motivation, Determination and dedication
motivation in language learning tesol internation
MOTIVATION IN LANGUAGE LEARNING: SELECTED REFERENCES(last updated 9 May 2013)Ames, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-instructional analysis. In R. E. Ames & C. Ames (Eds.), Research on motivation ineducation (pp. 177-207). New York: Academic Press.Ames, C. (1986). Effective motivation: The contribution of the learning environment. In R. S.Feldman (Ed.), The social psychology of education (pp. 235-256). Cambridge:Cambridge University Press.Amrein, A., & Berliner, D. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32-38.Bacon, S. M., & Finnemann, M. D. (1990). A study of the attitudes, motives, and strategies of university foreign language students and their disposition to authentic oral and writteninput. Modern Language Journal, 74, 459-473.Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.Benson, M. (1991). Attitudes and motivation towards English: A survey of Japanese freshmen.RELC Journal, 22(1), 34-48.Bråten, I., & Olaussen, B. S. (1998). The relationship between motivational beliefs and learning strategy use among Norwegian college students. Contemporary Educational Psychology, 23, 182-194.Brophy, J. (1998). Motivating students to learn. New York: McGraw-Hill.Brophy, J. E. (1999). Towards a model of the value aspects of motivation in education: Developing an appreciation for particular domains and activities. EducationalPsychologist, 34, 75-85.Brophy, J. & Kher, N. (1986). Teacher socialization as a mechanism for developing student motivation to learn. In R. S. Feldman (Ed.), The social psychology of education (pp. 257-288). Cambridge: Cambridge University Press.Brown, J. D., Cunha, M. I. A., & Frota, S. de F. N. (2001). The development and validation of a Portuguese version of the Motivated Strategies for Learning Questionnarie. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 257-280).Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai‘i Press.Brown, S., Armstrong, S., & Thompson, G. (1998). Motivating students. London: Kogan Page.Chambers, G. (1999). Motivating language learners. Clevedon, UK: Multilingual Matters. Cheng, H-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in language learning and teaching, 1,153-174.Cohen, M., & Dörnyei, Z. (2002). Focus on the language learner: Motivation, styles and strategies. In N. Schmidt (Ed.), An introduction to applied linguistics (pp. 170-190).London, UK: Arnold.Cooper, H., & Tom, D. Y. H. 1984. SES and ethnic differences in achievement motivation. In R.E. Ames & C. Ames (Eds.), Motivation in education (pp. 209-242). New York:Academic Press.Cranmer, D. (1996). Motivating high level learners. Harlow, UK: Longman.Crookes, G., & Schmidt, R. W. (1991). Motivation: Re-opening the research agenda. Language Learning, 41, 469-512.Csikszentmihalyi, M., & Nakamura, J. (1989). The dynamics of intrinsic motivation: A study of adolescents. In R. Ames & C. Ames (Eds.), Handbook of motivation theory and research, Vol. 3: Goals and cognitions (pp. 45–71). New York, NY: Academic Press.Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles and their motivated learning behavior. Language Learning, 55, 613-659.Csizér, K., Kormos, J., & Sarkadi, Á. (2010). The dynamics of language learning attitudes and motivation: Lessons from an interview study of dyslexic language learners. ModernLanguage Journal, 94(3), 470-487.deCharms, R. (1984). Motivation enhancement in educational settings. In R. E. Ames & C.Ames (Eds.), Motivation in education (pp. 275-310). New York: Academic Press. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Perspectives on motivation: Nebraska Symposium on Motivation, 1990 (pp. 237-288). Lincoln, NE: University of Nebraska Press.Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.De Volder, M. L., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 44, 20-33Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40, 45-78.Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language Journal,78, 273-284.Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, UK: Longman.Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 137-158). Philadelphia, PA: John Benjamins.Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(Supplement 1), 3-32.Dörnyei, Z. (2007). Creating a motivating classroom environment. