Reflection on PNP3002

I found that motivation is a vital component in a degree and in university assignments. Motivation in education has been found to produce high quality learning, wider understanding and opportunity for personal growth (Deci, Vallerand, Pelletier & Ryan, 1991). The PNP3002 module was assessed through a variety of methods, including four blogs and two exams and I found that as the blogs were worth a big percentage of the module, I was more motivated to do well in them.

The chance to write blogs was rewarding, as I was able to choose a topic of my choice and write about something which was of interest to me. Cordova & Lepper (1996) found that personalisation and choice produced a big increase in student’s motivation and in the amount of engagement and aspiration towards learning.

In my opinion, having choice over a topic made me more intrinsically motivated to succeed, although I was still motivated to achieve a good grade. Intrinsic motivation is completing a goal for the interest and enjoyment aspect, not purely for an external reward e.g. a good grade. Lin, McKeachie & Kim (2001) found that students who were high in intrinsic motivation achieved better grades than students who were high in extrinsic motivation. I believe that because I was blogging about a self-chosen topic, I procrastinated less, as I was researching a topic I had genuine interest in.

In the module, students are focused on being intrinsically motivated, procrastinating less and feeling calmer about deadlines. Beswick, Rothblum & Mann (1998) found that procrastination caused lower grades and anxiety in students. I think being more intrinsically motivated has made me more efficient in researching and writing my blogs to a good standard.

In conclusion, I feel that having the opportunity to write about a topic of my choice was beneficial, as it made me more intrinsically motivated, caused me to procrastinate less and to be more efficient in the blog writing.

 

References

Beswick, G., Rothblum, E.D., & Mann, L. (1998). Psychological antecedents of student procrastination. Australian Psychologist, 23(2), 207-217.

Cordova, D.I., & Lepper, M.R. (1996). Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization and choice. Journal of Educational Psychology, 88(4), 715-730.

Deci, E.L., Vallerand, R.J., Pelletier, L.G., & Ryan, R.M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3-4), 325-346.

Lin, Y-G., McKeachie, W. J. and Kim, Y. C. (2001).  College student intrinsic and/or extrinsic motivation and learning.  Learning and Individual Differences, 13(1), 251-258.

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Posted on December 12, 2013, in Uncategorized. Bookmark the permalink. Leave a comment.

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