Impact of Motivation on Student’s Communication

Running head: IMPACT OF MOTIVATION ON STUDENT’S COMMUNICATION
Impact of Motivation on Student’s Communication
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1IMPACT OF MOTIVATION ON STUDENT’S COMMUNICATION
This is the era of universal education where motivation of every component
associated with the educational system determines the value of education itself. These
components include students, teachers as well as educational policy makers. With their
combined effort and motivation, the entire educational system can be transformed into the
most valued asset of this generation. Student’s motivation is an important determinant of their
academic performance as well as that in extra-curricular activities. Promoting student’s
motivation has become an integral aspect in current educational climate as schools have
become incessantly responsible and accountable in shaping up a student’s future through the
fundamental approach like improving test scores (Murayama et al., 2013). Motivation for
learning is an aspect that includes participation of both students and teachers. Both, when
motivated results in enhanced engagement, innovative learning procedures and coherent
learning outcomes. Lack of motivation in learning is a serious issue in educational sector.
Research evidences in this context have revealed that as students advance in grades, it
heightens their level of controlled motivation while decreasing the level of autonomous
motivation. The evidences are even more prominent in the private schools where students less
self-motivated, relying more on external control. The theories of educational psychology
demonstrating the concepts of motivation in students have particularly focussed on their
personality attributes like self-esteem, goal-orientedness and self-confidence. Such theories
have also put considerable emphasis on the student’s successful learning ability and insights
to develop strategies in avoiding failures. It has also stressed on the effect of poor motivation
in teachers, which in turn adversely effects the quality of communication taking place with a
classroom environment. Motivated teachers work hard to develop innovative and unique in-
class pedagogy through effective communication skills (Hennessey & Dionigi, 2013). In the
following essay, such relevant motivation theories would be discussed in relation to

2IMPACT OF MOTIVATION ON STUDENT’S COMMUNICATION
improving behaviour and communication skills in primary school students belonging from
Queensland, Australia.
Research evidence correlating motivational theories with student’s performance have
revealed that those students who are intrinsically motivated are more directed towards
accepting challenges. Such students generally possess sound knowledge about risk analysis
coupled with self-confidence which enables them to undertake educational or extra-curricular
activities that are thought-provoking and relatively difficult. It must be mentioned here that
use of rewards to further elevate their motivation has delivered antagonistic results. Rewards
tend to undermine intrinsic motivation in such students resulting in slower acquisition of
required skills and increased number of errors in their learning outcomes (Lazowski &
Hulleman, 2016). In order to avoid such undoing circumstances, the educational
psychologists have suggested that for intrinsically motivated students, rewards must be
replaced with teaching that focuses solely on enhancing as well as maintaining such
motivation. This can be achieved by emphasising on the fact that the goal of education is
learning and not limited to acquiring rewards. A student who is capable of learning more and
learning fast is able to share valuable insights during a lesson and engage other students in
interesting perceptions of that lesson. Thus, intrinsically motivated students with effective
communication skills are able to contribute productively in the classroom. Studies which
addressed this aspect of student’s motivation and its influence on their perception of their
teacher’s credibility and mentoring skills have introduced Immediacy Skills (Harks et al.,
2014). These constitute an effective method of communication by which teachers or
educators are able to convey their subject matter to the students in a way that would nurture
their understanding of the domain knowledge and also stimulate them to learn more about
that subject. Immediacy skills can be assembled under verbal and non-verbal messages of
instructional communication used by educators to convey authentic details about a course.