5+Factors+of+Motivation

=5 IMPORTANT FACTORS THAT AFFECT MOTIVATION:=

In general, adults engage in learning by choice. Although the circumstances which prompt that learning may be external, such as a job loss, family issue, or change in one’s personal life; the ultimate decision to participate in education or training is more importantly and nearly always an individual’s decision. As an instructor, you may experience groups whose attention can be easily lost, whose interest may wander, and whose willingness to extend effort is conditional. Because adults have a persistent need to feel like what they are learning will help them to achieve their goals, adults must be personally convinced that what they are about to learn is not a waste of time or unrelated to their lives. Personal relevance is an important component of a desire to learn. And, this relevance is not always readily apparent to each student. Some will need to discover relevance. Instructors are well advised to spend some time at the start assisting participants to understand how the training can serve the participants’ needs.
 * 1.** __**Relevance**__



**2.** __**Competence**__ Adult learners have a fully developed sense of “self” and a need to be independent. An adult wants to be self-sufficient and to act without the assistance of others as much as possible. Fulfilling this need for independent competence can be achieved through the development of knowledge and skills. Learning is one of the primary ways to expand a learners sense of personal efficacy. Teaching and learning that enhances a learner’s immediate ability to act or perform strengthens the sense of self-competence. This is a powerful motivator. This is sometimes referred to as a sense of personal agency.



Learners have a great need to feel at the outset that success is possible. At the start of formal learning, participants may feel uneasy or even insecure. Questions like, “Can I do this?” Or “How am I doing?” are on the minds of many learners in our classrooms. Depending on their level of experience, learners have varying degrees of confidence in themselves to complete the course. When participants experience success at the very first session, motivation is enhanced. In addition, learners respond well to ongoing, regular feedback about their performance. Feedback allows them to adjust their behaviour as needed and positive feedback strengthens self-confidence. If there is little or no feedback about their progress, participants’ motivation to learn can be negatively affected. More information can be found at the link below. []
 * 3. __Success__ **



Adults are for the most part pragmatic learners. They look for ways to apply what they are learning almost immediately once a course of study begins. This strong need to use knowledge in either their career or personal lives is another important influence on the person’s motivational state. Many learners feel an immediate gratification that comes from using knowledge in practical ways. If others, for example: colleagues, members of the community, fellow workers or family also see the training as valuable, this reinforces the sense of utility. As Dr. Raymond Wlodkowski, an expert on motivation has stated, "All adults want to make sense of their world, find meaning, and be effective at what they value. He adds that when we have positive associations with a course or something our motivation and desire to succeed is far greater than if we have negative associations with the course. He adds that adults generally enter educational programs with a strong need to apply what they are learning.
 * 4. __Utility__ **

**5.** __**Environment**__ How students view the people, place and processes of learning are unquestionably important factors that influence the willingness to learn. When we speak of environment, we mean both the physical and emotional one in which learning takes place. Is the classroom, building or school a pleasant and comfortable place to be? Is the learning atmosphere a safe one free of intimidation and put-downs? Are fellow students supportive and fun to work with? Wlodkowski has stated that adults are far more motivated to learn in an environment where they feel connected and respected - hence this is facilitated by the creation of some kind of community.



//"If not us, who? If not now, when?"//~Kennedy, John F.~