Childhood and Growing up-
state the educational implication of motivation
Answers
Explanation:
as the idea of growing up.”
-AmberGrace Seguin
Remember when we were young and all we could think of was growing up and getting to do ‘grownup’ things? We spent our whole childhood thinking of what we would do when we finally ‘grew up’, and here we are, almost completely grown up and we still haven’t made up our mind of what it is we will do when we grow up. We’ve painted this pretty little picture in our head of what it’ll be like when we eventually do grow up, and when it finally comes for the picture to be taken off the wall and put into action, it’s not nearly as fun as creating the painting.
“Growing old is mandatory, growing up is optional.”
-Anonymous
We all have the choice…show more content…
“The day the child realizes that all adults are imperfect, he becomes an adolescent; the day he forgives them, he becomes an adult; the day he forgives himself, he becomes wise.” -Alden Nowlan As we continue to grow up, we learn that being grown up is not as we imagined it. We once convinced ourselves that growing up was the goal to achieve, and life would be much better once we were in fact grown up. When we in fact do grow up, we think back at our youth and laugh because we thought growing up was the most wondrous thing to accomplish, but now, more than ever, we crave for our youth; for the days we would sit in the grass and daydream of what we are to become when we grow up; and finally for the days when life was simple and we could imagine it any which way we wanted it and no one could do a thing about it. “A grownup is a child with layers on.” -Woody
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Answer:
Learning is fundamental throughout the development of human life. It is also known that motivation is a key factor to successful learning. The pre-entry attributes of the student (Terenzini & Pascarella, 1980) including their own internal attitudes and motivations, are considered important for successful integration into a university system. In addition, Tinto (1975) has maintained that pre-university schooling is important for academic and social integration of students and hence their learning and motivation as deduced from successful completion rates. A pivotal goal of higher education is for students ‘to learn how to learn.’ A variety of teaching approaches encourage students to adopt a deep approach to learning by seeking a personal understanding. One important aspect of the learning environment identified by Biggs (1999) that encourages deep learning is the motivational context. This depends on students taking ‘ownership’ of course content and establishing a positive emotional climate associated with their learning. Furthermore, implicit in the idea of ‘lifelong learning’ is the notion that students should depart from higher education with the ability and motivation to continue learning throughout life’s journey from sources other than university. There is increasing research interest with respect to integrating motivation into teaching and learning processes in order to foster in students the disposition and capacity for lifelong learning. However the study of motivation is complex. Definitions vary widely and theories are diverse, influencing the indicators used to assess motivation and even the interpretation of the data obtained (Schunk, 2000). Added to this, the motivation of learners may vary in different domains, different contexts, with different teaching and learning strategies, and at different stages of a learning interaction..