Motivation in the classroom, of third baccalaureate students in Quito \ Raquel Sofía Guerrero Llerena

By:

Guerrero Llerena, Raquel Sofía

Material type: Text

TextPublisher: Quito : Universidad de Los Hemisferios 2020 Description: 42 PContent type:

texto

Media type:

no mediado

Carrier type:

volumen

Subject(s):

MOTIVATION IN THE CLASSROOM OF THIRD BACCALAUREATE STUDENTS IN QUITO

Available additional physical forms:

Disponible también en edición digital
http://dspace.uhemisferios.edu.ec:8080/xmlui

Dissertation note: Trabajo (Titulación Especial) previo a la obtención del título de Licenciada en Inglés Abstract: 1.3.1 ProblemIn general, there is a problem in the learning process where the students in second baccalaureate are lacking motivation. In their book, Deci and Ryan (1985) mention three types of broad behaviors: self-determined, control-determined, and amotivational. Self-determined behavior is the ability of the individuals to feel that they have control over their choices and they manage their own lives. Control-determined behavior is comprised by external factors where the individual acts out of external rewards or fear of punishment. And amotivational behavior is the lack of desire and a sense of apathy to complete activities. The teacher should have three goals in the classroom: to find the way to avoid any amotivational behaviors; to try to guide the class with few control-determined behaviors; and to guide the students toward self-determined behavior in the classroom. The way students behave in the classroom affects how well and how much they learn. These negative behavioral attitudes in most cases are due to lack of motivation and according to Deci and Ryan (1985) amotivated behaviors could be caused by control-determined behaviors which instead of allowing the person to have choice it may take either the form of compliance with the control or rebellion against it which in either way there would be a problem in the learning process.

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Holdings
Item type	Current library	Call number	Copy number	Status	Notes	Date due	Barcode
Tesis	Biblioteca UHEMISFERIOS English Teaching	UDH-AYH-ET11 G9375 (Browse shelf(Opens below))	Ej.1	Available	Acervo Proyectos UDH - English Teaching		22616

Tutor: Janine Berger

Trabajo (Titulación Especial) previo a la obtención del título de Licenciada en Inglés

Acceso restringido

1.3.1 ProblemIn general, there is a problem in the learning process where the students in second baccalaureate are lacking motivation. In their book, Deci and Ryan (1985) mention three types of broad behaviors: self-determined, control-determined, and amotivational. Self-determined behavior is the ability of the individuals to feel that they have control over their choices and they manage their own lives. Control-determined behavior is comprised by external factors where the individual acts out of external rewards or fear of punishment. And amotivational behavior is the lack of desire and a sense of apathy to complete activities. The teacher should have three goals in the classroom: to find the way to avoid any amotivational behaviors; to try to guide the class with few control-determined behaviors; and to guide the students toward self-determined behavior in the classroom. The way students behave in the classroom affects how well and how much they learn. These negative behavioral attitudes in most cases are due to lack of motivation and according to Deci and Ryan (1985) amotivated behaviors could be caused by control-determined behaviors which instead of allowing the person to have choice it may take either the form of compliance with the control or rebellion against it which in either way there would be a problem in the learning process.

Disponible también en edición digital

http://dspace.uhemisferios.edu.ec:8080/xmlui

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