Motivation RRL, Not Final

Individuals who lack motivation will find it more challenging to succeed and
persevere in life. By not having the vital measure of rest, the mind and body do not
perform at their highest point and can likewise close down. A student's way of life can
most likely influence the student. For example, not getting sufficient sustenance of any
relationship can affect their confidence and emotional well-being.
Motivation matters in students' academic performance, knowing that it is highly
demanded in the student's degree program. Motivation is a production of an individual's
attitude and to their environment, which suggests that students' motivation should be
investigated in a way that considers both individual’s characteristics and the
environment or the challenges they face (Wu et al., 2020.).
As a result of COVID-19's breakthroughs, education has experienced a
considerable change worldwide, prompting all universities to move toward distance
learning. Furthermore, keeping up the motivation to learn when socially isolated during
a pandemic can be challenging (Rahm et al., 2021).
In the study conducted by Tan. (2020) entitled "The impact of COVID-19 on
student motivation" According to the findings, students who used the online learning
method lost motivation, interest and performance. There is a lack of learning
infrastructure as well as peer and instructor social support.
However, in contrast to the study conducted by Lopez et al., (2021) reveals that
there is a high level of motivation in the students to continue their studies amidst the
hardship brought by the COVID-19 pandemic, and according to Ryan (2020),
“Academic motivation can achieve and complete the duties assigned to them”.
The researchers have found three types of motivation, intrinsic motivation,
extrinsic motivation, and amotivation. Intrinsic motivation is done by the students who
enjoy and have fun. They do not demand incentives or rewards to do such actions. So,
intrinsic motivation portrays that the students are potentially motivated. Thus, extrinsic
motivation is associated with the action that is fulfilled to get incentives and rewards.
Amotivation defines being not motivated. It exemplifies the students who are neither
intrinsically motivated nor extrinsically. These students have adverse conceptions about
their learning development, and their contribution to their learning is inadequate (Buzdar
et al., 2017).
A study in China by Liu et al. (2019) entitled " Multiplicative effect of intrinsic and
extrinsic motivation on academic performance: A longitudinal study of Chinese
students” The effects of intrinsic and extrinsic motivation, as well as their multiplicative
effect, were examined among Chinese students in this study. The result showed that
extrinsic motivation was detrimental to academic performance for students with high
intrinsic motivation, according to the multiplicative effect between intrinsic and extrinsic
motivations. Extrinsic motivation, on the other hand, helped students with poor intrinsic
motivation improve their academic performance. It was also mentioned that intrinsic
motivation has a moderately positive impact on academic performance.
In general, it has been demonstrated that remote learning forces students to
regulate their learning and motivation more freely due to the less organized learning
environment. High intrinsic motivation has been shown to be critical for learning success
in distant learning, but low intrinsic motivation might lead to maladaptive behavior such
as procrastination (delaying an intended course of action despite negative
consequences) (Pelikan et al., 2021).
Students who perceived themselves as competent had higher intrinsic
motivation, used more self-regulated learning strategies (such as goal setting, planning,
time management, and metacognitive processes), and procrastinated less than
students who did not perceive themselves as competent. Intrinsic motivation, on the
other hand, is thought to be crucial for learning behavior and achievement. Students
with more intrinsic motivation, for example, are more engaged in learning activities (Sun
et al., 2019), have greater tenacity, and procrastinate less. In particular, intrinsic
motivation is seen to be especially crucial in distance learning, because students must
self-regulate their learning. Distance-learning students must not only intentionally
choose to participate in learning behavior, but they must also persevere in the face of
numerous distractions and a lack of external regulation (Klingsieck et al., 2012).
In addition, Intrinsic motivation has a favorable effect on academic achievement
(Taylor et al., 2014). Extrinsic motivation is also beneficial to academic success (Helker
and Wosnitza, 2016). Amotivation, on the other hand, has a generally detrimental
impact on academic achievement (Arbabi et al., 2014), with a few exceptions (Mega et
al., 2014). This is also supported by the study of Angky Kenedi & Niken Widi Astuti
(2021) entitled “College Student Learning Motivation in Online Learning in Jakarta
During the COVID-19 Pandemic: A Descriptive Study” with a finding of amotivation

dimension is rated as low, indicating that students are extremely motivated. As a result,
it may be inferred that students are highly motivated to learn.
Students without motivation will experience challenges in succeeding in their
education. It will direct them to be inactive and promote procrastination, which will lead
them to poor performance. Their ability and sense of will to achieve an excellent
education will also be affected.

Motivation RRL, Not Final

Uploaded by

Copyright:

Available Formats

Motivation RRL, Not Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Motivation RRL, Not Final

Uploaded by

Copyright:

Available Formats

Individuals who lack motivation will find it more challenging to succeed and

relationship can affect their confidence and emotional well-being.

Motivation matters in students' academic performance, knowing that it is highly

demanded in the student's degree program. Motivation is a production of an individual's

investigated in a way that considers both individual’s characteristics and the

environment or the challenges they face (Wu et al., 2020.).

As a result of COVID-19's breakthroughs, education has experienced a

considerable change worldwide, prompting all universities to move toward distance

a pandemic can be challenging (Rahm et al., 2021).

In the study conducted by Tan. (2020) entitled "The impact of COVID-19 on

method lost motivation, interest and performance. There is a lack of learning

infrastructure as well as peer and instructor social support.

The researchers have found three types of motivation, intrinsic motivation,

extrinsic motivation on academic performance: A longitudinal study of Chinese

motivation has a moderately positive impact on academic performance.

In general, it has been demonstrated that remote learning forces students to

as procrastination (delaying an intended course of action despite negative

consequences) (Pelikan et al., 2021).

Students who perceived themselves as competent had higher intrinsic

time management, and metacognitive processes), and procrastinated less than

motivation is seen to be especially crucial in distance learning, because students must

self-regulate their learning. Distance-learning students must not only intentionally

numerous distractions and a lack of external regulation (Klingsieck et al., 2012).

In addition, Intrinsic motivation has a favorable effect on academic achievement

(2021) entitled “College Student Learning Motivation in Online Learning in Jakarta

During the COVID-19 Pandemic: A Descriptive Study” with a finding of amotivation

it may be inferred that students are highly motivated to learn.

Students without motivation will experience challenges in succeeding in their

education will also be affected.

You might also like