Academic Success Essay

1175 Words Apr 11th, 2011 5 Pages
A major reason for students to succeed academically in college or drop out is their level of motivation. Students in college have made the decision attend a college, and therefore have already experienced motivation during the application process. Motivation is defined as the driving force which causes us to achieve goals. Therefore, without motivation, we will have difficulty, if not be unable to follow through with the tasks required to achieve the goals. When a college student is not motivated to graduate, or get good grades, the probability of dropping out is greater. Motivation is required to achieve goals. Many psychologists have researched motivational effects on academic performance. The general consensus is that motivation is …show more content…
Intrinsic motivation is motivation that is driven by an interest in or enjoyment of the task itself. Gottfried (1985) says that children who experience a great deal of academic intrinsic motivation should enjoy learning and show task persistence and mastery orientation. She also says that it is reasonable to expect them to strive to learn more and show higher achievement than would children who experience relatively less intrinsic motivation. When one is interested in a subject they tend to succeed in it. Students whose academic efforts are grounded in love of the work and who prefer tasks from which they can learn, even if they make mistakes along the way, do not require that others validate their academic efforts and do not fear self-censure or the censure of others when errors are made (Pajares, 2001). The motivation to do well and try hard is a result of their interest in the task which keeps them engaged. Carole Ames (1992) has a similar view on motivation and self-perception as Gottfried (1985). Ames (1992) proposes that to enhance ones motivation we must look at the ways that students view themselves in relation to the task. Often we focus on effort and not on ability. Enhancing motivation means enhancing children’s valuing of effort and a commitment to effort-based strategies (Ames, 1992).

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