- I want to go to Spain but not for the sake of continuing my study or having a trip. I wanna go to there caused of other ways, like research, conference, etc.
- I want to go study abroad. I don’t have any target yet, but studying at USA or UK sounds great. 🙂
- I want to continue my master degree at Statistics. 🙂 I have no idea why I want this, but until now I only want Statistics as my major.
- I want to make my mom (and my family too sih :p) and my future girlfriend happy. No matter how hard it is, I want to make it happen. 🙂
Tag Archives: jonathan saputra
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.
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).
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.
– Jonathan Saputra (2009110004)
– Aida Rahmi (2009110014)
– Fitriyani (2009110020)
– Hanna Anggraeni (2009110036)
This week is the first meeting in Motivation and Management of Students for Effective Learning (MMSEL) subject. Before entering the class, I felt so sleepy caused of the schedule. Yes, MMSEL class will start at 8 a.m.. It makes (nope, forces actually :p) me to wake up earlier in the morning. That’s why I felt sleepy in that time. I also felt curious with the lecturer, Ms Lidya. Actually, I have already met her in the Welcoming Worship last Friday. But, I really want to see the way she taught us. Besides the lecturer, I also curious about the subject. I want to know what new knowledge that I will get from this subject.
From the meeting, I reflect so many things about my teaching, especially on the motivation side. I realize about what thing that motivated me to become a teacher. Actually, I didn’t have it specifically. I just like to teach someone, the feeling when I see someone understand with my explanation is so grateful. Then, I remember my teachers that inspire me to become a teacher, i.e.:
– My Biology teacher (Junior High School), because she taught me in a different way. She makes me understand Biology through her story. Yes, she always tells a story about the topic that being taught.
– My Mathematics teacher (Junior High School), because she made me see mathematics in real life situation. He is my first mathematic teacher that use real life example in the lesson.
– My PETA’s lecturer (SSE), because he showed me many ways to teach Mathematics. Those new methods are really new and innovative for me, because I haven’t seen it in my study before.
Those three teacher (and lecturer actually) really inspire me and become my motivation to become a good teacher. I also reflect on myself, that later I want to do what they did to me: motivate my students.
Through this first meeting, I can conclude that I have my own expectations of this subject. I hope I can get more understanding and knowledge about motivation. This is important, because I also learned that motivation come from 2 sides, intrinsic and extrinsic. I can help myself (and other people also) to dig my intrinsic motivation. I also can give any extrinsic motivation to my students on they learning activity. This skill and knowledge will enrich me to become a great teacher someday. 🙂