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (Vol. 2) (pp. 719-731).New York, NY: Springer.Dörnyei, Z. (2008). New ways of motivating foreign language learners: Generating vision. Links, 38(Winter), 3-4.Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42).Tonawanda, NY: MultilingualMatters.Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203-229.Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-462.Dörnyei, Z., & K. Csizér. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421–462.Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes, and globalization:A Hungarian perspective. Clevedon, UK: Multilingual Matters.Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43-69.Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition.Honolulu: National Foreign Language Resource Center/ University of Hawai'i Press.Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. J.Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 589-630). Malden, MA: Blackwell.Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.Ehrman, M. (1996). An exploration of adult language learner motivation, self-efficacy, and anxiety. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). Honolulu, HI: University of Hawai’i Press.Gao, Y., Zhao, Y., Cheng, Y., & Zhou, Y. (2004). Motivation types of Chinese university undergraduates. Asian Journal of English Language Teaching, 14, 45-64.Gardner, R. (1985). Social psychology and second language learning: The role of attitude and motivation. London, UK: Edward Arnold.Gardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R.Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu, HI:University of Hawai’i Press.Gardner, R. C. (2000). Correlation, causation, motivation, and second language acquisition.Canadian Psychology, 41, 10-24.Gardner, R. C. (2001). Integrative motivation: Past, present and future. Retrieved from ://publish.uwo.ca/~gardner/docs/GardnerPublicLecture1.pdfGardner, R. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R.Schmidt (Eds.), Motivation and language acquisition (pp. 1-19). Honolulu: University of Hawai’i Press.Gardner, R. C. (2005). Integrative motivation and second language acquisition. Retrieved from ://publish.uwo.ca/~gardner/docs/caaltalk5final.pdfGardner, R. C. (2009). Gardner and Lambert (1959): Fifty years and counting. Retrieved from ://publish.uwo.ca/~gardner/docs/CAALOttawa2009talkc.pdfGardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition.Canadian Journal of Psychology, 13, 266-272.Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.Gardner, R. C., Masgoret, A.-M., Tennant, J., & Mihic, L. (2004). Integrative motivation: Changes during a year-long intermediate-level language course. Language Learning, 54, 1-34.Gardner, R. C., & Smythe, P. C. (1981). On the development of the attitude/ motivation test battery. The Canadian Modern Language Review, 37, 510-525.Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and theoretical frameworks. The Modern Language Journal, 78, 359-368.Grabe, W. (2009). Motivation and reading. In W. Grabe (Ed.), Reading in a second language: Moving from theory to practice (pp. 175-193). New York, NY: Cambridge UniversityPress.Graham, S. (1994). Classroom motivation from an attitudinal perspective. In H. F. J. O'Neil and M. Drillings (Eds.), Motivation: Theory and research (pp. 31-48). Hillsdale, NJ:Lawrence Erlbaum.Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOLQuarterly, 42, 55-77.Hadfield, J. (2013). A second self: Translating motivation theory into practice. In T. Pattison (Ed.), IATEFL 2012: Glasgow Conference Selections (pp. 44-47). Canterbury, UK:IATEFL.Hao, M., Liu, M., & Hao, R. (2004). An empirical study on anxiety and motivation in English asa Foreign Language. Asian Journal of English Language Teaching, 14, 89-104.Hara, C., & Sarver, W. T. (2010). Magic in ESL: An observation of student motivation in an ESL class. In G. Park, H. P. Widodo, & A. Cirocki (Eds.), Observation of teaching:Bridging theory and practice through research on teaching (pp. 141-153). Munich,Germany: LINCOM EUROPA.Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Retrieved from :///sls/uhwpesl/20(2)/Hashimoto.pdf.Hawkins, J. N. (1994). Issues of motivation in Asian education. In H. F. O’Neill & M. Drillings (Eds.), Motivation—theory and research (pp. 101-115). Hillsdale, NJ: Erlbaum. Hsieh, P. (2008). Why are college foreign language students' self-efficacy, attitude, and motivation so different? International Education, 38(1), 76-94.Huang, S. (2010). Convergent vs. divergent assessment: Impact on college EFL students’ motivation and self-regulated learning strategies. Language Testing, 28(2), 251-270.Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 386-433). Hillsdale, NJ: Erlbaum.Kim, S. (2009). Questioning the stability of foreign language classroom anxiety and motivation across different classroom contexts. Foreign Language Annals, 42(1), 138-157. Komiyama, R. (2009). CAR: A means for motivating students to read. English Teaching Forum, 47(3), 32-37.Kondo-Brown, K. (2001). Bilingual heritage students’ language contact and motivation. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 433-460).Honolulu, HI: University of Hawai’i Press.Koromilas, K. (2011). Obligation and motivation. Cambridge ESOL Research Notes, 44, 12-20.Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19.Lamb, T. (2009). Controlling learning: Learners’ voices and relationships between motivation and learner autonomy. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 67-86). Hong Kong: Hong KongUniversity Press.Lau, K.-l., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177-190.Lepper, M. R. (1983). Extrinsic reward and intrinsic motivation: implications for the classroom.In J. M. Levine & M. C. Wang (eds.), Teacher and student perceptions: implications for learning (pp. 281-317). Hillsdale, NJ; Erlbaum.Li, J. (2009). Motivational force and imagined community in ‘Crazy English.’ In J. Lo Bianco, J.Orton, & Y. Gao (Eds.), China and English: Globalisation and the dilemmas of identity(pp. 211-223). Clevedon, UK: Multilingual Matters.Lopez., F. (2010).Identity and motivation among Hispanic ELLs. Education Policy Analysis Archives, 18(16), 1-29.MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. In P.Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68).Amsterdam, The Netherlands: John Benjamins.MacIntyre, P. D., MacMaster, K., & Baker, S. C. (2001). The convergence of multiple models of motivation for second language learning: Gardner, Pintrich, Kuhl, and McCroskey. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and language acquisition (pp. 461-492).Honolulu, HI: University of Hawai’i Press.Maehr, M. L. & Archer, J. (1987). Motivation and school achievement. In L. G. Katz (ed.), Current topics in early childhood education (pp. 85-107). Norwood, NJ: Ablex.Manderlink, G., & Harackiewicz, J. M. 1984. Proximal versus distal goal setting and intrinsic motivation. Journal of Personality and Social Psychology, 47, 918-928.Markus, H. R., & Kitayama, S. (1991). Culture and self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 224-253.Maslow, A. H. (1970). Motivation and personality. New York, NY: Harper & Row.McCombs, B. L. (1984). Processes and skills underlying continued motivation to learn.Educational Psychologist, 19(4), 199-218.McCombs, B. L. (1988). Motivational skills training: combining metacognitive, cognitive, and affective learning strategies. In C. E. Weinstein, E. T. Goetz & P. A. Alexander (Eds.),Learning and study strategies (pp.141-169). New York: Academic Press.McCombs, B. L. (1994). Strategies for assessing and enhancing motivation: keys to promoting self-regulated learning and performance. In H. F. O’Neill & M. Drillings (Eds.),Motivation: theory and research (pp. 49-69). Hillsdale, NJ: Erlbaum.McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco. CA:Jossey-Bass.McCrossan, L. (2011). Progress, motivation and high-level learners. Cambridge ESOL Research Notes, 44, 6-12.Melvin, B. S., & Stout, D. S. (1987). Motivating language learners through authentic materials.In W. Rivers (Ed.), Interactive language teaching (pp. 44–56). New York, NY:Cambridge University Press.Midraj, S., Midraj, J., O’Neil, G., Sellami, A., & El-Temtamy, O. (2007). UAE grade 12 students’ motivation & language learning. In S. Midraj, A. Jendli, & A. 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motivation intrinsic extrinsic
A presentation by: Magdalena Sobota AgnieszkaPiotrowska Kristina Chernenko Justin Stubley
What is motivation?
It can be:
- "Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see it as an opportunity to explore, learn, and actualize our potentials" - Coon & Mitterer, 2010
Motivation is ever changing and is in ‘harmony’ with each era.
Does everyone have the same motivation?
No. Life would be so much simpler if we did.
Has motivation always been the same?
No.
