My World, My Note: Week 1

Tampilkan postingan dengan label Week 1. Tampilkan semua postingan

(Intrinsic and Extrinsic Motivation Orientation in the Classroom: Age Differences and Academic Correlates)

Aji Nur Hakim

Every people in the world must have motivation, whether they are kindergarten children or college students. Motivation itself divided into two: intrinsic and extrinsic. Some people say that it is better to have more intrinsic motivation rather than extrinsic motivation. It is the right opinion? Then, what is the different between intrinsic motivation and extrinsic motivation?

Lepper, Corpus, and Iyengar, had conduct a research about intrinsic motivation and extrinsic motivation and the relation to age different and academic correlated. There are four topics they want to get:

a. The relationship between intrinsic and extrinsic motivation

b. Significant age differences in intrinsic and extrinsic motivation when these two constructs are measured independent of one another

c. Motivational orientations related to academic outcomes

d. Significant differences between European American and Asian American children

In this writing, writer wants to discuss about the first third of the topic given by the research.

First topic is the relationship between intrinsic and extrinsic motivation. “...children’s intrinsic and extrinsic motivation in these classrooms can be viewed as two largely orthogonal constructs rather than as opposite ends of a single dimension” (Lepper, Corpus & Iyengar, 2005). What does it mean? According to Harter (in Lepper, Corpus &Iyengar, 2005), there are three subscale that represent intrinsic motivation versus extrinsic motivation. The first is two opposite poles of single dimension that represent desire to challenge the work increase and desire to do easy work decrease. The second is two potentially orthogonal motivations that represent motivation based curiosity or interest versus motivation to pleased the teacher to receive good grade. The last is potentially orthogonal construct that represent independent versus dependent motivation in solving a problem. So, the meaning of the result brings by Lepper, Corpus & Iyenger (2005) is the last type subscale of motivation, which is representing independent versus dependent motivation.

Independent and dependent motivation can be seen as how students do their work. For example, the independent motivated students tend to find the other problem beside the textbook given to challenge their selves and learn more about the problem. Whether students who have dependent motivation just depend on teacher and just do the teacher’s instruction and task without additional challenge.

It reflects how students act in the classroom. Most of students have dependent motivation. People might say that it is not good for students and of course it is not. Students who have this motivation will not successfully accept the challenge beyond their task usually given, because they are not used to do it. Although sometimes depend on teacher is good, but if students do not increase their learning by themselves by challenging to do some problems, it will not bring students to be able to face the problems; not only in the classroom, but also in their future.

Second topic is age different. The result of the study shows that intrinsic motivation will decrease along with level of studies. Beside, extrinsic motivation did not have significant changes during the level of studies. This fact of course has an opposite view from the researcher idea. Students, who increase their intrinsic motivation along the level of studies, may have a good interest in their learning. However, students who increase extrinsic motivation may have good extrinsic treatment such as reward from teacher.

In fact, as we see in school, students have different motivation depend on their interest, mood, and environment. Students come from different background. They may have problem in home, may stress because of bunch of homework, or have bad mood. That will cause the intrinsic motivation to decrease. The other students may look diligent to do homework, because they want reward from parents. That condition cause extrinsic motivation to increase. But, does age different make students have better motivation? Intrinsic motivation and extrinsic motivation needed to support learning. When students steps on the next level of studies does not mean their intrinsic motivation will be higher than extrinsic motivation. People may think it should be like that, because students getting mature year by year. In elementary level, the purpose of study may to get a good grade by study diligently. Moreover, parents give present to celebrate that good grade. It is different when high school students think like elementary students who study to just get the good grade. Good grade is important, but actually the purpose of study is change. High school students have to focus to their future, and believe that study makes a better life for them, not just focusing to grade. Back to fact again, teenager especially have different mood and interest rather children. They will do what they like and they will not do what they do not want. This fact may be the reason why result of study shows the intrinsic motivation decrease along the level of study.

Move to the next topic of relation between motivation and academic outcomes. The GPA result of study makes positive significant relation with intrinsic motivation. On the contrary, GPA did not show the positive relation toward extrinsic motivation especially to math and language arts. “The correlation between intrinsic motivation and GPA was positive at all six grade levels, and the correlation between extrinsic motivation and GPA was negative at five of the six grade levels, with third grade being the exception.” (Lepper, Corpus & Iyenger, 2005).

That situation can happened when students want to do the work to get the reward. Somehow, reward being cruel supporter in learning. The end of it, when reward continuously given to students, extrinsic motivation will always increase but did not create good grade. It is proven that intrinsic motivation has more power to make better relation with GPA. Teachers have a hope that students in the classroom not only come to study and do the homework, but also to take the lesson from every subject be taught. It does not matter if students do not have any interest, at least students does not come to school for nothing.

The discussion of motivation in students’ learning still happening until now, especially when teachers want to investigate what exactly the reason behind students’ interest toward the lesson, or why students did not engage in the learning. One of reason to answer those questions is because they have intrinsic and extrinsic motivation; and it is different one to another students. The study proves that both intrinsic and extrinsic motivation has the part of students’ learning. In my opinion, we can not judge that intrinsic motivation better than extrinsic motivation. Both the motivation is needed to support out learning, but the portion of intrinsic motivation have to higher than extrinsic motivation, so that we can start to do something from our heart and we can do something because we want to do, not because we suppose to do.

