The Burning DESIRE TO HAVE As Education Essay

The turning point of my life came the next season. The Malaysian education system required all 10th grade students to choose either the Pure Knowledge stream, the Sub-Science stream or the Art work stream. The Research Stream was more suitable for smart students. As an average student, I did so not think that I would be able to deal with the smarter students in the Research stream. So, I chosen Sub-Science.

On the first midterm exam, I were able to turn out as top scholar in class. I have never achieved anything like this before. From that day onwards, I studied day and night to keep my grades. Learning took priority in my own to-do-list. I would read and reread my books at least three times before I sat for a test. The table at home was piled-up with my text and exercise catalogs. Soon, everyone started out eating in front of the TV because there was no room on the dining table. All my effort paid when my grades increased from B's and C's to A's. Instructors started realizing me plus they praised me for my achievements. The desire to get A's forced me to study harder and harder. I used to be addicted. By the end of my senior high school days, I had been the top Accounting college student in school.

I choose to explore this educational experience of my life because I want to know very well what made me change from a student who cared less about the near future to a student who requires education so really. I want to learn what made me decided Sub-Science while everyone else chose Pure Science and how this decision affected my studies.

The first internal concept that was apparent in this educational experience was self-concept. Specifically, how previous experiences develop academic self-concept which in turn influences the selection of coursework. Self-concept is thought as the overall idea of that which you think of ourselves; it is just a cognitive structure. This consists of our beliefs, behaviour, knowledge, feelings, and expectations. It isn't constant and may differ from one period of life to another. Through self-evaluations, comparisons, and earlier experiences on projects and exams, students develop their self-concept. In 2008, Herbert Marsh conducted an experiment to review how different school room conditions (average vs. high-achieving) influenced students' educational self-concept (Woolfolk 2011). He discovered that students in a category of equal capability showed a decline in their academic self-concept. On the other hand, students who are strong in Math within an average school developed better self-concept compared to when these were in a class of equal capacity. A student in an average category has an increased chance of successful on tests, let's assume that this university student is proficient at Mathematics, for example. Conversely, when the same scholar is put in a smarter category or even in a school of equal potential, he might feel intimidated by the other higher obtaining students. His work maybe the same and not "outstanding" compared to the other students' work. This sense of intimidation may hinder the student's potential to execute well on checks. It is straightforward to see how this example could impact a student's educational self-concept.

Students choose their courses predicated on their academics self-concept. An experiment conducted by Herbert Marsh and Alexander Yeung in 1997 analyzed how students selected their courses and the results were that the students selected their courses based on their subject-specific self-concept. Students who had higher math self-concept required more mathematics classes and the same applies to research classes (Woolfolk 2011). A student who discovers it hard to comprehend a subject's material may obtain lower test ratings. This student's self-concept in this subject may reduce if the challenge persists. Consequently, corresponding to Marsh and Yeung, this scholar will not take classes that are related to the topics that he/she have a poor self-concept in.

In my educational experience, I chose never to take biology because I always did improperly in science compared to the remaining class; I experienced that I had not been capable of it. My failures to do well in previous tests decreased my academics self-concept in biology. Therefore, my self-concept in biology afflicted my choice of choosing Sub-Science. Until now, I've never used any classes in biology because of my preexisting self-concept in the subject.

The second subconscious concept that pertains to my high school experience is positive encouragement. Positive encouragement is directly from the review of operant fitness. In operant fitness, an environmental event (antecedent) triggers a voluntary patterns (patterns) to increase or decrease based on the outcome (effect). Whenever a behavior is increased by delivering a stimulus, positive support has taken place. This reinforcer can be anything and in virtually any form from a reward, feedback, present, to a task. The most famous behavioral psychologist who examined positive reinforcement was B. F. Skinner. In his experiment, he positioned a eager rat in a container. The box included a food lever and every time the rat pushed the lever, a food pellet would drop in to the pot. Soon, the rat discovered this routine and repeated its action of pressing the lever (Mc Leod 2007). In this particular test, that the rat was famished was the antecedent, causing it to find food. The action that increased was moving the lever, and the reinforcer was the meals pellet. In my educational experience, getting good levels was the antecedent. The patterns that was reinforced was learning for an exam. The reinforcers were praises and popularity from my professors. Without reinforcement, students put less work into studying because there is little in it for these people. But when reinforcements are present such as getting good grades, positive feedback, and praises from others, students are more likely to study in order to keep acquiring these reinforcements. In my educational experience, I consistently analyzed harder and harder because I needed my professor to reward and acknowledge my effort. This circle of events led to an upwards spiral of willpower and success in my own studies.

