Tag Archives: extrinsic motivation

Perspective of Stupidity

In this week sixth of MMSEL class, we have different activity, and I like it; watching a movie. The title of this movie is “I Not Stupid”. This movie is one of inspirational movies that I have been watched. This movie is telling many stories that usually happened in our daily life such as friendship, school, bully, gossip, motivation, trusty, and belief. The big picture of this movie is about endurance / patience in facing problems that strongly influenced by motivation.
Brief story about this movie is about students who sit on EM3 class. This class has an unmotivated teacher who teaches in mathematics. The teacher said that EM3 students are hopeless. However, the situation changed when they have new teacher who motivate them in learning Mathematics. In this class there are three students who become central of the movie.

First student is Terry who very obedient and has middle-low intelligence. He has a mother who very obsessed with English and very authoritarian. His father is an entrepreneur who facing decreasing market shares in his business. He also has sister who very labile and like other adolescence, want to become free. Second student is Kok Pin who shows talent in art but his parents obsessed in Mathematics & Science, so he forced to be mastered at mathematics and science by using negative reinforcement by his mother. Third student is Boon Hock who has capability in mathematics but face problem in learning because he has to help his family who has low income.

These three students share same problem, having parents who see them as stupid students and desired them to be mastered in Mathematics & English. Besides that problem, they also have their own problem which increases their problems. For example, Terry always needs other people to protect him (needs of safety) from someone who bullied him. Other problem is Boon Hock who actually has talent in Mathematics but has limitation on learning time. He has to help his family in food court, studying, and babysitting his sister at once. However I think he is most lucky one, because his mother is not as extreme as Terry’s or Kok Pin’s mother. He also show increasing mark after he motivated by EM3 Mathematics’ new teacher.

Another example is Kok Pin who always receives punishment when he got bad mark by his mother. Actually, his mother is undesired those reinforcement but her friends suggested to use negative reinforcement. This reinforcement becomes extrinsic motivation which pushes Kok Pin to study hard and get good mark (showing goal of performance). Even though he has learnt very hard he still got bad mark and it make him feel scared to going home. In the state of scare of his mother and her punishment, Kok Pin decided to commit suicide by jumping from the building (failure that decreasing self-esteem). Fortunately, police officer catches him (even at first there is misunderstanding) and save him from his death which is has been in front of his eyes (needs of care and love).

I Not Stupid


Like another predictable movie, this movie also provides a happy ending. First, Kok Pin won drawing competition in USA and also recommended to study there. Then, Terry’s father and Kok Pin’s father making peace. Even, Kok Pin’s father help Terry’s father to regain market share. At the end, this movie implicitly told us to beware of our action who judges someone as stupid. Maybe, at that field s/he has weaknesses, but in other filed s/he could be far mastered compare with us. So, it is very unwise judging someone (especially students) just from one perspective, we have to see them from different and many perspectives, especially for us as teacher candidates who will be deal with various students in the class.

Huda Marofiq

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Posted by on November 1, 2011 in Reflection week 6


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Self-Determination and Self-Worth in Motivation


People have an external ‘perceived locus of causality’ (PLOC) to the extent they sees forces outside the self as initiating, pressuring, or coercing one’s action. In an internal PLOC a person feels they are the initiator and sustainer of their own actions.

People with a higher internal PLOC thus feel self-determined in that they see their behavior as stemming from their own choices, values, and interests, whereas those with an external PLOC experience their behavior as controlled by some external event, person, or force.

The internal locus is connected with intrinsic motivation, whilst the external locus is connected with extrinsic motivation.

The distinction between intrinsic and extrinsic is a core part of Self-Determination Theory (SDT), which was developed in the wake of Behavioralism and Conditioning, where behavior management is based around reward and punishment. SDT extends this extrinsic view to consider intrinsic effects.

There are three needs that SDT identifies as requiring satisfaction:

  • Competence: succeeding in what you do.
  • Relatedness: connecting with others.
  • Autonomy: being in control of your life.