As the modern age progressed new ‘primal’ motivations appeared and som a change of lifestyle = a change of motivation
The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.
motivation的名词解释
motivation的名词解释Motivation: The Key to Unlocking Personal SuccessMotivation is a vital force that drives individuals to take action, inspiring them to overcome obstacles and achieve their goals. It is the inner spark, the fuel that propels us forward when faced with challenges or setbacks. Simply put, motivation is the catalystfor success.1. The Essence of MotivationMotivation is the internal drive that compels individuals to pursue their aspirations and dreams relentlessly. It is what energizes us, pushing us to make choices or decisions that align with our desires. Motivation is deeply rooted in our intrinsic needs and desires, giving us a sense of purpose and direction.2. Types of MotivationMotivation can be categorized into two main types: intrinsic and extrinsic motivation. Intrinsic motivation stems from within, driven by our personal values, passions, and interests. It is the genuine desire to engage in an activity for the sheer joy or satisfaction it brings. Extrinsic motivation, on the other hand, is derived from external factors such as rewards, recognition, or praise. While extrinsic motivation can be effective in the short term, intrinsic motivation is the most enduring and fulfilling in the long run.3. The Power of Intrinsic MotivationIntrinsic motivation is fundamental in fostering personal growth and achievement. When individuals are intrinsically motivated, they are committed to their goals and have a deep sense of control and autonomy. They find enjoyment and fulfillment in their pursuits, and setbacks are viewed as learning opportunities rather than failures. Intrinsic motivation drives individuals to continuously improve themselves, pushing the boundaries of their capabilities and achieving remarkable feats.4. Cultivating Intrinsic MotivationFostering intrinsic motivation requires understanding and tapping into one's passions and interests. When individuals align their goals with their values and find purpose in what they do, they are more likely to experience high levels of motivation. Setting clear, challenging, and realistic goals can also boost intrinsic motivation. Furthermore, creating an environment that encourages autonomy, mastery, and purpose can support the development of intrinsic motivation.5. Overcoming Obstacles and Sustaining MotivationMotivation is not immune to challenges or setbacks. At times, individuals may encounter obstacles that test their resolve and dampen their motivation. However, resilient individuals understand that setbacks are an integral part of the journey. They reframe failures as opportunities for growth, using them to learn, adapt, and ultimately fuel their motivation. Surrounding oneself with a supportive network of like-minded individuals can also provide encouragement and motivation during difficult times.6. The Role of Extrinsic MotivationWhile intrinsic motivation is often more powerful, extrinsic motivation can still play a role in catalyzing action. External rewards, recognition, or incentives can serve as short-term motivators, particularly in specific contexts such as the workplace or academic settings. However, it is essential to strike a balance between extrinsic and intrinsic motivation to ensure long-term satisfaction and fulfillment.7. Sustaining Motivation in the Long TermTo sustain motivation over the long term, individuals must continually reassess their goals, acknowledging their changing needs and aspirations. Regular self-reflection helps individuals stay connected to their inner motivations and ensures their aspirations remain aligned with their passions. Additionally, seeking inspiration from role models or mentors, engaging in regular self-care, and celebrating milestones along the way can help maintain motivation and prevent burnout.In conclusion, motivation is the driving force that propels individuals towards success. Whether intrinsic or extrinsic, motivation is fueled by our desires, dreams, andvalues. It requires commitment, resilience, and a deep sense of purpose. By understanding and harnessing the power of motivation, individuals can unlock their full potential and achieve remarkable feats.。
组织行为学激励
一. Maslow's Hierarchy of Needs
1. Background of the theory • Maslow suggested that motivation is simply action taken to meet a need. 满足一种需求 • Individuals always have needs. • However, those needs differ by kind. • When one need is met, another emerges.
那些指向组织目标并与组织目标始终一致的努力才是我们 所追求的。
Motivated individuals stay with a task long enough to achieve their goal.
受到动机激励的个体可以长时间地从事一项任务，直到实 现他们的目标。
Early Theories of Motivation（掌握）
2.The theory content
Self-actualization needs
Esteem needs Sociality needs LowerOrder needs
HigherOrder Needs
Safety needs
Basic or physiological needs
Details:
受到损害，或没有危险； 安全的，可靠的；
• Need for love,affection,sense of belongingness in one’s relationships with other persons.
organisational factors such as :
Motivation 词汇学
Motivation
Onomatopoeic Motivation Morphological Motivation Semantic Motivation Etymological Motivation Logical Motivation
Onomatopoeic Motivation
In modern English one may find some words whose sounds suggest their meanings, for imitating the natural sounds and noises created these words.
▪ Here the sound is truly an "echo to the sense: the reference itself is an acoustic experience which is more or less closely imitated by the phonetic structure of the word. Terms like crack, growl, hum, roar, squeak, squeal, whizz and a great many others fall into this category.
