has been classified for many in two different categories: extrinsic and intrinsic motivation. Extrinsic motivation comes from an external source. The people experiencing this kind of motivation need to get a reward in order to do or achieve something. In the other hand, intrinsic motivation is found right inside of us. It reveals a person’s need to achieve a goal or to do something in order to feel pleasure. It is believed that intrinsic motivation is more effective than extrinsic motivation. Researchers have revealed the power of extrinsic motivation is somehow limited because we tend to lose the incentive once that source does not represent anything to us. Nonetheless, it has been said that most of us in every other aspects of our lives have experienced both of these two kinds of motivations. There are some circumstances in which we may find motivation within ourselves; however, once in a while we may have the need to have an external source in order to get motivated. Studies have shown that intrinsic as well as extrinsic motivation has had a great impact in college students.
Students who are intrinsically motivated tend to have better academic performances. The reason is the satisfaction they get when accomplishing a task. The intensity in the effort they placed into school is associated to this level of satisfaction that they want to gain. Therefore, the more intrinsically motivated they are, the harder they will try to attain a goal--meaning great academic achievements. Students get satisfaction when they are rewarded by the knowledge acquired in school. People mainly go to school to learn how to think, to communicate with others, and to get an education and values according to the principles of the society where they live (Bennett, par.1). The desire and curiosity to learn steams from the answers they get when processing all this new information. Moreover, when students master their skills in certain topics (by working hard to fully understand any subject) their satisfaction is the accomplishment of doing their best in it.
Likewise, the healthy competition among students to excel in any particular class stimulates them in a pleasant way. This stimulus makes their learning more enjoyable because they know that the best students will be praised and will get the attention of the rest of the class. Therefore, students will try to not fall behind in class by keeping up with their assignments, comparing their progress with the rest of the class or by just trying to be creative in a particular expository assignment. This stimulation makes them more aware of their potentials and in the same way it tells them when to work in their most difficult academics areas. Usually, students who are self motivated do not visualize school as a torture or an obligation with their parents. The challenges they face in school encourage them to overcome any hard task.
On the other hand, some people think that extrinsic motivation is not enough to get students motivated to learn. However, that is not always true because outside rewards can help them to do well in school. Those outsides rewards can be considered as a good choice to stimulate students to have a better future. For instance, if students achieve good grades at school, they can get a scholarship and this may pay off their entire studies. Consequently, the scholarship keeps students motivated; hence, they are continuously learning and focusing in their academic performances. The main concern about this type of motivation is that students are more focused in the materialistic rewards rather than the knowledge itself. For people who had had to help their families by working since early stages of their lives, school had never become a choice. If those people get rewarded with money as a way to attend to school, they will go to school. Extrinsic motivations set the bases and encourage people to engage in school, where they learn and dream about a different future (Flora and Flora, par 1). Money cannot make a person smarter, but it does activate the desire that this person may have for trying to learn. The influence of the external source in students can only be effective if they feel identified with their goals and with the pleasure that knowledge carries.
It has been said that intrinsic as well as extrinsic motivation is one of the most powerful forces that humans have experimented. It has the capacity to help us cope with difficult times and situations in our lives. This feeling is able to push us forward no matter what. This incomparable force has no discrimination. We all have it, no matter what our gender, race, age, or ethnic group might be. Therefore, using this encouraging force, we can become more successful in our lives. Sometimes, we tend to look for external sources in order to find our happiness. However, we have this joy closer than we even think. We have the capacity to experiment this sensation of fulfillment by just looking inside of every single one of us. Realizing that our achievements as well as our breakdowns depend simply on our performances, we are shifting ourselves to a more sophisticated way of living. We have seen that the power of success is in our hands; therefore, we must take advantage of it. There is no room for failure!
Works Cited
Bennett, Jackie. "Should We Pay Students for Good Test Scores? No--Test Fixation Isn't Worth a Dime." The Education Digest 74.1 (1999): 40-1. Readers Guide Full Text. Web. 19 Jan. 2010.
Flora, Stephen R., and David B. Flora. "Effects of Extrinsic Reinforcement for Reading During Childhood on Reported Reading Habits of College Students." The Psychological Record 49.1 (1999): 3-14. Social Sciences Full Text. Web. 20 Jan. 2010.
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