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PUBLICATION INFORMATION

TITLE OF PUBLICATION

MOTIVATION –
UNDERWRITING A POSITIVE ATTITUDE TO THE MOTIVATION –
UNDERWRITING A POSITIVE ATTITUDE TO THE PROCESS OF LEARNING

NAME OF AUTHOR(S)

Galina Lecheva

NAME OF PUBLISHER

University of Rousse

YEAR OF PUBLICATION

2009

LANGUAGE OF PUBLICATION

Bulgarian

PUBLICATION TYPOLOGY

Newspaper / Magazine article

TARGET GROUP OF PUBLICATION

Researchers, Teachers

SIZE OF THE PUBLICATION

3 – 10 pages

DESCRIPTION OF CONTENTS

The paper regards motivation as a sum total of forces emanating from prerequisites which are internal and/or external to the individual and impact his/her behavior by determining the format, direction, intensity and duration of this behavior.
In general, motivation is triggered by some necessity which in turn creates a drive for its gratification. The integrated entity of both necessity and drives determines motivation and it is the stimuli which determine the intensity of motivation occurrence i.e. an available system of needs (respectively motives) conditions stimulation. Generating a system of stimuli that would enhance the performance on behalf of students necessitates a good awareness of the set of needs and interests of individuals plus a good knowledge of the drives that motivate them for efficient work. The major ones include external learning motivation, interest, progress score, emotional response and feed-back. These have been reviewed in tandem with inner motivation as two elements of a binary phenomenon correlating learning and its objectives.Both types of motivation individual or combined are well effective. At the onset of learning process teachers rely on external motivation meanwhile working on its transformation into an internal one. By investigating students’ motivation for participation in the learning process the teacher makes a transition from random or intuitive selection of pedagogical method, technique or means to target oriented application of strategies, developing creative thinking in students.

REVIEWER’S COMMENTS ON THE PUBLICATION

The paper presents the key factors which identify students’ motivation at school. Though no particular discipline is envisioned the formulations drawn in it offer a good theoretical basis for teachers in their investigation of motivation issues in teaching chemistry.

WHERE TO FIND IT

Scientific publications of University of Rousse,
2009, volume 48, series 10

PDF OF THE PUBLICATION

47_publication3.pdf

NAME OF THE REVIEWING ORGANISATION

Technical University of Gabrovo

Comments about this Publication

Your comments are welcome

Date: 2013.07.18

Posted by Eva Krchová (Czech Republic)

Message: This article provides us another view on the problem. The paper named it a sum total of forces emanating from prerequisites which are internal and/or external to the individual and impact his/her behavior by determining the format, direction, intensity and duration of this behavior.
In general, the integrated entity of both necessity and drives determines motivation and it is the stimuli which determine the intensity of motivation occurrence i.e. an available system of needs (respectively motives) conditions stimulation.
This idea is generally accepted, and it is good that this article was included in the project.

National Reports on successful experiences to promote lifelong learning for chemistry The national reports on chemistry successful experiences to promote lifelong learning for chemistry are now available on the related section of the project portal. The reports presents examples of successful experiences in the partner countries and the results of testing of ICT resources with science teachers.