Motivation is the combination of desire, values, and beliefs that drives you to take action. These three motivating factors are at the root of why people act the way they do. Because they ultimately control values, beliefs, and desires, it can influence motivations. This means, if you consider something important and assign value to it, you are more likely to do the work it takes to attain a certain goal. When motivation originates from an internal source and combined with a realistic goal and circumstance, the result of a good outcome or output are greatly increased.
II. MAIN DISCUSSION
To understand what motivates them, they need to know what is important to them. Consider issues such as family, relationships, learning or school, grades, work, aspirations, achievement, money, social causes, social life, following a dream, and many more. Students goals and desires grow from their values and beliefs. Once they have made their personal list, they begin to think about how the items relate to one another. These issues and relationships are always alive inside of them. By becoming consciously aware of their selves, they can begin to modify, control and understand their selves. Judging the quality and depth of their motivation is important, because it is directly related to their commitment. Often students find that they want a good academic outcome, but they can’t seem to make it happen. Sometimes, this gap occurs when there is a clash between what they are striving for a good academic outcome/degree and what they would rather be doing in following a dream. It’s for values, beliefs, and desires to be in conflict, it is important to recognize when they are and act appropriately on this information.
III. MY POINT OF VIEW
One of the keys to college success is having a realistic view of strengths and weaknesses. Do an informal assessment of abilities. Reflect on what they have learned about themself in the past from classroom experiences, conversations with teachers and advisors, standardized tests, projects and activities, and outside activities. Consider specifically their reading, writing, oral communication, interpersonal, and analytic skills. An accurate and honest assessment of their abilities is essential. It prevents them from under-estimating or over-estimating their skills and directs toward attainable and appropriate goals.
Having an accurate direction is important in maintaining motivation. Knowing what their value and desire, along with an assessment of their strengths and weaknesses, makes it possible to establish personal goals. Most students already have a mix of short-term and long-term goals in mind for themselves. Students often are aiming towards a particular test, project, class, grade point, degree, graduate program, professional school, or career. These are often complemented by other goals such as living a healthy lifestyle, maintaining personal integrity, volunteering, working, nurturing relationships, or growing as a person. It is not unusual for short-term goals to support long-term goals.
Once I have set goals that match my beliefs, values and desires, I should be in position to act on them successfully. However, my motivation can be undermined if I fail to consider my circumstances or if my circumstances change, but my goals don’t. A goal may match my values that I want to earn a degree in Tourism and may be realistically set that I want to do it in 4 years when I began my academic journey, but may need modification and readjustment as time passes. If I earned grades lower than I expected to, I may need to lighten my course load or adjust my work and leisure hours. A loss of interest might mean my need to explore other majors. Changes in relationships or family make-up can also introduce new constraints on my plan. Unfortunately, when circumstances change, students are often unwilling to make related adjustments in their self-expectations.
In this case, I as a student rarely perform up to the expectations, become frustrated, and lose motivation. However, motivation and performance can be maintained when personal circumstance is taken into. Students who are willing to redefine their goals to account for their changed circumstances can remain motivated and on the path to success. Motivation, goals, and circumstance are all related to success. I can increase the odds of my success by first, defining what is important to me, establishing goals based on these values, desires, and beliefs, and finally, tailoring my achievement expectations to match my circumstances. If I fail in any of these steps, I will undercut my motivation, fail to work up to my abilities, and diminish my chances of success.
Be realistic is setting your goals and always consider your circumstances. When goals aren’t realistic or when circumstances conspire against you, it is important to adjust. A student who comes to college with the goal of expecting to earn a tourism degree in 4 years, but finds the work more difficult than he anticipated may need to adjust his time frame in order to achieve his goal. Likewise, if this same student found that he needed to work to support his college costs or took on greater family responsibilities, it might be similarly necessary for him to adjust his goals as well. When goals are realistic and match desires, you will be motivated. When you’re motivated and work hard towards your goals, you will succeed. When you succeed, your motivation will grow, you will set new goals, and continue to achieve.