Highly Motivated And Eager To Learn

18, I have decided this is a fun age. For the first time in my life, the number of things I want to learn is beyond the number of hours I learned that day. Surprisingly, this effect is buoyancy. The other side is too flashy for this change. However, as balloons tighten tethers, they may have lifted from the surface. In junior high school, I saw "the whole picture" for the first time. In other words, I began to understand the size of the universe.

Once upon a time, engineers were too enthusiastic and wanted to learn and began to challenge. But, as the old proverb says, "what needs to be lowered". After all, this multi-year superpower lost momentum. It is not a whisper, it is not a bang. At that time I did not understand it, but I entered the life stage, that term is an invention of the 20th century. A terrible middle - aged crisis. Fortunately, this is not complete, it is to purchase a sports car, leave your wife and children, and ruin the crisis of the world. It is generally motivated, somewhat unconsciously seasoned and full of help with lack of purpose, but everyone is boiling with suspicion of confidence

There are two motivations. They are intrinsic motives and external motives. Due to repeated failures, many students with learning disabilities (LD) lack essential motivation. It is a desire that students learn for learning. The intrinsic motivation is important for students so that they can have fun when learning new concepts. Since most LD students lack an endogenous motivation, parents, teachers, and schools must externally motivate students with learning disabilities to succeed in school. Indeed, the exogenous motivation is almost obvious, a truly obvious purpose for students to work hard. External motivation is important for the students to obtain parental or teacher approval, good grades and tradeoffs.

Students' willingness to learn is very important for their learning and satisfaction. This motivation can be internal or external (from the inside). Enthusiastic students tend to work hard and achieve better educational outcomes (Brewer & Burgess, 2005). Motivated students are satisfied with their education (Jones, 2008; Roebkin, 2007). Student satisfaction is important as it can be used as a general measure of the performance of teachers and universities and to some extent can be used as a measure of student coordination and success. (Jones, 2008). It may also help maintain students (Suhre, Jansen, and Harskamp, ​​2007)