Using the theory of learning motivation to analyze why some students do not have good grades and do

Many parents complain that their children's academic performance is not satisfactory, that the students do not work hard enough, play smart, and are not as able to endure hardships as they were back then, etc., and also complain that they have given their children the best material security, provided the best educational resources, and even spent more than the salary of the wage earners every month. However, few parents can really understand that parents take care of everything and take care of everything, just thinking that their children can learn well and achieve good results. Imagine, if a person has no opportunity to exercise his ability, no opportunity to write wrong homework, and do wrong things, where does the child's ability come from?

Where does the method of wisdom come from? Today, when the Internet can directly present the first-class courses of all schools in the world in front of you and me, learning ability and learning attitude are more important than learning content and academic performance.

If it is said that the learning of students before the end of the year is "no one asks about the cold window for ten years, and the world knows it in one fell swoop", that is, learning in order to improve the poor life and change their lives. The degree of effort and hardship will naturally be very high, because compared with the hard work such as farming and herding sheep, learning is not only more comfortable, but also is likely to produce the effect of carp jumping over the dragon gate. Therefore, the fundamental reason is to avoid greater hardship and learning motivation to support the continuous improvement of their learning ability, and finally produce the ideal learning effect.

And more importantly, they have really learned the true knowledge of life, exercised their will and quality, and their ability and attitude are natural.

However, the learning of the later generation of students is different, the material life of this generation is gradually enriched, even if they do not study, they may not live very poor, so the learning attitude and learning motivation are not strong, and they can only rely on continuous inculcation of the important concept of learning, as well as the continuous assumption that if the study is not good, how bad the life will be to correct the learning attitude and motivation, and then rely on supplementary classes to make up for the lack of learning ability.

After the 90s, the students gradually become richer in material life, not only do they not need to use learning to get rid of the poor life, but even learning itself has become the most bitter thing in their lives. If there is no comparison of academic performance and hard indicators of the high school and college entrance examinations, the relationship between students and their parents will be very good, and they will be a "big baby" in the family.

Not to mention the post-00s, the life they have now is almost the ideal life that people before the post-80s want to get through studying, or even better than the ideal life, not to mention the post-10s, and students born later. It is clear that the reasons in the minds of parents that once motivated or promoted learning have completely lost their validity for today's students. Therefore, the abundant material resources, high-quality educational resources, and various remedial courses provided by parents will not only fail to play a corresponding role in students' academic performance, but will even become a burden on them.

In 1892, the "Preface" to the translation of Qiu Li's "Dream of the Red Chamber in China": As a student, I had to be in the magnificent labyrinth of "Dream of the Red Chamber". [14] Encyclopædia Britannica, 1910:

Dream of Red Mansions is a very high-level work, and its plot is complex and original. [14]

Affects learning motivation.

The factors include individual factors, social factors, family factors, school factors, etc.

1. Individual factors: It is related to the student's own needs, personality characteristics, interests and hobbies, etc., and when it is consistent, it can naturally stimulate the learning needs.

2. Social factors: Correct social values can guide students to learn actively.

3. Family factors: The family will imperceptibly affect the students, and the harmonious family atmosphere can naturally play a positive role.

4. School factors: it is the main place of learning, campus environment, and teaching plan.

The quality of teachers has an impact on learning.

1. Individual factors.

Students' own needs, age characteristics, personality characteristics, individual differences, etc., can affect students' learning motivation, when the learning content and students' interests are consistent, in order to stimulate students' interest in learning, strengthen learning motivation, on the contrary, will produce disgust and unbridled learning, weaken learning motivation.

2. Social factors.

Among the social factors, social values have the greatest impact, correct values can have a positive impact, learning motivation is strengthened, students can better self-awareness, let students strengthen their efforts, and their enthusiasm for learning is naturally improved.

