American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: https://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2014, 2(6), 383-388
DOI: 10.12691/education-2-6-9
Open AccessArticle

The Power of Extrinsic Motivation in Tertiary Education

Emilie Joy Kistnasamy1,

1Community Health Studies, Faculty of Health Sciences, Durban University of Technology, Durban, Kwazulu-Natal, South Africa

Pub. Date: June 05, 2014

Cite this paper:
Emilie Joy Kistnasamy. The Power of Extrinsic Motivation in Tertiary Education. American Journal of Educational Research. 2014; 2(6):383-388. doi: 10.12691/education-2-6-9

Abstract

Motivation is one of the most significant psychological concepts in education and can be indicated by the achievement of personal goal setting and developing an interest in the subject area; and reliance on external rewards and pressures. Successful students have a continuous motivating cycle of reflection, connection, confidence and positive self-esteem. Therefore, it is imperative for an educator in a tertiary setting to create a positive and encouraging environment that enhances student learning and personal fulfilment. This article looks at the power of extrinsic motivation as implemented in various modes at a University in Durban, South Africa. Four main categories of extrinsic motivation are discussed. Each category is underpinned by examples used to motivate the student to achieve excellence and thrive successfully. The benefits of implementing the various motivation techniques have shown decreased or minimal absenteeism, students endeavouring to achieve 75% and above for each assessment, a sense of accomplishment for the student, an increase in general well-being and personal empowerment and an enhancing of best teaching and learning practices.

Keywords:
extrinsic motivation tertiary education students educator South Africa

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Regan, J.A, “Motivating students towards self-directed learning,” Nurse Education Today, 23, 593-599, 2003.
 
[2]  Dearnley, C, and Matthew, B, “Factors that contribute to undergraduate student success,” Teaching in Higher Education, 12(3), 377-391. 2007.
 
[3]  Freitas, F.A, and Leonard, L.J, “Maslow's hierarchy of needs and student academic success,” Teaching and Learning in Nursing, 6, 9-1, 2011.
 
[4]  Maxwell, J.C, Sometimes you win, sometimes you learn, Center Street Hachette Book Group USA, New York, 2013, 101.
 
[5]  D’Aloisio, A, “Motivating students through awareness of the natural correlation between college learning and corporate work settings,” College Teaching, 54(2), 225-229, 2006.
 
[6]  Bengtsson, M, and Ohlsson, B, “The nursing and medical students motivation to attain knowledge,” Nurse Education Today, 30, 150-156, 2010.
 
[7]  Kuznetsov, A, and Kuznetsova, O, “Looking for Ways to Increase Student Motivation: Internationalisation and Value Innovation,” Higher Education Quarterly, 65(4), 353-367, 2011.
 
[8]  Falout, J., Elwood, E, and Hood, M, “Demotivation: Affective states and learning outcomes,” System, 37, 403-417, 2009.
 
[9]  Wentzel, K.R., Battle, A., Russell, S.L, and Looney, L.B, “Social supports from teachers and peers as predictors of academic and social motivation,” Contemporary Educational Psychology, 35, 193-202. 2010.
 
[10]  Bahous, R., Bacha, N. N., Nabhani, M, “Motivating Students in the EFL Classroom: A Case Study of Perspectives,” English Language Teaching, 4(3), 33-43, 2011.
 
[11]  Hootstein, E. W, “The RISE model: Motivating at-risk students to learn,” The Clearing House, 70(2), 97-100. 1996.
 
[12]  Stenmayr, R., Dinger, F.C, and Spinath, B, “Motivation as a Mediator of Social Disparities in Academic Achievement,” European Journal of Personality, 26, 335-349, 2012.
 
[13]  Aarnio, M., Nieminen, J., Pyorala, E and Lindblom-Ylanne, S, “Motivating medical students to learn teamwork skills,” Medical Teacher, 32, e199-e204, 2010.
 
[14]  ASSE Training & Communications Branch leadership, “Motivating Learners With Enthusiasm & Passion,” ProfessionalSafety, 31, March 2012.
 
[15]  Kittrell, D.L and Moore, G.E, “Student Motivation,” NACTA Journal, 94-95. March 2013.
 
[16]  Hanich, L.B, “Motivating students who struggle with Mathematics: An Application of Psychological Principles,” Perspectives on Language and Literacy, 37(2), 41-45, Spring 2011.
 
[17]  Tan, C.X., Ang, R.P., Klassen, R.M., Yeo, L.S., Wong, I.Y.F., Huan, V.S, and Chong, W.H, “Correlates of Academic Procrastination and Students’ Grade Goals,” Curr Psychol, 27, 135-144, 2008.
 
[18]  Collier, P.J and Morgan, D.L, ““Is that paper really due today?’’: differences in first-generation and traditional college students’ understandings of faculty expectations,” High Educ, 55, 425-446, 2008.
 
[19]  Xu, J., Du, J, and Fan, X, “Finding our time”: Predicting students’ time management in online collaborative groupwork,” Computers & Education, 69, 139-147, 2013.
 
[20]  Klein, C.H, “Time Management Time Cards,” NACTA Journal, 105, December 2011.
 
[21]  MacCann, C., Fogarty, G.J and Roberts, R.D, “Strategies for success in education: Time management is more important for part-time than full-time community college students,” Learning and Individual Differences, 22, 618-623, 2012.
 
[22]  Zampetakisa, L.A., Bourantab, N, and Moustakisa, V.S, “On the relationship between individual creativity and time management,” Thinking Skills and Creativity, 5, 23-32, 2010.
 
[23]  Mirzaei, T., Oskouie, F, and Rafii, F, “Nursing students’ time management, reducing stress and gaining satisfaction: a grounded theory,” Nursing and Health Sciences, 14, 46-51, 2012.
 
[24]  Miquela, R, “Teching Latino students Time Management Skills,” The Hispanic Outlook in Higher Education, 21(12), 48, March 21 2011.
 
[25]  Osman, G and Koh, J.H.L, “Understanding management students' reflective practice through blogging,” Internet and Higher Education, 16, 23-31, 2013.
 
[26]  Harford, J and MacRuairc, G “Engaging student teachers in meaningful reflective practice,” Teaching and Teacher Education, 24, 1884-1892, 2008.
 
[27]  Billington T, “Promoting self-awareness through reflective practice,” British Journal of Nursing, 22(1), 45, 2013.
 
[28]  Mori, B., Batty, H.P, and Brooks, D, “The feasibility of an electronic reflective practice exercise among physiotherapy students,” Medical Teacher, 30, e232–e238. 2008.
 
[29]  Schutz, S, “Reflection and reflective practice,” Community Practitioner, 80(9), 26-29, Sep 2007.
 
[30]  Hardre’, P.L, “The Motivating Opportunities Model for Performance SUCCESS: Design, Development, and Instructional Implications,” Performance Improvement Quarterly, 22(1), 5-26, 2009.
 
[31]  Kusurkar, R.A., Croiset, G, and Cate, T.H.T, “Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory,” Medical Teacher, 33, 978-982. 2011.
 
[32]  Druger, M, “Tips for Motivating Students,” Journal of Natural Resources & Life Sciences Education, 39, 92-93, 2010.