Investigating Types of Motivation
In their work with gifted, children the University of Connecticut has identified four sources of motivation for students. Individual students are often motivated by some combination of these sources but find one to be most prominent. You can learn more about each of these sources of motivation by opening pages in the tab above.
As you look at the descriptions below, consider which sound most like how your child is motivated. It may be mostly one type of motivation, or it may be some combination. Then, follow the link for the type of motivation you want to explore further to learn more.
Intrinsically motivated-These students simply love to learn. Discovery and problem-solving are their own rewards.
Attainment motivation-Students who are motivated by attainmnent want to compete and/or prove they can accomplish a challenging task.
Utility concerns-These students want to learn what they believe will be useful to them. They will ask, "Why do I need to know that?"
Extrinsic motivation-Students motivated extrinsically will rarely put forth effort unless there is a reward or payoff.
Sources of motivation identified by other researchers include the following:
Drive for self-determination-These students strive to accomplish something of merit and value to the community.
Need for personal connection-Some students argue that they only work when they like the teacher.
Perfectionism--Some students' school performance is driven by their demand for perfection from themselves, from others, or both.
Motivation and Underachievement
Often parents develop concerns about motivation because their children are underachieving. Many of the sections on this site include suggestions for motivating children who underachieve. You can explore some responses to underachievement by going to the Academic and Learning page and to the Family Dynamics page on this site.
Be forewarned, there is no easy answer and no technique works for all students who underachieve.
Other Factors
Along with the sources of motivation discussed above the pages on this site, explore other factors that affect motivation for achievement. Factors impacting achievement include academic, cognitive or attention deficits, an introspective personality, emotional or social concerns,
environmental perceptions, and family dynamics. There are plans to create future sites dedicated to a more detailed exploration of some of these topics, such as social and emotional concerns.
As you look at the descriptions below, consider which sound most like how your child is motivated. It may be mostly one type of motivation, or it may be some combination. Then, follow the link for the type of motivation you want to explore further to learn more.
Intrinsically motivated-These students simply love to learn. Discovery and problem-solving are their own rewards.
Attainment motivation-Students who are motivated by attainmnent want to compete and/or prove they can accomplish a challenging task.
Utility concerns-These students want to learn what they believe will be useful to them. They will ask, "Why do I need to know that?"
Extrinsic motivation-Students motivated extrinsically will rarely put forth effort unless there is a reward or payoff.
Sources of motivation identified by other researchers include the following:
Drive for self-determination-These students strive to accomplish something of merit and value to the community.
Need for personal connection-Some students argue that they only work when they like the teacher.
Perfectionism--Some students' school performance is driven by their demand for perfection from themselves, from others, or both.
Motivation and Underachievement
Often parents develop concerns about motivation because their children are underachieving. Many of the sections on this site include suggestions for motivating children who underachieve. You can explore some responses to underachievement by going to the Academic and Learning page and to the Family Dynamics page on this site.
Be forewarned, there is no easy answer and no technique works for all students who underachieve.
Other Factors
Along with the sources of motivation discussed above the pages on this site, explore other factors that affect motivation for achievement. Factors impacting achievement include academic, cognitive or attention deficits, an introspective personality, emotional or social concerns,
environmental perceptions, and family dynamics. There are plans to create future sites dedicated to a more detailed exploration of some of these topics, such as social and emotional concerns.
References
Lovecky, D. (1992) Exploring social and emotional aspects of giftedness in children. Roeper Review. 15(1), 18-25.
Siegle, D., McCoach, D.B., Greene, M, & Reis, S. (2000). Making a difference: strategies to increase student motivation and academic achievement. Retrieved from: http://www.gifted.uconn.edu/Siegle/NRCGTUnderachievementStudy.htm