Motivational learning styles There are three major types of learning styles in regards to what motivates a person to learn. These styles are defined as goal motivated, relationship motivated and learning motivated. Motivational learning can be summarized as, the foundation of learning. In addition to your motivational style there are five more learning aspects which influence’s learning abilities as identified in Marcia L. Conner (2004) book Learn More Now: 1. How you learn; visual, auditory or tactile. 2.
Your learning direction; global or linear. 3. Your attention style; time-oriented, space-oriented, comparison oriented and contradiction oriented. 4. Your learning together style; alone/pair, small group or big group. 5. Your style to engage learning; think to talk and talk to think. Learning how to piece each style together to achieve you maximum knowledge retention from a learning environment is also intriguing. Motivational learning will be closely researched and dissected throughout this essay and also tied to other learning styles.
Although an essentiality is present for each style to work together an in depth examination will be placed on the, ‘how to’ and ‘when to’ it is appropriate for the mixing of these styles. D’Angelo (2009) has stated, “Today’s adolescent learners are more diverse than ever in terms of their backgrounds, interests, learning styles, and motivations” (p. 211). Regardless of your primary learning style, having a well developed learning style will essentially make it easier to build your own unique learning style. Goal motivated learners gain knowledge for a purpose and not just for learning.
As defined by Conner (2004), “Goal-motivated people look at learning as a way to solve problems, pursue particular interests, and accomplish clear-cut objectives” (p. 10). Every project started will have a goal at the end. Learning a corn maze is an example of being goal motivated, having a visual learning style and a time-oriented attention style. A goal motivated learner will incorporate their vision of successfully completing the maze, as a goal, into their visual learning, seeing how the maze twists and turns, and also time-oriented, to complete the maze as quickly as possible.
All of these traits will work effectively together to accomplish the learner’s goal. Kelly (2006) explains, “Sight is the best sense of learning, followed by hearing. Most adults retain more information from sight education (75%) than through any other senses…Adult learners are goal-oriented—they want to see that they are making progress and have an overwhelming desire to achieve” (44-45). Unlike the goal motivated learner, a relationship motivated learner will approach a learning situation to develop a social network of like interests.
Conner (2004) states, “Relationship motivated learners get involved because they like the social interaction that learning offers” (p. 13). A psychologist is a perfect example for this type of learning style. They learn to be able to talk with people on subjects which they are concerned about. Psychologists also incorporate different styles by engaging in learning with a think to talk method, auditor learning to understand the situation and normally in a pair or small group togetherness style. The psychologist will sit one on one with an individual, listening and thinking before responding to help their client through a traumatic experience.
Having incorporated these styles, the psychologist has developed and sense of rapport and social interaction with the client. Relationship motivated learning may also be used a secondary learning style to the learning motivation style. A learning motivated learner will pick up novel or textbook just to read and learn. Conner (2004) describes these learners as, “people seek knowledge because of their deep love of learning anything new” (p. 17). Nobel Prize winners are not a recipient of this highly esteemed award because they learned for a relationship or to accomplish a goal.
They are learning motivated and incorporate a visual and auditory learning style with a global learning direction and a comparison and contradiction oriented attention styles. By incorporating all of these styles the Nobel Prize awardees can see and talk about what they learn, they gain a sense of how it fits together in the big picture and analyze the similarities and create differences on the subject they are learning. The Nobel Prize is not a just given to any scientist, but to the one who is eager to learn and make significant contributions in their area or study.
Each of the three motivational styles has its fundamental strengths and weakness. In addition to having just one motivational learning style in is more beneficial to learning if you teach yourself to have two motivational styles. A goal motivated learner can be motivated to learn if what they see as a goal is making a social connection. Or relationship motivated learner may have a secondary motivation to learn if they just want to learn for their own knowledge while knowing whoever they may meet they can connect with.
The learning motivated may also be motivated with the goal of knowing more than a peer. There are hundreds of combinations and reasons of who a person learns. Ball (2009) explained, “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). Although not every learning style was examined there are many different publications available which are capable of teaching you how to develop your learning styles. As we have already learned motivational learning is a foundation or a base to all other learning styles.
It is the backbone to extraordinary learning tree. Motivation is not only a learning style but also an emotional strain where if a deficiency of it is present you will not have the will power to accomplish anything. It took motivation for you, the reader, to sit down for five minutes and read this essay. If a lack of motivation was present, you would have procrastinated and read this at a later date and time. References Ball, C. (2009, January). Attention: the pre-requisite for successful learning. Training Journal, 45-48.
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. Retrieved June 28, 2009, from Research Library.