2.2 Objective factors

Learning is most effective when an individual is ready to learn, that is, when one wants to know something. Motivation is so necessary for learning that strategies should be planned to organize a continuous and interactive motivational dynamic for maximum effectiveness. Motivation theory focuses on an individual's reasons for learning and the conditions under which motivation is maximized (Covington & Mueller, 2001).
Teachers often blame a student's learning problems on his or her so-called lack of motivation. They believe that this lack of motivation is the underlying reason students avoid class work, refuse to become fully engaged in a learning task, and fail to complete work they could easily do, or are willing to complete a task only for some tangible reward it may bring.
Motivation is defined as the process of instigating and sustaining goal-directed behavior and it is the driving force behind behavior that leads us to pursue some things and avoid others.
Both internal factors (beliefs, values, expectations, and goals) and external factors (rewards, support, and feedback or approval from others) play important roles in defining the nature of motivation and how to enhance its effect. Two main categories of motivation are identified: extrinsic and intrinsic motivation.

2.2 Objective factors

2.2 Objective factors

Both forms of motivation are extremely important. The motivation available in any given learning situation is the sum total of intrinsic plus extrinsic influences.
Teachers readily understand that not all students are intrinsically motivated in certain lessons, and therefore giving some form of reward for task-engagement is one way of motivating students to do work they would otherwise avoid.
There are some general principles for maximizing student's motivation in the classroom. Motivation is likely to be highest when:

Learners do not experience frequent failure and harsh criticism, and are given the opportunity to make choices

and exercise some control over what they do in class and the manner in which they do it (greater autonomy).

The curriculum material is interesting and relevant; topics are sufficiently challenging, but not overwhelming.

Teachers use collaborative group work frequently, and reverse student's negative thinking about their own

capabilities, and enhance positive self-belief by encouraging open discussion about learning, learning strategies, effort, and ability. Collaborative group work is used frequently.