A Learning Paradigm: Control Theory of Motivation

It has been stated that behavior is never caused by a response to an outside stimulus. Instead, the behavior is inspired by what a person wants most at any given time. This paradigm envisions the person itself as a learner. Making some progress toward a goal, endow progress to achieve it. The appearance of progress can have strong effect, even some routine tasks result in continued effort to gradually accomplish the goal. The thing is the continuous effort, demonstration at some level and then boosting it to support the previous task. But one should be aware of external factors that might affect the process. That’s why there is a cascade of events.

People have cognitive reasons to perform various actions. In higher education, controlled motivation needs to be assessed during learning process. Students are exposed to different activities and accommodate their needs according to their motivations. So it becomes important to self motivate students by making them building their intrinsic intuition upon each task. Besides the individualism attitude to internalize values, students might be involved in extrinsic processes to correlate two aspects and pursue task oriented activities.

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