There are three main types of learning styles when it comes to what motivates a person to learn: goal motivated, relationship motivated, and learning motivated. Motivational learning is considered the basis of learning. Along with your motivational style, there are five other aspects of learning that affect your abilities as identified in Marcia L. Conner’s book “Learn More Now” (2004): 1. The way you learn, whether it’s visual, auditory, or tactile. 2.
Your learning direction can be either global or linear. Your attention style can be time-oriented, space-oriented, comparison oriented, or contradiction oriented. Your learning together style can be alone/pair, small group, or big group. Your style to engage learning can be think to talk and talk to think. Learning how to combine each of these styles in order to maximize knowledge retention in a learning environment is also fascinating. In this essay, we will closely examine and analyze motivational learning and how it relates to other learning styles.
Although it is essential for different styles to work together, a thorough examination will focus on when and how it is appropriate to mix these styles. According to D’Angelo (2009), today’s adolescent learners are increasingly diverse in terms of their backgrounds, interests, learning styles, and motivations. Regardless of their primary learning style, developing a well-rounded learning style will ultimately make it easier to cultivate a unique learning approach. Goal-oriented learners acquire knowledge for a specific purpose rather than merely for the sake of learning itself.
According to Conner (2004), individuals who are goal-motivated view learning as a means to solve problems, pursue specific interests, and achieve clearly defined objectives (p. 10). Each project initiated will have a predetermined goal. Learning how to navigate through a corn maze serves as an example of being driven by goals, possessing a visual learning style, and having an attention style focused on time. A learner motivated by goals will incorporate their vision of successfully completing the maze into their visual learning, observing the twists and turns of the maze, while also prioritizing efficiency in completing it as quickly as possible.
In order to accomplish the learner’s goal, all of these traits mentioned will effectively work together. According to Kelly (2006), sight is considered the most effective sense for learning, followed by hearing. They also explain that most adults retain information better through sight education compared to any other senses, with a percentage of 75. Additionally, adult learners are goal-oriented and have a strong desire to achieve and see progress in their learning journey (44-45). On the other hand, a relationship motivated learner approaches a learning situation with the intention of building a social network with similar interests.
According to Conner (2004), individuals who are motivated by relationships participate in learning because they enjoy the social aspect it offers (p. 13). Psychologists exemplify this type of learning style as they acquire knowledge to engage in conversations about subjects that interest them. Psychologists also integrate various learning methods such as thinking and discussing, listening to comprehend a situation, and collaborating in pairs or small groups. During therapy sessions, psychologists employ a one-on-one approach, actively listening and reflecting before providing guidance to assist their clients through traumatic experiences.
By incorporating these styles, the psychologist has established a sense of rapport and social interaction with the client. Additionally, relationship motivated learning can be used as a secondary learning style alongside the learning motivation style. A learner motivated by learning will engage in reading and learning simply because of their deep love for acquiring new knowledge, as described by Conner (2004) who states, “people seek knowledge because of their deep love of learning anything new” (p. 17). It is important to note that Nobel Prize winners do not receive this prestigious award solely for their pursuit of knowledge in relation to others or achieving specific goals.
They possess a motivated learning style that integrates visual and auditory elements, while also having a global learning focus. Additionally, their attention style is oriented towards comparison and contradiction. By incorporating all of these learning styles, Nobel Prize awardees are able to observe and discuss their acquired knowledge, gaining a comprehensive understanding of how it connects within the larger context. Furthermore, they analyze similarities and create distinctions within the subject matter they are studying. The Nobel Prize is not merely bestowed upon any scientist, but rather on those who exhibit a passion for learning and make noteworthy contributions in their respective fields.
Each of the three motivational styles has their inherent strengths and weaknesses. It is more advantageous for learning to cultivate two motivational styles instead of just one. A learner who is motivated by goals can be driven to learn if they perceive a social connection as a goal. On the other hand, a learner who is motivated by relationships may have an additional motivation to learn simply for their own knowledge, with the understanding that they can connect with anyone they encounter.
The motivation to learn can also stem from the desire to surpass a peer. There are numerous combinations and reasons as to why individuals pursue learning. Ball (2009) elucidated, “So, here’s the vicious circle: lack of confidence destroys motivation; lack of motivation subverts attention; if you don’t attend, you don’t learn” (46). While not all learning styles have been analyzed, there are various publications that can guide you in developing your learning styles. As we have previously grasped, motivational learning serves as the fundamental aspect underlying all other learning styles.
Motivation is both a learning style and an emotional strain. Without motivation, it is difficult to accomplish anything. It took motivation for you, the reader, to sit down and read this essay. If you lacked motivation, you would have procrastinated and read it later. (Ball, C., 2009)
Retrieved July 21, 2009, from Research Library. Conner, M. L. (2004) Learn more now: 10 simple steps to learning better, smarter ; faster. Hoboken, NJ: John Wiley ; Sons, Inc. , 10-17. D’Angelo, F. & Zemanick, R. (2009). The twilight academy: an alternative education program that works. Preventing School Failure, 53(4), 211-218. Retrieved June 28, 2009, from Research Library. Kelly, M. H. (2006). Teach an old dog new tricks: training techniques for the adult learner. Professional Safety, 51(8), 44-48.
