"There are plenty of characters whose struggles to create reflect our own, but through their determination and passion, can provide motivation to all ..."
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Learn how to get motivated and achieve even the biggest goals. Discover how motivation works and what steps you can take to boost your motivation. Via Ariana Amorim 
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Based on numerous studies showing that testing studied material can improve long-term retention more than restudying the same material, it is often suggested that the number of tests in education should be increased to enhance knowledge acquisition. However, testing in real-life educational settings often entails a high degree of extrinsic motivation of learners due to the common practice of placing important consequences on the outcome of a test. Such an effect on the motivation of learners may undermine the beneficial effects of testing on long-term memory because it has been shown that extrinsic motivation can reduce the quality of learning. To examine this issue, participants learned foreign language vocabulary words, followed by an immediate test in which one-third of the words were tested and one-third restudied. To manipulate extrinsic motivation during immediate testing, participants received either monetary reward contingent on test performance or no reward. After 1 week, memory for all words was tested. In the immediate test, reward reduced correct recall and increased commission errors, indicating that reward reduced the number of items that can benefit from successful retrieval. The results in the delayed test revealed that reward additionally reduced the gain received from successful retrieval because memory for initially successfully retrieved words was lower in the reward condition. However, testing was still more effective than restudying under reward conditions because reward undermined long-term memory for concurrently restudied material as well. These findings indicate that providing performance–contingent reward in a test can undermine long-term knowledge acquisition.
Via Miloš Bajčetić
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Have you ever thought about why you do the things you do?What is it that really prompts your behaviors?Motivation can be either extrinsic or intrinsic, meaning it can either come from outside or inside of a person. Extrinsic motivation comes when you feel the urge to do something in order to gain a specific reward, … Via Ariana Amorim
Jerry Busone's curator insight,
December 31, 2017 9:08 AM
Lots of great ideas and some reading recommendations along the way...
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It would seem logical to begin research on motivation by examining the thing that motivates—the end goal, the desired outcome, the carrot on the end of the stick. That’s what Dr. R. Alison Adcock, Assistant Professor of Psychiatry and Behavioral Sciences at Duke University, and her team have done in a series of studies examining how people respond to different rewards. But the results of their studies have been surprising, indicating more variation from person to person than her team expected:
“One of the things that has felt most productive from our work is evidence that rewards mean very different things to different people—and we can see that in how their brains respond.” For example, when Adcock and her team offered study participants monetary rewards for completing a puzzle, some participants’ brains lit up in the pleasure center and other participants’ brains responded with what looked like anxiety or fear. Of the latter group, Adcock says, “Some people responded like we were threatening them with an electric shock when we promised them money for doing a maze.” For whatever reason—performance anxiety, fear of failure, lack of confidence—these people felt stressed instead of motivated when presented with the prospect of monetary rewards. This means that examining external rewards may not be the best way to understand motivation after all. A better way, in fact, may be to look at what drives us when no visible external reward is present. Via Miloš Bajčetić
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Ariana Amorim's curator insight,
August 11, 2017 4:39 AM
"Along the way I have learned that comparison and competition are enemies of the artist. How did he get that assignment? How could she win that award? How many books did she sell? What’s his hourly rate? All that should matter is the piece of work that sits before you. There is you. There is your art. At the elemental level, nothing else matters. Call it my Theory of Originals. Don’t worry about the competition. Find what you do best. When the room is full or when the lines are long, form a line of your own. Be number one in a class of one. Once you’re there, nobody will be better than you, either."
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TED talks are incredible way of sharing thoughts and experiences that matter. Learned lessons that can change someone else' life Via Ariana Amorim
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This comprehensive guide covers the science of motivation and delivers useful motivation tips so you can learn how to motivate yourself and others. Via Ariana Amorim, Bobby Dillard
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Motivation: We all need it, and we all need help sometimes. Here are 23 great ways to give your motivation a boost. Via Bobby Dillard
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"Educators have long been receptive to the educational potential of new technologies and teaching methods ..." ©
Via Leona Ungerer
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"Distance learning is on the rise. But with online learning comes a need for (plenty of) self-motivation. Learning from home comes with many great benefits. You have near-total flexibility over your working hours, you don’t have to change out of your pyjamas if you don’t want to, you can have snacks whenever you want and, more importantly, you can even pursue other ventures like work or travel. But it isn’t without it’s drawbacks too." Via EDTECH@UTRGV, Miloš Bajčetić
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Our limits are rarely what we think they are. And seldom what others tell us they are. Via David Hain
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Self-determination theory, developed by Edward Deci & Richard Ryan, argues that people are motivated by a desire for three things: autonomy, relatedness, and competence.
This theory suggests that teachers can motivate students by creating lesson plans and classroom environments that promote all three. As is always true, such broad categories identified by researchers might not be easy to translate into specific classroom practices that work for my students. Via Miloš Bajčetić
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Confidence is essential to your success in business. I’d also argue that it’s essential to success in life. Confidence doesn’t compensate for a lack of skill or hard work, but it helps amplify those qualities to take you further than you’d get without it. The numbers don’t lie. Confident employees have an average of 22% … Via Jay
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Everyone has good days and bad days. As humans, there are things about our nature that cannot be controlled, like our genetic composition, chemical balance, and Via Karlton B McIver, Carl Marx, Bobby Dillard
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Getting motivated and taking action doesn't always work the way most people think it does. Here's my simple method for getting things done. Via Ariana Amorim
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Every once in a while, I run across someone who doesn’t want to change. How do I motivate them to change when they don’t want to?
Via Bobby Dillard
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Educación: La motivación es uno de los temas que más preocupa a los docentes. Bueno, a los docentes y a todo el mundo. Todos queremos estar motivados.La “motivación” es uno de los temas que más preocupa a los docentes. Bueno, a los docentes y a todo el mundo. Todos queremos estar motivados, motivar a alguien o que nos motiven: psicólogos, políticos, sacerdotes, vendedores, publicistas, enamorados, timadores. Recuerdo una viñeta que representaba a un mendigo con un cartel que decía: “Un poco de motivación, por amor de Dios”. En las escuelas de negocios hay cátedras sobre cómo impulsar la motivación en el trabajo, y ha aparecido una nueva profesión: el coaching motivacional. Transcribo la publicidad de uno de esos nuevos profesionales: “Si quieres conseguir algo y no sabes por dónde empezar… Via Ramon Aragon
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