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MODULE 21 Students Diversity

This document discusses student diversity in motivation and how factors like age, gender, socioeconomic background, and culture influence student motivation. It notes that younger students are often motivated by teacher approval while older students seek peer approval. It also discusses how attributes of success differ between elementary, adolescent, and various cultural backgrounds. The document recommends employing differentiated approaches to motivate diverse students and lists two principles on social and cultural influences on motivation.

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Lysander Garcia
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7K views8 pages

MODULE 21 Students Diversity

This document discusses student diversity in motivation and how factors like age, gender, socioeconomic background, and culture influence student motivation. It notes that younger students are often motivated by teacher approval while older students seek peer approval. It also discusses how attributes of success differ between elementary, adolescent, and various cultural backgrounds. The document recommends employing differentiated approaches to motivate diverse students and lists two principles on social and cultural influences on motivation.

Uploaded by

Lysander Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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MODULE 21:

Student’s Diversity
In
Motivation
Student who, by themselves are already as diverse, also
differ in motivation. This diversity in motivation may be
traced to differences in age, developmental stage, gender,
socio-economic and cultural background. How these factors
influence student’s motivation is the concern of these module.
In this Module, challenge yourself to:
• reflect on your own experiences as you read through
situations given in this Module.
• present the social and cultural influences on the
cognitive and motivational processes of learning by
means of a graphic organizer.
• state and explain two principles on the social and
cultural influences on motivation.
Young children often want
to gain teachers’ approval Students often become
to be motivated while the less intrinsically motivated
older ones are typically as they progress through
more interested in gaining the school years.
the approval of peers.
Elementary students tend
to attribute their
Students will value
successes to effort and
activities that will have
hard work.
usefulness for them in
By adolescence, however,
their personal and
students attribute success
professional lives, and
and failure more to an
subjects that are not
ability that is fairly stable
directly applicable will
and uncontrollable. Effort
decrease in popularity.
becomes a sign of low
ability.
Students of Asian
background are more likely
to attribute academic Females are also more
achievement to unstable concerned about doing well
factors like effort and in school. They work harder
attribute appropriate or on assignments, earn higher
inappropriate behaviors to grades and are more likely
temporary situational to graduate from high
factors than students school.
brought up in mainstream
Western culture.
Students who are gifted
Students from low- may have high intrinsic
income families are motivation to learn
among those most classroom subject matter,
likely to be at risk of yet they may become
failing and dropping easily bored if class
activities don’t challenge
out of school.
their abilities.
• To motivate all of them for learning, it is best to employ
differentiated approaches. “DIFFERENT FOLKS,
DIFFERENT STROKES.” What is medicine for one may be
poison for another.
Two principles 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
others like themselves in performing the task successfully.
(Ormrod, 2004)

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