A psychological idea that may have furthered my educational experience was the concept of intrinsic inspiration. Intrinsic motivation originates from within the average person. It is a person's own desire and drive to take action without being rewarded by an external force. It is our personal interest that people find satisfaction in doing. Exactly the same concept could be applied to the educational environment through intrinsic goal framing. Deci was a famous psychologist who explored about how goals were framed damaged students' motivation. In 2006, he conducted a research on two groups of students. Activities and projects to the first group of students focused on intrinsic goals such as self-improvement, personal satisfaction, and growing competence on the duty at hand. Additionally, the same activities and tasks to the next band of students centered on extrinsic goals such as getting good marks, meeting requirements, and planning for future years. He found that students who have been determined by intrinsic goals used much deeper learning strategies, persisted much longer and strove harder (Woolfolk, 2011). Framing learning goals to achieve intrinsic values requires the pressure and anxiousness off students. Furthermore, intrinsic inspiration erases students' mindsets they are as smart as their test results.

Another way to encourage intrinsic desire in the classroom is to use authentic job when educating students. Authentic tasks are jobs that have got real value and have a link with real-life applications. It is the knowledge that students would usually likely use out of school, according with their interest. The effectiveness of authentic responsibilities and affinity for learning was investigated by Pugh and Phillips in 2011. A group of students were advised to memorize explanations and find out facts that were going to be on the test. Another group of students were given instances how the same subject matter would happen in true to life, in conjunction with real-life illustrations. Pugh and Phillips discovered that students were much more likely to appreciate the subject being shown when they noticed a practical power to the course material (Woolfolk, 2011). Therefore, educators should reframe university tasks to match real-life situations corresponding with their students' interest whenever you can to activate the students to the material. When students see a connection between course material and application with their personal interests, they'll be more intrinsically influenced to learn. The purpose of learning moves from performance to mastery goals when students give attention to the training process and not the merchandise.

My learning experience could have been better had my educators reframed school duties and assignments to match the authentic tasks idea discussed above. Authentic responsibilities and intrinsic inspiration encourage mastery goals. With mastery goals, the target is to gain a deeper understanding of a subject compared to a shallow knowledge of facts that may appear on a test. Students with mastery goals worry less about how precisely they measure up with the other students because they're focused on self-improvement. My educational goal in the environment above was definitely one of performance because I experienced successful only after getting A's and being much better than everyone else. With no the pressure to be only as smart as my previous test ratings, my learning experience would have been a lot more significant and less nerve-racking.

In final result, through this analysis of my high school experience, I finally comprehended why I thought we would type in the Sub-Science classes. My failures on earlier exams in technology brought on my self-concept in this subject to decrease. Therefore, I decided to go with never to take biology. This research also brought to my attention the type of goal which i had place for myself in high school. I needed a performance goal, that was focused completely on getting good levels. This explained the level of stress and pressure I had been facing. I lost desire and desire for subjects that I could not get A's in. Even B's weren't enough for me. I'd say now that I had the wrong attitude of learning. Sadly, this mentality has affected my learning desire and habit for a long period. Now, after learning more about intrinsic desire and mastery goals, I want to change my take on mastering and learning. I want to learn for the sake of learning. Therefore, my next goal in this school and beyond is to find a balance between enjoying the subject's material and carrying out well on testing.

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