This document discusses motivation for learning and related topics. It explains that successful students have clear goals and children's motivation benefits from supportive environments that respect their wishes and needs. Children are more motivated to learn when teachers use motivational practices. A child's motivational beliefs about themselves and subjects can condition their attitude toward learning and result from learning experiences and expectations from others. These beliefs influence a child's self-efficacy and outlook on different subjects, which can be positive or negative. Once formed, motivational beliefs are resistant to change.

1. Learning Together
Learning Block 1:
Motivation for
learning

2. Learning Block 1:
Motivation for learning
Related topics
Learning
expectations
Learning
styles
Academic
self-esteem
Studying habits
Dealing with
absenteeism
Learning
methodologies
Some Ideas to Start…

3. Successful students often
have clear ideas of what they
want and do not want to
achieve in life.
Children's motivation for
learning needs supportive
settings according to their
own wishes, goals and needs.
Children who are motivated
to learn react positively to
the teacher’s motivational
practices.
Children hold motivational
beliefs which might condition
their attitude towards
learning.
Motivational beliefs refer to
the opinions, judgements and
values that children hold
about themselves, about
objects, events or subject
matters.

4. Motivational beliefs result from
direct learning experiences, verbal
statements and expectations from
teachers, parents or peers, and
social comparisons.
Each child might be inclined to learn
different school subjects according
to their self-efficacy beliefs.
Self-efficacy beliefs are opinions
that students hold about their own
ability in relation to a specific school
subject and their output
expectations about it (mathematics,
music, writing, arts, etc.).
Children's beliefs about a school
subject may be optimistic or
pessimistic, thus providing a positive
or negative attitude for learning.
Once formed, favourable and
unfavourable motivational beliefs
are very resistant to change.

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