Psychology of Affect 8
Our
self regulation abilities capture the importance of motivation in learning.
Although the layers that have been described above can be viewed in isolation,
it is more important to try and picture the relationship among them. The third
layers for example illustrate the importance of resources which act to motivate
an individual. This may in turn enable an individual acquire appropriate skills
and knowledge to control the learning process. We are almost all coerced to
adopt motivation while learning mathematics either on our own or by the help of
others. The belief is that by adopting some behaviors and beliefs that align
with mathematical learning, we can achieve success in mathematics. Hannula
describes motivation as a characteristic that gives birth to actions that
manipulate our emotions.
This
can be seen for example during the process of solving a mathematical problem
when motivation is involved. This may lead to believing that it is important to
solve this problem hence worth the effort; an aspect of cognition. Moreover, it
may lead to the application of persistence; an aspect of behavior. On the other
hand, emotions come out openly; as we express joy at successfully solving the
problem or sadness and even anger when we fail to achieve the goal of
successfully calculating the mathematical solution (Hannula, 2000). This may in turn have a more profound effect
on us; as when our self image is defined. We may for example view ourselves
confidently; as pertains to our capacity to solve mathematics. Relating this to
our earlier discussion; on the relationship between our ego and success, we can
understand the permanent impact that a single mathematical experience may have
in us. Moreover, this may determine our future mathematical experiences setting
off a chain reaction that will permanently ingrain in us our self image, shape
our attitudes and determine our success in the long run. This can be used to
explain the observable relation between mathematical success and general
success.
Let
us briefly go back to the to the McLeod’s model of emotion, attitude and
belief; three dimensional that I had mentioned earlier. Emotions were described
as being unstable, spontaneous as well as being most affective. Although they
are spontaneous, they define our experience, hence will lead to the development
of attitudes that are more stable, and ultimately to the development of beliefs
which had been descried as; having the most effect on cognition, being more
stable and least spontaneous. Our character in general is therefore determined
by our beliefs. Indeed, the fact the beliefs are less spontaneous means that
most of our unconscious and impulsive actions are driven by our beliefs.
Motivation is therefore capable of stimulating either positive or negative
emotions leading to attitudes and ultimately to beliefs that in the end define
our general behavior and character that determines majority of our actions in
the end.
For
the purpose of this paper, we need to view motivation as any action or
components in our external or even our internal environment that can inspire
any type of emotion in us. We also need to view motivation as a stimulant;
which, when it combines with other factors, it leads to other sequence of
motivations. The tone of the instructor in a classroom setting may motivate a
student to be attentive and interested or inhibit the same. Appropriate
emotions may be inspired in this particular instance; depending on how the
student has interpreted the tone. When the student has been inspired to learn
mathematics, depending on other factors, he may experience other emotions in
turn; this may occur in a situation when he gets the correct answer in a
mathematical problem, or when he fails to find the right solution. This may as a
result motivate a different or a similar attitude from the previous experience.
He may for example feel joy at as a consequence of correctly tackling the
mathematical problem, or feel anger at failing to do so. We can not therefore
view a single motivation in isolation. We have to consider the complex
relationship shapes one’s emotions, attitudes and beliefs leading to the
development of a character. This character determines in turn how we may be
successful in mathematics.
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