3. Family factors.

It is an important extracurricular education force, and students will be imperceptibly affected by it, including family rotation conditions, cultural level, parent education methods, family atmosphere, etc., which will affect students' learning motivation, among which the family environment has the greatest impact, so parents need to adopt a reasonable education method.

4. School factors.

Teachers' attitudes, classroom psychological atmosphere, environmental factors, teaching plans, and teachers' quality will have a profound impact on learning motivation, and promote students to actively engage in learning activities and generate learning motivation.

Regarding the factors that affect learning motivation, I will share it with you here, students have learning motivation, and their natural learning initiative will also improve, and they will also drive the people around them to dominate their actions and develop for the better.

Wrong.

Students' learning is influenced by many factors, mainly driven by learning motivation, but also closely related to students' learning interests, learning needs, personal values, students' attitudes, students' level of ambition and external encouragement.

Motivation: 1. The relationship between learning motivation and learning is dialectical, learning can produce motivation, and motivation promotes learning, and the two are related to each other.

2. Motivation has the effect of strengthening learning, and students with high motivation level also have high achievements; Conversely, high levels of achievement can also lead to high levels of motivation.

3. Some learning is neither strengthened by motivation nor by the satisfaction of internal drive. A lot of learning in human life can also happen by chance without any clear intention to learn. However, motivation is absolutely necessary to be effective in long-term meaningful learning.

4. Generally speaking, motivation is not directly involved in the cognitive interaction process, nor does it act through assimilation mechanisms, but influences the cognitive interaction process through intensified effort, focused attention, and immediate preparation for learning.

5. Many psychologists believe that a moderate degree of motivation is stimulated or aroused to have the best effect on learning. Weak motivation does not motivate students to learn and reach a high point. Beyond this point, the increase in motivation intensity will lead to a decrease in learning efficiency.

This statement is false.

Learning motivation directly drives the internal motivation of students' learning, and learning activities must be motivated to drive, and generally speaking, the level of motivation increases, and the learning effect will also improve. However, it is not the case that the more motivated, the better the learning.

According to the famous Yerkes-Doddson law, there is an inverted "U" curve relationship between motivation levels and academic performance. Neither too high nor too low motivation can cause the cerebral cortex to work optimally and thus not to achieve optimal performance.

As a result, the motivation is too weak to stimulate the students' enthusiasm for learning, and within a certain range, the motivation is enhanced, and the efficiency of learning also increases, until it reaches a high point. Beyond this point, the increase in motivation intensity will lead to a decrease in learning efficiency.

Hello, this statement is incorrect, the learning effect is related to many factors, such as personal factors such as talent, concentration, etc., external factors such as classmates, teachers, etc.

Many people have strong motivation to learn, but the effect and results just can't be improved.

Hope it helps!

If you don't understand, please ask! Hope!

Usually he has a good test score, but he failed the college entrance examination, which has a lot to do with his motivation. The college entrance examination will affect his psychology because he attaches more importance to the moving machine with a clearer calendar, which will make the efficiency of doing questions low.

Answer]: The relationship between learning motivation and learning is dialectical, learning can produce motivation, and motivation promotes learning, and the two are related to each other.

1) Motivation can enhance behavior patterns that promote learning, and what is learned can in turn enhance motivation to learn.

2) Motivation has the effect of reinforcing learning. Students with high motivation are also highly accomplished; Conversely, high levels of achievement can also lead to high levels of motivation. The impact of motivation on learning is influenced by increased effort, concentration and preparation for learning.

Too much or too weak motivation is not only bad for learning, but also bad for retention.

3) In tasks of different difficulty, the intensity of motivation affects the efficiency of problem solving. Learning motivation drives learning activities and stimulates students' interest in learning.

4) Motivation was strengthened for students' target behaviors. Motivation determines the allocation of time in different behaviors. One of the most important conclusions he has drawn from his motivation research is that the intensity of motivation for a certain behavior has a linear positive correlation with the time spent on that behavior.