Student's Diversity that could help students .pptx

This is all about Student's Diversity

1. Student Diversity In motivation

2. In this module, challenge yourself to: Reflect your own experiences as you read through situations given in this module. Present the social and cultural influences on the motivational process of learning by means of a graphic organizer. State and explain two principles of the social and cultural influences on motivation.

3. Students who, by themselves are already differ in age, developmental stage, gender, socio- economic and cultural background.

4. Young children often want to gain teacher’s approval to be motivated while the older ones are typically more interested in gaining approval of peers (Juvanne and Weir 19943 quoted by Ormord 2004)

5. Elementary students tend to attribute their successes to effort and hardwork. By adolescence, however, students attribute success and failure more to an ability that is fairly stable and uncontrollable. Effort becomes a sign of low ability. (Nichols, 1990; Paris Cunningham, 1996 quoted by Ormord 2004)

6. Student’s cultural background can influence their attributions.. For instance, student of Asian background are more likely to attribute academic achievement to unstable factors like effort and attribute appropriate and inappropriate behaviors temporary situational factors than students brought up in main stream Western Culture (Lillard, 1997; Peak, 1993 quoted Ormrod,2004)

7. Females are more likely than males to have a high need for affiliation (Block,1983 quoted Ormrod p.508)

8. Students from low-income families are among those most likely to be at risk for failing and dropping out of school.

9. Students with special educational needs show the greatest diversity in motivation, some may have intrinsic motivation to learn classroom subject matter, yet they may be come easily bored if class activities don’t challenge their abilities.

10. Two principle to consider regarding social and cultural influences on motivation are: 1.Students are more likely to model the behaviors they believe are relevant to their situation. 2.Students develop greater efficacy for a task when they see other themselves performing the task successfully.

11. Conclusion Student's motivation may vary on account of age, gender, cultural, socioeconomic background, and special education needs. Our class is a conglomerate of students with varying ages and gender and most especially cultural background and socioeconomic status. Our student’s motivational drives reflect

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