If you are looking for motivation to learn, you can pursue various strategies. It is important that motivation is maintained throughout the entire learning process. Because if the motivation to learn breaks off, the learning process also breaks off. During your breaks you can enjoy 20Bet online sports betting. 

Motivation to learn is important because it determines learning success. However, many people find it difficult to motivate themselves to learn because there are often more exciting and less strenuous alternatives. Scientists from the Business Psychology Society (WPGS) therefore also speak of "conflicts" facing motivation. But there are several strategies you can use to motivate yourself to learn.

WHAT DOES IT DEPEND ON?

First of all, motivation means all the motives of human action - that is, the willingness to do something in particular. Psychology defines motivation as influencing the direction, persistence and intensity of behavior.

Those who lack motivation to learn usually find that there are other options for action besides learning. They oppose learning and, according to the WPGS, cause conflict:

• Approach-Approach Conflict: You have to decide between two or more positive incentives. Do I go to the party or do I visit a friend?

• Avoidance-avoidance conflict: You have to choose between two or more negative incentives. Do I study math today or do I study physics today?

• Approach-avoidance conflict: You have to decide between positive and negative incentives at the same time. Do I study math or do I go to the party?

• An approach-avoidance conflict (3.) often occurs when you lack the motivation to learn.

In addition to the alternative courses of action, however, feasibility also has a high influence on motivation. That means: Is it realistic that you will reach your learning goal? According to the expectancy-value model of psychology, the following formula therefore applies to motivation:

Motivation = Realizability x Attractiveness of the action.

Example:

If I have solved all the sample exams, I will also pass the exam = high realizability.

If I don't pass the exam, I can't be moved to the next class = high attractiveness.

Consequence: High motivation to learn.

WHAT CAN THE MOTIVATION TO LEARN CONSIST OF?

In the expectancy-value model shown above, the attractiveness of the action and the feasibility influence the motivation to learn. Here a closer look shows how the motivation comes about - because there are different possibilities:

ATTRACTIVENESS OF THE ACTION

The action itself is motivating: The activity (reading, for example) or the object of the activity (the subject of the book) are rewarding. This is also known as "intrinsic motivation" and depends on your own interest. If you like to read and have an exciting book, you don't have to make yourself read.

The motivating factor is the result of action: pride in the result achieved has a rewarding effect. This is also known as extrinsic motivation. For example, the prospect of mastering a difficult task can motivate you.

Motivating action consequences: Evaluation by others has a rewarding effect. This is also known as extrinsic motivation. For example, the prospect of getting a good grade can motivate you to study.

FEASIBILITY

Conviction to accomplish the task: A high influence on your motivation is your conviction about whether you can accomplish the task. If this seems unattainable, your motivation will also drop sharply.

(Expectation of success or failure: How high you assess the probability of success or failure influences your motivation to learn.

HOW CAN YOU MOTIVATE YOURSELF TO LEARN

There are many motivational problems that make learning difficult: Too little incentive, too little confidence in your own ability, too much effort, too many distractions and alternative actions, and more.

1. with yourself, and specifically on your motives and goals.

Formulate your own goals and keep them in mind. The goals can be concrete (I want to pass the exam, get a good grade) or abstract (have a good job later).

Increase interest in tasks by making their relevance clear to yourself.

Establish a relationship between tasks and your own interests and experiences: Where can you apply this or where have you experienced similar things?

Reflect on your own preferences and dislikes: What do you like to do and what do you not like to do so much? Reward yourself after learning with things you like.

Allow only motivational attribution of success/failure: Base success on your own ability and failure on too little effort.