Motivation of Diverse Populations
In a diverse population, intrinsic and extrinsic motivation varies from one group to the other (Artelt, 2005). This means that what motivates one group may not motivate the other. Therefore, an effective strategy is required to support the academic motivation of diverse populations. One of the best practices is the use of an intrinsic motivational framework. The purpose of this framework is to unify learning practices that prompt intrinsic motivation of the diverse population so that educators can use learning experiences that support the success of every student. The framework accommodates the range of cultural and ethnic diversity found in learning institutions. To improve motivation through this framework, four basic conditions are created (Ginsberg, 2005).
First, educators should establish inclusion. This involves creating a learning environment that makes all students and teachers feel respected and connected. Second, educators need to develop a positive attitude. This involves using learning activities that are based on students’ experiences and previous knowledge. Third, educators should enhance learning in class. This involves creating learning experiences that include the perspectives and values of all students. Fourth, educators should engender competence (Ginsberg, 2005). This involves helping each student to be effective at what they value. Creating these four conditions encourage and support intrinsic motivation in a diverse population.
Some degree of conflict will always emerge with differing points of view even when best practices are employed to support the motivation of diverse populations (Latham, 2011). Various types of conflicts may arise. First, prejudice may arise about other people. For example, according to social identity theory, when people come together with others, they categorize them as in-group or out-group. The out-group members are perceived as having similar behaviors, and attitudes. This can create prejudice conflicts in a diverse population (Prause & Mujtaba, 2015).
Artelt, C. (2005). Cross-cultural approaches to measuring motivation. Educational Assessment, 10(3), 231–255.
Ginsberg, M. (2005). Cultural Diversity, Motivation, and Differentiation. Theory into Practice, 44(3), 218-225.
Latham, G. (2011). Work Motivation: History, Theory, Research, and Practice. SAGE Publications, Inc.
Prause, D. & Mujtaba, B. (2015). Conflict Management Practices for Diverse Workplaces. Journal of Business Studies Quarterly, 6 (3), 13-22.