How does learning motivation relate to learning outcomes?

The factors that affect students' learning motivation are:

There are many ways that affect students' motivation to learn, and I think the first is the students themselves, and the students' own interests, hobbies, curiosity, and willpower all affect the formation of learning motivation. Students are the main body of learning, some students have a strong desire for knowledge, always have a curious heart about the world, so they always tirelessly accept new knowledge, from multiple ways to obtain knowledge, have a strong interest in learning, some students, they are not very interested in learning, so their desire for knowledge is not strong, the learning goal is not clear, the learning attitude is not correct, which will directly affect their learning efficiency.

Secondly, family is also an aspect that affects students' learning motivation, as a micro-social environment for students' development and growth, the influence of its factors on learning motivation is long-term and gradual, which can stimulate or inhibit the generation of learning motivation. Family factors include family environment, parents' expectations, parental monitoring, parents' support and guidance strategies for children's studies, parental relationship, parents' education style, etc., which are significantly related to learning desire, initiative, persistence, emotion, ideal, etc., which affect learning motivation and then affect learning effect. For example, parents' exorbitant demands are often ignored.

This makes students who are physically and mentally maturing feel pressure, which will affect students' learning motivation, so that they learn under pressure every day, and their learning efficiency is definitely not high.

Also, the school is also an important factor that affects the motivation of students to learn, the task of the school is to educate the students, and the main task of the students is to learn. Whether students are motivated to learn is the most important concern of teachers. Teacher's comments (both written and verbal) will affect students' motivation to learn.

Teachers' comments may stimulate students' extrinsic motivation, whether they stimulate students' extrinsic motivation or intrinsic motivation, and will increase students' motivation to learn. In addition, school classmates will also influence each other, such as your status in the class, how your classmates are related, these will become factors that affect students' learning motivation.

There is an identity and a contradiction between the learning motivation and the learning effect. Identity reflects the inevitability between learning motivation and learning effect. For example, the learning motivation is good and the learning effect is good; The motivation for learning is not good, and the learning effect is not good.

Ambivalence, on the other hand, reflects the contingency between learning motivation and learning effect. For example, the learning motivation is good, but the learning effect is not good; The motivation for learning is not good, and the learning effect is good. If the motivation to learn is to get good grades, to put down other students, and to be self-respecting, this kind of learning motivation is obviously incorrect, but it can also generate a strong motivation to achieve good results.

Because there is a contradiction and chance between the learning motivation and the learning effect, the good results achieved under the control of the wrong motivation will not last long.

Learning motivation and learning methods are mutually influencing and interacting. Learning motivation refers to the driving force and purpose of people's learning, which affects many aspects of learning, such as goals, behaviors, emotions, and cognition. Learning methods, on the other hand, refer to the specific strategies, techniques and processes that people use to achieve learning goals, which directly determine the level of learning effectiveness.

First of all, learning motivation can promote the selection and application of learning methods. When people are highly motivated to learn, they are usually more proactive in finding and choosing the learning methods that work for them. On the contrary, learners who lack socks and lack motivation to learn are prone to lack of attention and poor learning methods, and the methods used may not be effective and efficient.

Secondly, learning methods can also influence the shaping and maintenance of learning motivation. If the learner's approach is effective, it can bring better learning outcomes and experiences, thereby enhancing their self-confidence and interest in learning, and stimulating further learning motivation. On the contrary, if the learning method is difficult to achieve the desired learning effect, the learner may lose interest and motivation, reduce the motivation to learn, or even give up learning.

Therefore, learners need to pay attention to regulating their own learning motivation and methods in the learning process, and carry out effective matching and coordination to achieve better learning effect and growth.

There is an inseparable link between motivation and learning methods. Learning motivation refers to the internal driving force of an individual in the learning process, which will affect the individual's learning interest, learning attitude and learning goals. Learning methods refer to the learning strategies and techniques adopted by individuals in the learning process, which will affect the learning effect and learning efficiency.

The relationship between learning motivation and learning method is mutually conclusive. A person's motivation to learn will affect his time and energy to choose the appropriate learning method and persist in learning; And the effect of the learning method will also affect his learning motivation in turn, if the learning method is proper and the learning effect is good, his learning motivation will be stronger, otherwise, the call slip will be hit. Therefore, the relationship between learning motivation and learning method is complementary to each other, and they jointly determine a person's learning effectiveness.

Learning motivation is closely related to learning methods. Learning motivation refers to the desire, goal and interest in the learning process, and the learning motivation determines the selection and implementation of learning methods, that is to say, only good learning motivation can implement the learning method with starting and delaying effect. Learning method refers to a variety of practical actions taken in the learning process, including analysis, memory, summary and self-testing, etc., and its selection must meet the requirements of learning motivation in order to really play a role.

Therefore, learning motivation and learning methods complement each other and promote each other, which is conducive to learners to complete learning tasks efficiently.

There is a mutual influence between motivation and method of learning.

Strong and empty learning motivation, combined with correct and effective learning methods, to achieve twice the result with half the effort and achieve good academic results.

The motivation for learning is negative, and the learning method is not obtained. Or there is a side that is not appropriate. It's easy to do more with less. Difficulty in achieving good academic results.

The brotherly relationship between learning motivation and learning is usually a mutual causal relationship, rather than a one-way relationship. Prominent educational psychologists such as Ausuber and Gagne both hold this view.

