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The Role of Motivation in an Ongoing Year-Long Program

  • Elaine Clanton Harpine
Chapter

Abstract

Motivation is essential in a year-long program. Without positive, constructive intrinsic (internal) motivation, your after-school program can never succeed. Motivation is also an indispensable part of learning and mental wellness. If a student is not motivated, they will not show a desire or be willing to try. Without motivation, the student may give up or perceive that they are a failure. Such negative perceptions can lead to a state of learned helplessness or even depression (Seligman 1990). Self-ef?cacy is the motivational force which empowers students to succeed academically (Bandura 1977; Deci et al. 1996). Learning new skills, or learning something the student was unable to learn previously, is intrinsically motivating and exciting. Success is very encouraging. Group process, interaction, and positive group cohesion are the motivational forces which empower children and teens to achieve mental wellness. Working together with others in a supportive, cohesive group can be very satisfying—a true motivator. A group-centered after-school prevention program can serve as a working laboratory where students can experiment and develop new behaviors or approaches to learning. The question is how do you develop an after-school program which incorporates academic learning, counseling strategies to enhance well-being, and intrinsic motivation? In order to answer this question, we need to know a little bit more about motivation

Keywords

Intrinsic Motivation Chapter Book Vowel Sound Extrinsic Reward Efficacy Expectation 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • Elaine Clanton Harpine
    • 1
  1. 1.University of South Carolina AikenAikenUSA

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