The Importance of Motivation in an Educational Environment

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  • 0:10 Motivation
  • 3:15 How Motivation Affects…
  • 5:07 Theoretical…
  • 7:08 Lesson Summary
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Lesson Transcript
Instructor: Melissa Hurst
In this lesson, you'll see how motivation affects learning. Discover the behaviors and perspectives that relate to motivation in an educational environment.


Erik and Andrew are in the same first grade class. Erik loves any activity that involves coloring, drawing or illustrating. He spends all of his free time engaged in these sorts of activities, sometimes oblivious to other things going on in the classroom. Andrew, on the other hand, dislikes drawing and art and will avoid it at all costs. Both students are high achievers and good listeners, but they are motivated by completely different interests and activities. In the classroom, motivation drives many behaviors and it is important to understand the importance of motivation in an educational environment.

Motivation is described as a state that energizes, directs and sustains behavior. Motivation involves goals and requires activity. Goals provide the impetus for and the direction of action, while action entails effort: persistence in order to sustain an activity for a long period of time.

There are recognized indices of motivation that are important to be aware of. Indices typically place a value or quantity on an idea; in this case, we can understand the value or quantity of motivation for an individual by these four indices.

The selection of a task under free-choice conditions indicates motivation to perform the task. In our earlier example, Erik chose to engage in art activities during his free time. This is indicative of being motivated by art and art-type activities.

High effort levels, especially when working on different tasks and assignments, are also indicative of motivation. For example, if a student diligently works on a difficult algebra problem again and again, this would indicate a higher level of motivation towards math activities.

Working for a longer period of time, especially after encountering numerous obstacles, is also associated with higher motivation. For example, John, a student in PE class, was unable to master jumping rope, but he chose to continue trying to jump rope during recess; this time on task indicates a high level of motivation towards mastering the activity of jumping rope.

The indices of motivation
Indexes of Motivation Chart

Finally, level of achievement is affected by choice, effort and persistence. The higher these indices, the higher the motivation and the more likely task achievement will occur.

In the classroom, educators should be aware of these indices in an effort to reinforce activities and interests that students already show an existing partiality for. There is an actual term for this - it's called situational motivation.

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