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How to Motivate Student in Their Academic

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I. Introduction

Motivation is the combination of desire. values. and beliefs that drives you to take action. These three motivation factors are at the root of why people act the manner they do. Because they finally control values. beliefs. and desires. it can act upon motives. This means. if you consider something of import and assign value to it. you are more likely to make the work it takes to achieve a certain end. When motive originates from an internal beginning and combined with a realistic end and circumstance.

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the consequence of a good result or end product are greatly increased.

II. MAIN DISCUSSION

To understand what motivates them. they need to cognize what is of import to them. See issues such as household. relationships. acquisition or school. classs. work. aspirations. accomplishment. money. societal causes. societal life. following a dream. and many more. Students ends and desires grow from their values and beliefs. Once they have made their personal list. they begin to believe about how the points relate to one another.

These issues and relationships are ever alive interior of them. By going consciously cognizant of their egos. they can get down to modify. control and understand their egos. Judging the quality and deepness of their motive is of import. because it is straight related to their committedness. Often pupils find that they want a good academic result. but they can’t seem to do it go on. Sometimes. this spread occurs when there is a clang between what they are endeavoring for a good academic outcome/degree and what they would instead be making in following a dream. It’s for values. beliefs. and desires to be in struggle. it is of import to acknowledge when they are and act suitably on this information.

III. MY POINT OF VIEW

One of the keys to college success is holding a realistic position of strengths and failings. Do an informal appraisal of abilities. Reflect on what they have learned about themself in the yesteryear from schoolroom experiences. conversations with instructors and advisers. standardised trials. undertakings and activities. and outside activities. See specifically their reading. composing. unwritten communicating. interpersonal. and analytic accomplishments. An accurate and honorable appraisal of their abilities is indispensable. It prevents them from under-estimating or over-estimating their accomplishments and directs toward come-at-able and appropriate ends.

Having an accurate way is of import in keeping motive. Knowing what their value and desire. along with an appraisal of their strengths and failings. makes it possible to set up personal ends. Most pupils already have a mix of short-run and long-run ends in head for themselves. Students frequently are taking towards a peculiar trial. undertaking. category. grade point. grade. alumnus plan. professional school. or calling. These are frequently complemented by other ends such as populating a healthy life style. keeping personal unity. volunteering. working. fostering relationships. or turning as a individual. It is non unusual for short-run ends to back up long-run ends.

IV. Decision

Once I have set ends that match my beliefs. values and desires. I should be in place to move on them successfully. However. my motive can be undermined if I fail to see my fortunes or if my fortunes change. but my ends don’t. A end may fit my values that I want to gain a grade in Tourism and may be realistically set that I want to make it in 4 old ages when I began my academic journey. but may necessitate alteration and readjustment as clip base on ballss. If I earned classs lower than I expected to. I may necessitate to buoy up my class burden or set my work and leisure hours. A loss of involvement might intend my demand to research other big leagues. Changes in relationships or household makeup can besides present new restraints on my program. Unfortunately. when fortunes change. pupils are frequently unwilling to do related accommodations in their self-expectations.

In this instance. I as a pupil seldom execute up to the outlooks. become defeated. and lose motive. However. motive and public presentation can be maintained when personal circumstance is taken into. Students who are willing to redefine their ends to account for their changed fortunes can stay motivated and on the way to success. Motivation. ends. and circumstance are all related to success. I can increase the odds of my success by first. specifying what is of import to me. set uping ends based on these values. desires. and beliefs. and eventually. orienting my achievement outlooks to fit my fortunes. If I fail in any of these stairss. I will undersell my motive. neglect to work up to my abilities. and diminish my opportunities of success.

V. ANALYSIS

Be realistic is puting your ends and ever see your fortunes. When ends aren’t realistic or when fortunes conspire against you. it is of import to set. A pupil who comes to college with the end of anticipating to gain a touristry grade in 4 old ages. but finds the work more hard than he anticipated may necessitate to set his clip frame in order to accomplish his end. Likewise. if this same pupil found that he needed to work to back up his college costs or took on greater household duties. it might be likewise necessary for him to set his ends every bit good. When ends are realistic and match desires. you will be motivated. When you’re motivated and work difficult towards your ends. you will win. When you win. your motive will turn. you will put new ends. and go on to accomplish.

Cite this How to Motivate Student in Their Academic

How to Motivate Student in Their Academic. (2017, Jul 19). Retrieved from https://graduateway.com/how-to-motivate-student-in-their-academic-essay-105-essay/

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