Build system of rewards
A number of psychological variables have a strong influence on the student’s motivation to engage in new learning. Among the most important is the student’s perceived ability to be successful at the new task. The beliefs held by all stakeholders about the relative value of inherent ability versus needed effort have a major impact on the student’s expectations. Thus, those students who don’t possess inherent talent but still possess the self-confidence that they can successful acquire the new skill through diligent effort, are apt to have higher expectations regarding the outcome. Closely related is the student’s perceived sense of control over the learning environment.
Rewards and punishment are generally regarded as key aspects of learning and play an important role in the development of teaching strategies for motivating students to actively participate in the learning process. It can be hard to predict what will be rewarding (or punishing) to any given learner and therefore a source of motivation. For some students, extrinsic reward in the form of praise and encouragement from parents, teachers, and peers is of prime importance. For other students, the perception that they are making progress may provide a greater reward than extrinsic sources. |