The relationship between learning motivation and learning effectiveness is briefly described as follows:

The relationship between learning motivation and learning effect is not direct, and learning motivation is mediated by the arousal of learning emotional state, the enhancement of learning readiness, the concentration of learning attention and the improvement of learning willpower. In general, the relationship between learning motivation and learning effect is consistent, which is manifested in the fact that learning motivation can promote learning and improve performance.

However, the relationship between learning motivation and learning effect is not completely proportional, and the relationship between learning motivation and learning effect is mediated by learning behavior, and excessive motivation will affect the efficiency and effect of learning. In addition, the optimal level of motivation also varies with the difficulty of the learning task and the personality of the student.

Learning motivation refers to a motivational tendency that triggers and maintains students' learning behaviors and directs them to certain academic goals. It consists of two components, learning needs and learning expectations, which can be divided into different categories according to different criteria.

Different psychologists have explained learning motivation from different perspectives, including reinforcement theory, attribution theory, hierarchy of needs theory, achievement motivation theory, self-worth theory, self-efficacy theory, etc. The strategies to stimulate and cultivate learning motivation mainly include using heuristic teaching, controlling the level of motivation, giving appropriate evaluation, maintaining learning motivation, and correctly handling competition and cooperation.

Learning effect, the result of individual psychological and behavioral changes due to learning. Individual learning effect is affected by a variety of factors, and experience shows that under the same intelligence conditions, individuals with strong learning motivation have a significant learning effect than individuals with weak learning motivation. The influence of learning motivation on learning effect is achieved by restricting learning enthusiasm.

In addition, students' knowledge base, intelligence level, study skills, physical fitness, etc., will also directly or indirectly affect the learning effect.

The role of learning motivation is as follows:

1) Orient the individual's learning behavior towards a specific goal. Individuals with certain motivations often set their own goals and direct their actions towards those goals. Motivation motivates individuals to work towards a certain goal and influences individuals to make certain choices, such as whether to play games or do homework.

2) Make the individual work towards a certain goal. Motivation determines the amount of effort and enthusiasm that an individual puts into an activity. The stronger the motivation, the greater the effort, and the higher the enthusiasm.

3) Stimulate and sustain a certain activity. Research has shown that motivation determines the extent to which students are able to take the initiative to engage in a certain activity and stick to it. Students are more willing to do what they want to do and can overcome certain difficulties to complete tasks.

4) Improve the level of information processing. According to information processing theory, motivation influences what information an individual processes and how it processes. Students who are motivated to learn have more attention, and attention plays a key role in acquiring information for working memory and long-term memory.

In addition, students are more likely to facilitate the completion of a task through a variety of other means, if necessary. Research has also shown that students who are motivated to learn are more likely to engage in meaningful learning and strive to understand what they are learning, rather than learning at a mechanical level.

5) Determines what kind of outcomes can be reinforced. The more motivated students are to achieve academic achievement, the greater the sense of pride (self-reinforcement) they feel when they get good grades, and the greater the sense of frustration or disgust when they get bad grades.

The stronger the student's motivation to be accepted and respected by their peer group, the more comforting they feel about being in a small group, and the more painful they are to be excluded from a group. In short, students who are motivated to learn tend to a result because it is reinforced and avoid it because they are punished for it.

6) Lead to improvement in learning behavior. This is the culmination of all of the above-mentioned roles. Good and appropriate learning motivation will ultimately promote the improvement of learning behavior and improve learning ability.

The relationship between learning motivation and learning efficiency is as follows:

The relationship between learning motivation and learning efficiency is not a linear relationship, but an inverted U-shaped curve relationship. Medium-intensity motivation is most conducive to task completion, i.e., productivity is highest when the motivation intensity is at a moderate level. Motivation levels are either too high or too low to be inefficient.

Extended Content:

Psychologists have pointed out that there is an influencing relationship between the intensity of learning motivation and learning efficiency, but the relationship between the two is not simply linear, but an inverted U-shaped curve. That is to say, there is an optimal level of intensity of learning motivation, that is, the level of motivation is moderate, and the learning efficiency is highest at this time; Motivation that is too strong or too small will hinder the outcome of the activity.

For example, in reality, we can see that people who are too motivated and "don't give up until they reach their goal" often have too much psychological pressure and abnormal performance on the spot, not only can not achieve the expected goals, but even make great mistakes; People with a very low level of motivation have little hope for the success of the task, and generally have the problems of malaise, lack of enthusiasm, and low efficiency. Therefore, the optimal intensity of learning motivation is moderately moderate.

However, the research of psychologists Yerkes and Dodson further shows that the optimal level of intensity of learning motivation is not fixed and varied, but varies according to the nature of the task.

When the learning task is relatively simple, the higher learning motivation intensity can achieve the best efficiency, and the higher motivation intensity is helpful to improve the confidence and patience of the task, and improve the quality of task completion. When the learning task is more difficult, the best efficiency can be achieved by low learning motivation intensity, and the relatively low motivation intensity can enhance the acceptance of task failure, reduce the psychological gap, and achieve good results by "traveling lightly". This law is known in psychology as Yerkes-Dodson's law.

inverted U-shaped curve; "A moderate": medium motivation intensity is the optimal level; "One pair of opposites": the motivation is good when the task is difficult, and the motivation is high when the task is difficult.