“STUDENT’S DIVERSITY IN MOTIVATION”

INTRODUCTION

Students motivation is likely to vary as a function of age, culture, gender,

socioeconomic background and special education needs. There is no single best
method of motivating learners. From the module of Student’s Diversity in
Motivation, we will be able to know how these factors influences student’s
motivation.
CONTENT
 Diversity- the quality or state of having different forms, types, ideas,
etc.
-the state of having people who are different races or who have different
cultures in a group or organization.
 Motivation- the act or process of giving someone a reason for doing
something.
 Our students’ motivation may vary on account of
age, gender, cultural, socioeconomic backgrounds, and
special education needs. Our class is a conglomerate of
students with varying ages, and gender and most
especially cultural background and socioeconomic
status. Our students’ motivational drives reflect the
elements of the culture in which they grow up – their
family, their friends, school, church, and books. To
motivate all of them for learning, it is best to employ
differentiated approaches. “Different folks, different
strokes”. What is medicine for one may be poison for
another.
Two principles to consider regarding social and cultural influences on
motivation are:
1. Students are most likely to model the behaviours they believe are
relevant to their situation.
2. Students develop greater efficacy for a task when they see others like
themselves performing the task successfully. (Ormrod, 2004) What
conclusion can be derived from the two principles? “Students need models
who are similar themselves in terms of race, cultural background,
socioeconomic status, gender, and (if applicable) disability. (Ormrod, 2004.).

Then it must be good to expose our student to models of their age and
models who come from similar cultural, socioeconomic backgrounds.
Do we have to limit ourselves to line models? Not necessarily. We can make
our students read biographies and autobiographies of successful individuals
who were in situations similar to them.
 Diversity and Motivation: Culturally Responsive Teaching was co-
authored by an educational psychologist and a former teacher/professor. Both
are practioners and researchers examining effective classroom techniques that
promote learning. The primary concern of the text is identifying key elements
that can be used among a diversified student population by instructors in
classroom relationships. In approaching “diversity” and “multiculturalism”,
which are used interchangeably, the authors look at a wide range of
characteristics including race, gender, class, impression after completing this
text is that the authors bit off more than they could chew while
simulataneously failing to adequate address teaching at the university level. If
the authors had narrowed their topic and/or limited it to the elementary and
secondary school level it would have been much more effective in its attempt to
deliver useful information.
CONCLUSION

From the module of Student’s Diversity in Motivation I conclude that students

has different reasons or ways to become motivated. Some of them become
motivated because of approval of something good, working hardly in order to
gain success and because of their goal they become motivated in doing
something. There are also students who are not motivated because of the
different reasons also. Like lacking of financial needs, having disabilities and
etc. And also student’s motivation is depend upon the functioning of age and
gender of the students. I have also learned the two principles to consider
regarding social and cultural influences on motivation. One is the students are
most likely to model the behavior they believe are relevant to their situation,
which means students preferred to do or apply the behavior that they believe
and that is related to their situation. Another is the students develop greater
efficacy for a task when they see others like themselves performing the task
successfully which means students will be more motivated in doing something
if they saw something successful like as what they have done successfully too.
 
References:

 Maria Rita D. Lucas, Ph.D and Brenda B. Corpuz, Ph.D,

Facilitating Learning: A Metacognitive Process: Published by
LORIMAR Publishing Inc.(Third Edition)
 Margery B. Ginsberg & Raymond J. Wlodkowski, Diversity &
Motivation: Culturally Responsive Teaching in College (Second
Edition)
 www.jstor.org/stable/3497001 &
curry.virginia.edu/../rspon_r8.html
Submitted by:
Joycee H. Gamgam BEEd II-A
Algen N. Atadero BEEd I-A

Submitted to:
Dr. Wilfreda G. Arones

Thank You and God Bless!!!