Motivation is a key element of achieving success

in hive-172186 •  3 years ago  (edited)

Losers are not born. The most essential motive for overcoming the difficulties of mastering knowledge -achieving success - is acquired. But for its "acquisition" the appropriate environment is necessary.

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It has been found that the feeling of success (as, in other matters, and failures) is most fully experienced by a person only when he sees their cause not in some external factors, but in himself. Emotional and intellectual lack of freedom, lack of active independence-an -atmosphere that is not conducive to the development of the desire to achieve success. The student, who remains for the teacher only a passive object of pedagogical manipulations, does not develop will and does not develop independence, and therefore, internal motivational energy is not formed.

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This is the result of an incorrectly organized learning process. The trouble is that in such conditions, students do not develop a sense of self-control. The absence of own criteria for the quality of educational activity is a serious obstacle to the formation of volitional behavior, and without this development is impossible. motivation to achieve success.

The most frequently officially used indicators of "motivation - lack of motivation" are marks, which are not always objective.
The desire to succeed is inherent in people from a very young age. Thus, the American scientist McClelland found that the first manifestations of true achievement motivation are inherent in three or four-year-old children. They are manifested in the persistence with which the child consciously tries to achieve the desired result.

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Most studies prove that the motivation to achieve success is a purely social, that is, an acquired motive, which manifests itself as a consequence of a certain level of human development. Its formation is influenced by many external factors. Their totality is called the motivational environment.

This article is aimed at presenting the results of the search for the interaction between the performing practice of music students and the acquisition of motivation to study at the music departments of art universities. The authors focus on two aspects of motivation: hope for success and fear of failure. The results indicate a link between motivation and final musical performance (professional performance was verified by evaluation), however, one element of motivation (avoiding failure and striving for success) does not affect final performance at a statistically significant level.
Similarly, achievement motivation is at a statistically significant level with respect to daily instrument practice time, but there is no evidence of an association between motivation area and daily music practice time. The study of the information received was carried out through the achievement motivation scale developed by Forverg, as well as the study of informal interviews. however, there is no evidence of an association between the area of motivation and the timing of daily music sessions.
The study of the information received was carried out through the achievement motivation scale developed by Forverg, as well as the study of informal interviews. however, there is no evidence of an association between the area of motivation and the timing of daily music sessions. The study of the information received was carried out through the achievement motivation scale developed by Forverg, as well as the study of informal interviews.

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