Motivation Motivation - An environment of School

Motivation - An environment of School

Introduction

Thesis Shenk's book, “The Genius in All of Us” is not about the scientific investigation of giftedness or intelligence but it represents the case of the personal presentation and shows the highly malleable intelligence which it emerges from the interaction of environment and genes. From many ordinary representations of intelligence, Shenk's cases are differed in which he found that environment plays a vital role than various intelligence theories. According to the Shenk, a process of intelligence is more than a discrete entity which sits into the brain as a physical structure.

The central theory of the Edward L. Deci is mainly focused on the self-motivation than the outside motivation. It also highlights the social backgrounds that establish and encourage the apparent autonomy of the individual. In this debate of the nurture vs. nature, there is an extremely importance of the social background and the characters of individuals have a directly effect on their behavior and motivation (Edward 2004).

According to the psychologist, Edward L. Deci, rewarding the children for doing their homework is usually a way of motivating them but this is not an effective method of the motivation (Edward 2004). He challenges the traditional thinking of motivating children as this method only works against the performance. Edward argues that people should ask “How can I create those conditions in which people can be motivated” instead of asking “How can I motivate people?”

According to the Carol Dweck, our brains constantly change with experience and learning and it continues throughout our lives. It is expressed that what students belief about their brains whether their intelligence can grow or change or a fixed. As a result, these different mindsets or beliefs create different psychological worlds, one in which student enjoys the challenges and other in which students are afraid of the challenges which may be devasted by setbacks (Dweck 2006). There was a belief that fixed intelligence helps to decline the motivation of the students for learning further and making them want to quit after some setback or afraid of effort. Therefore, many of the bright students stopped working on their projects when school becomes so hard. But the coast of success became easy for many bright students. And they struggled when they are challenged. They do not want to feel dumb and make mistakes. Similarly, most of the students do not want to feel dumb and work hard due to which they took the decision of retirement (Dweck 2006).

This article approached the changing terms of students' engagements. Mostly students perceived that school is a place where they were performed and judged but dramatically they have understood that they had played an active role in the development of their minds. As a result, the group of growth mindset showed a significant increase in their grades in mathematics by the end of the semester while the control group continued to decline and showed no improvement (Dweck 2006). However, they learned many useful skills but they ...