▪ /h/表示猛烈使劲时的气喘声： ▪ heavy, haste, hurry, hit, heave, hoarse,
hurl等 ▪ Wh-表示“剧烈”的拟声词： ▪ wham, whang, whap, whop, wheeze,
whicker, whinny, whomp, whoop
Morphological Motivation
Knowing the sounds of the words means understanding the meaning.
激励._Motivation
paths towards them, by a conscious or unconscious process of
5
calculation.
A Stroll Down Needs Lane…
BASIC NEEDS CAFE
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Motivation
Lecture 5: Motivation
Kavin S. Kanagasabai, B.A., M.A., M.Phil., MBA., NLP Coach & Practitioner
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Learning Objectives
• At the end of this session, you should be able to:
• Managers should allow workers greater latitude, and create an organization to stimulate the workers. 11
Douglas McGregor – Theory X, Theory Y
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Herzberg – Motivator-Hygiene Theory
a) Receiving praise from the manager. b) A family party. c) An artist forgetting to eat. d) A man washed up on a desert island. e) A pay increase. f) Joining a local drama group. g) Being awarded a Knighthood. h) Buying a house.
消费者行为学-中英文名词解释.
中英文名词解释第一章导言Consumer behavior: The term consumer behavior is defined as the behavior that consumers display in searching for, purchasing, using, evaluating and disposing of products and services that they expect will satisfy their needs.消费者行为学：消费者在寻求、购买、使用、评价和处理他们期望能够满足其需求的产品和服务过程中所表现出的行为。
Consumer decision making: In put, process, out put.消费者决策：输入、处理、输出Consumer research: Methodology used to study consumer behavior.消费者研究：描述用以研究消费者行为的过程与工具。
Marketing concept: A consumer-oriented marketing philosophy that focuses on the needs of the buyers and the profits through customer satisfaction.市场营销观念：关注买方的需求通过顾客满意来创造利润的顾客导向的市场营销哲学。
Organizational consumer: A business, government agency, or other institution (profit or nonprofit) that buys the goods, services, and/or equipment necessary for the organization to function.组织消费者：包括盈利和非盈利的商业单位、政府机构和各种组织机构，它们必须购买产品、设备和服务来维持组织的运转。
词汇学004- motivation
clashing, creak, grunt, rumbling,
Other examples gibber apes growl bears bellow bulls mew cats scream eagles croak frogs bleat goats grunt camels
Matching 1.duck a. cackle/gabble 2.flies/bees b. roar 3. geese c. quack 4. hens c f a i g d. howl 5. horses e. hiss 6. lions b h e d f. buzz 7. pigs g. neigh/snort 8. snakes h. squeal/grunt 9. wolves i. cluck
Metonymy (借代) 当甲事物与乙事物不相类似，但 有密切关系时，可以利用这种关 系，以乙事物的名称来取代甲事 物。
1. He succeeded to the crown. (royal affairs)
2. I’ve never read Shakespeare. (writer --- works) 3. Gray-hairs should be respected. (old people) 4. The pen is mightier then the sword. (pen – writing; sword – war )
is one which can occur as a separate word.
Two aspects of words:
external --- sound internal ---- meaning
What is the relationship between the two aspects?
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Motivation, Determination and Dedication
What makes an original contributor in science is often not only ability, but also something else, something apparently intangible, and not easily detected. This extra something lies deep within the individual and needs to be nurtured and tested.
Motivation is a personal trait that is primarily instilled by seniors such as teachers or parents. An important aspect in developing motivation is the setting of goals. A person probably has set long-range goals, or at this point more like dreams, such as winning the Nobel Prize. This is great as long as the individual is realistically working toward short-range also. These are the day-to-day accomplishments that really make working hard seem fun.
Proficiency in anything requires a great deal of determination and self-discipline. In addition, a person’s ability to cope with frustration is also an important factor in one’s life career. Repeated failures at making experiments may be too much for many talented would-be scientists. The determination to continue, with the realization that everything worthwhile takes a great deal of patience, is an essential requirement. These factors, together with inherent dedication, will bring about the realization of one’s aspirations. Through all this it is not the triumph but he struggle that brings about the complete personal satisfaction in knowing that you as a scientist have given your all.。