Schools are continually searching for ways to motivate their students to do well and earn good grades. However, motivators or rewards function differently depending on the level of schooling the student has reached. Students must decide the direction of their effort and the end result that they are desiring to obtain. Just as with employees, students also want to be treated equitably; the contributions they make, inputs, must match the rewards they receive, outcomes.
In a survey of 25 students of varying grade levels, ten motivators/rewards are explored to determine what is important for each group or in other words, the valence per group. Each evaluator was asked to rate all motivators on a scale of 1-10 with 1 being the least attractive …show more content…
For Group C, this motivator is less motivating with an average of only 4.4. What this indicates is that in the lower grades, satisfying lower-order needs first is accomplished by recognizing a student’s performance through bestowing an award on the student for their efforts.
Motivator #3, “Opportunity to give a class presentation”, only reached midway on the scale of 1-10 for all groups: Group A=3.5, Group B=4.4, and Group C=5. However, with the averages increasing as the grade level increases per group, this motivator becomes increasingly important as the students move from grade level to grade level. By being chosen to give a class presentation, the student is being asked to demonstrate their knowledge which is more important as the student progresses through the schooling process to becoming employed.
Group A is highly motivated by the fourth motivator, “Earn $20 if an A is attained on a test.” The average for this group was very high on the scale at a 9. Group B is at 6.4 and Group C is at 5.3. Group A may be more motivated by this reward due to the extrinsic reward of $20. This age group has fewer opportunities to earn money verses high school or college students who can get jobs that provide a steady …show more content…
Group B is the leader with an average of 8.4, Group A is second with 7.9, and Group C is last at 7.5. Just as with the first motivator, chance for a scholarship, Group B’s concentration is directed at lowering the cost of college. Once in college, the focus is not as concentrated but still important as evidenced by Group C’s average of 7.9.
The final motivator on the survey is “Earn reward points for each A or B that can be used to purchase items from the school catalog.” The groups fall in line in the order of earliest grade level to highest grade level. Group A has an average of 9. The school has set a specific goal in which students are rewarded for reaching that goal. At this age, students are motivated by being able to choose their rewards. Group B’s average is 7.8 and Group C’s average is 6.9.
In summary, each group is motivated by different rewards. Groups A and B are motivated more by financial and non-financial rewards, while the groups are almost even for social
In a survey of 25 students of varying grade levels, ten motivators/rewards are explored to determine what is important for each group or in other words, the valence per group. Each evaluator was asked to rate all motivators on a scale of 1-10 with 1 being the least attractive …show more content…
For Group C, this motivator is less motivating with an average of only 4.4. What this indicates is that in the lower grades, satisfying lower-order needs first is accomplished by recognizing a student’s performance through bestowing an award on the student for their efforts.
Motivator #3, “Opportunity to give a class presentation”, only reached midway on the scale of 1-10 for all groups: Group A=3.5, Group B=4.4, and Group C=5. However, with the averages increasing as the grade level increases per group, this motivator becomes increasingly important as the students move from grade level to grade level. By being chosen to give a class presentation, the student is being asked to demonstrate their knowledge which is more important as the student progresses through the schooling process to becoming employed.
Group A is highly motivated by the fourth motivator, “Earn $20 if an A is attained on a test.” The average for this group was very high on the scale at a 9. Group B is at 6.4 and Group C is at 5.3. Group A may be more motivated by this reward due to the extrinsic reward of $20. This age group has fewer opportunities to earn money verses high school or college students who can get jobs that provide a steady …show more content…
Group B is the leader with an average of 8.4, Group A is second with 7.9, and Group C is last at 7.5. Just as with the first motivator, chance for a scholarship, Group B’s concentration is directed at lowering the cost of college. Once in college, the focus is not as concentrated but still important as evidenced by Group C’s average of 7.9.
The final motivator on the survey is “Earn reward points for each A or B that can be used to purchase items from the school catalog.” The groups fall in line in the order of earliest grade level to highest grade level. Group A has an average of 9. The school has set a specific goal in which students are rewarded for reaching that goal. At this age, students are motivated by being able to choose their rewards. Group B’s average is 7.8 and Group C’s average is 6.9.
In summary, each group is motivated by different rewards. Groups A and B are motivated more by financial and non-financial rewards, while the groups are almost even for social