Source:

Lepper, M.R., Corpus, J.H., & Iyengar, S.S. (2005). Intrinsic and extrinsic motivation orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology. 97, 184-196. doi: 10.1037/0022-0663.97.2.184.

A Review: Intrinsic and Extrinsic Motivation

Aji Nur Hakim

Have you heard about affective education? If we look back in our junior or senior high school, there is affective column in students report that assess our affective education. What is the idea of that? What is affective education exactly? Affective education is concerned with the formation, content, and role of emotions, feelings, values, attitudes, predispositions, and morals. (Beane, 1985) So, affective education is education that assessed social and emotional of students.

Back to junior and senior high school era, when we look at our school report card, there was affective grade that usually given by an alphabet. Student, who did not know and did not care like me, will presume that the effective grade will not influent ourselves as long as our cognitive grade is good. In that time, I did not ask or call something into question where the grade comes from. Does teacher give the grade without us knowing? If the students know the fact, then they will know the truth behind the grades.

I ever disappointed with my affective grade, especially at the subject or material that I think I can do that. I did not know why my grade of affective is not high just like my expectation. In that time, I think that I am not a type of bad students who did not do their homework. It happened a lot when my teacher gives us group work. In a group there must be a student who did not want to do what they have to do. While the other members of group try their best, this student did not do anything and just wait the members to finish the work. When finally the group get the good grade, this person automatically get the good grade, too. Well, that is group work, every member get the same grade. It was not fair. It absolutely not fair, but that is happened to me. If my teacher knows the situation back then, she/he will not give the same grade to us. I think this behavior still happen until now. Teachers must be careful with their students because they can do anything to get the good grade just because they do not want to left behind the other classmate.

That past experience brings me reflected a lot and realize that teacher candidate must learn affective education especially in this 21^st century where the information can be found everywhere. Maybe school is not the only one place to study, but teacher may influence their students to do the good things. Of course I will not let my students behave like the bad person, right? And school is not the place to grow up students’ anxiety.

Affective education itself cannot be done well without affective instruction, the way teacher deliver the material and the method used. Especially in this 21^st century learning that all the material needed can be found easily not only on the text book, but also on the internet. In this case, teacher must be very creative to conduct the learning process so that students can engage in learning. Teaching in this 21^st century is not easy thing. Even teachers fear that students did not prepared to face the world after they out from the school.

In order for our 21^st-century students to “survive and thrive,” they will need to be creative and innovative in order to get and keep a job, much less to make meaningful contribution at work and in their communities as well as in their personal lives. (Schrum & Levin, 2010, p.8)

When the classroom prepared well with tools and materials suit with 21^st century learning, teacher can elaborate learning to focus on students’ emotional and social besides on their cognitive domain.

The point of affective education is how students’ social and emotional can be assessed. There are three domains in education: cognitive, affective, and psychomotor, but the most component to be assessed is just the cognitive side. Of course it is not the purpose of the education itself. Education is facilitated the three domains can be assessed fairly. Then, why teachers or even education just able to assess cognitive without consider the other component?

That’s why studying affective education is important to teacher candidate and real teacher. It might late, but we have to try. Learn affective education can be started from Learning Taxonomy developed by Krathwohl. It is almost same as Bloom’s taxonomy which has cognitive process start from remembering, understanding, applying, analyzing, evaluating, until creating (the highest stage of cognitive process). Krathwohl’s taxonomy starts from receiving, responding, valuing, organization, and characterization by a value. Receiving means students have willing to study, but willing is not enough. It is continued with the next process which is responding. Students have active participation with respond what teacher says. After that, in valuing, students make decision and have concern to give the value of some issues. The process will continue with organization and characteristic by a value. Students at this level have internalised and organised values into a system and can now apply these values as a philosophy of life to a broader range of situations. (Department of Education, 2010)

As a teacher candidate, I opine that affective education is important. How not only students outcome of learning can be assess, but also their social and emotional. I am sure it is not easy. If there are still more teacher who does not understand students’ feeling and behavior, the affective education will difficult to applied. Also when teacher cannot develop their own learning method and find the materials and tools needed to support learning especially in the 21^st century, there will be not enough to support affective education in the class. Education also not only about how to learn counting and writing, but also how to learn behavior and socialization. If affective education does not start now, how will our education face in 5 or 10 years later?

Introduction to affective education is attractive. Teachers’ work is to learn and apply affective education to their students start from now. So that students will learn that education also study about behavior, not again about cognitive.

Resources:

Beane, J. A. (1985). The continuing controversy over affective education. Retrieved from http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198512_beane.pdf

Krathwohl. (n.d.). Learning taxonomy – Krathwohl’s affective domain. Retrieved from http://assessment.uconn.edu/docs/LearningTaxonomy_Affective.pdf

Krathwohl’s taxonomy of the affective domain. (2010). Retrieved from http://www.det.wa.edu.au/curriculumsupport/giftedandtalented/detcms/navigation/identification-provision-inclusivity-monitoring-and-assessment/provision/teaching---learning-models/taxonomy-of-affective-domain/

Schrum, L., & Levin, B. B. (2010). Leading 21^st century schools. United State of America, USA: Corwin.