I feel in control of my own life. I feel responsible for my actions. I have a high internal locus and motivate myself. My friend is always complaining that they are being ‘forced’ to do things and that life is not fair. They have a high external locus and are more affected by reward and punishment.

So What?

Using it

Find out whether people have stronger internal or external locus and then persuade them accordingly. For internal locus, you might show how they are control and let them choose. For external locus you could show how they are being driven by outer forces and then offer a safe haven for them.


Understand your own PLOC and how you attribute cause. Think about whether this is effective for you and whether you want to change it. Also note how this relates to how others persuade you (and how you persuade yourself).

2.      Self-Worth

Self-worth theory states that in certain situations students stand to gain by not trying and deliberately withholding effort. If poor performance is a threat to a person’s sense of self-esteem, this lack of effort is likely to occur. This most often occurs after an experience of failure. Failure threatens self-estimates of ability and creates uncertainty about an individual’s capability to perform well on a subsequent basis.

If the following performance turns out to be poor, then doubts concerning ability are confirmed. Self-worth theory states that one way to avoid threat to self-esteem is by withdrawing effort. Withdrawing effort allows failure to be attributed to lack of effort rather than low ability which reduces overall risk to the value of one’s self-esteem.

When poor performance is likely to reflect poor ability, a situation of high threat is created to the individual’s intellect. On the other hand, if an excuse allows poor performance to be attributed to a factor unrelated to ability, the threat to self-esteem and one’s intellect is much lower (Thompson, Davidson, & Barber, 1995).

A study was conducted on students involving unsolvable problems to test some assumptions of the self-worth theory regarding motivation and effort. The results showed that there was no evidence of reported reduction of effort despite poorer performance when the tasks were described as moderately difficult as compared with tasks much higher in difficulty.

The possibility was raised that low effort may not be responsible for the poor performance of students in situations which create threats to self-esteem. Two suggestions were made, one being that students might unconsciously withdraw effort, and the other stating that students may reduce effort as a result of withdrawing commitment from the problem. Regardless of which suggestion is true, self-worth theory assumes that individuals have a reduced tendency to take personal responsibility for failure (Thompson, Davidson, & Barber, 1995).



After we learned about Self-Determination and Self-Worth in the classroom and read those articles, we conclude that:

·         We need to build students’ self-determination and self-worth

Self-determination and self-worth are important for students in learning activity. Through self-determination and self-worth, students will have more motivation to learn. Self-determination will improve their extrinsic motivation while self-worth will improve their intrinsic motivation.

·         Teacher should create a good classroom management

Classroom management can be used by the teacher in order to improve students’ self-determination and self-worth. It will become a tool for teacher to make the lesson more meaningful. Time management, sitting position, ground rule, and classroom environment are the parts of classroom management.

·         Teacher’s behavior will impact students’ motivation

Teacher’s behavior in delivering the lesson will impact students’ motivation extrinsically and intrinsically. For example, teacher must give an appropriate feedback for students’ performance. The feedback should increase students’ motivation. Another example is the way that teacher used in giving assignment. Teacher should give a freedom for the students to express their creativity in doing the assignments.

So, the role of teacher is important in increasing students’ motivation in learning process. Motivation also can be built by having a good self-determination and self-worth. Then, the lesson will be more meaningful.

Group 3

– Jonathan Saputra (2009110004)

– Aida Rahmi (2009110014)

– Fitriyani (2009110020)

– Hanna Anggraeni (2009110036)


Posted by on October 4, 2011 in Articles


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First Class Reflection: Motivation’s Motive

Nick Vujicic


Talking about motivation, it reminds me to two things, first Mario Teguh, Andrie Wongso and friends, and second Inception. Those two things are related to motivation strongly (based on my perception), but before I go through to those things I want to talk about our first class. Read the rest of this entry »


Posted by on September 26, 2011 in Reflection week 1


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