Guerrero Llerena, Raquel Sofía <br/><br/>
Motivation in the classroom, of third baccalaureate students in Quito \ Raquel Sofía Guerrero Llerena 

 - 42 P. 
<br/><br/> Tutor: Janine Berger 
<br/><br/>Trabajo (Titulación Especial) previo a la obtención del título de Licenciada en Inglés 
<br/><br/> Acceso restringido 
<br/><br/> 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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<br/><br/><label>Subjects--Topical Terms: </label><br/>MOTIVATION IN THE CLASSROOM OF THIRD BACCALAUREATE STUDENTS IN QUITO