Danny Mai

Mrs. Thomas

UWRT 1103

24 September 19
Research Summary 1

1. Gonchar, Michael. “How Well Do Rewards and Incentives Work to Motivate You?” The

New York Times, The New York Times, 30 Oct. 2018,

www.nytimes.com/2018/10/30/learning/how-well-do-rewards-and-incentives-work-to-

motivate-you.html.

2. The New York Times has been known to utilize factual information and persuasive

writing to convince the reader how to feel on a topic. Their articles typically cover news

from different aspects, opinionated pieces, editorials, arts, movies, theater, travel, food,

fashion, and more. The New York Times looks at issues from a progressive perspective

and tends to be liberal. It is one of the most reliable sources for news information due to

proper sourcing and well known journalists/editors.

3. The article questions whether rewards and punishments motivate students. It claims that

rewards and incentives can only change people's behavior temporarily rather than

creating a long lasting commitment to an action or value. Working with people to help

them engage and stay on task can take time and requires tremendous effort. The author

refers to these ideas in the article “Science Confirms It: People Are Not Pets” by Alfie

Kohn.

The author questions the truth behind rewards and incentives on students to see if they

really motivate them to work harder. Does it only change the way you behave temporarily or is it

a long lasting feeling to hold on throughout the semester? These are the ideas that the author is

trying to get across in order to figure out the “real” motive behind these incentives. The author
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wants to hear the opinions of students and what their suggestions are to motivate themselves into

school.

4. The ideas presented by this author agrees with others when it comes to thinking that

rewards and incentives can only create a short feeling of satisfaction but cannot create

long lasting commitments for a better future.

5. Quote 1: “Working with people to help them do a job better, learn more effectively or

acquire good values takes time, thought, effort and courage.

Quote 2: The best that carrots — or sticks — can do is change people’s behavior

temporarily.

6. This article has allowed me to further question my inquiry as I start to research more

throughout the process. I am curious to how students all over the world stay motivated

and why rewards can be less worthwhile. This will help me create my thesis, but this is

just the start of my research. I will be looking forward to exploring more about my topic.

Research Summary 2

1. Kittrell, David L, and Gary E. Bui. “Student Motivation.” ProQuest, Mar. 2013,

search.proquest.com/docview/1317656287?accountid=14605&rfr_id=info%3Axri%2Fsi

d%3Aprimo.

2. The author’s article was peer reviewed meaning that their work was checked by writing

experts and other experts in the field before it is published in the journal in order to

ensure their quality.

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Mrs. Thomas

UWRT 1103

24 September 19
3. The authors are trying to get across the point of how student motivation can help

students learn. But students today are not internally motivated and are set through a

standardized classroom experience which makes it harder for them to generalize

information. It is not only the student’s responsibility to be motivated to learn but the

instructors as well. By incorporating the Morrill Act philosophy, students are not only

provided information from the instructors but they are willing to learn from it. The

authors encourage students to see motivation in a different route and informs the

instructors on motivational strategies that could help their students learn.

The authors lists several strategies to evaluate the instructors on how effective

their motivational practices are. For example, using simple competition in classrooms

like jeopardy can increase class participation and study. Another example is to involve

students into learning by asking questions and creating discussions. These strategies

would help students actively learn and apply the information given in class. There are

several more strategies that can be applied to classrooms but mixing them up can make

the class even more interesting.

4. The voice agrees with the first research summary i have found because it highlights ideas

on how it takes effort and persistence to motivate students on a daily basis. Knowing how

to increase the self-motivation of students can impact their learning and how they apply it

to the real world.

5. Quote 1: “Motivational strategies help the students generalize or apply the information

given in the class

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Mrs. Thomas

UWRT 1103

24 September 19
Quote 2: “The ability to motivate students is a skill that can be learned by requires

thought, effort, and planning. However, the improved interetin class and increased

learning on the part of the students is well worth the effort”

Quote 3: “Our responsibility is not only to provide information but to cause learning”

6. I might use the source in my thesis to provide the perspective of professors and

instructors on how does motivating students help them further learn the material. I will be

able to list certain strategies that can be effective and find more about how does

motivating students in college impact their education.

Research Summary 3

1. Inc. “How Motivation Affects Academic Performance.” Medium, Medium, 26 Oct. 2017,

medium.com/@TheCharity/how-motivation-affects-academic-performance-

fcde79e8ef09.

2. The article was written by an non-profit organization known as Borderless Charity

Incorporated. Borderless Charity is dedicated to helping students grow by providing

access to food, housing, education, and healthcare globally. The organization posts

several articles pertaining to the growth of individuals and fulfilling human needs. The
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Mrs. Thomas

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24 September 19
intended audience of these articles is targeted towards the general to address the issues

going on in human society.

3. The author addresses the effects of motivation on students and how it is imperative to

their learning. This article is targeted towards parents and teachers that First, the author

explains the effects of motivation on students’ academic performance. For example,

motivation can affect the cognitive procedures and psychological states of students

meaning that it can help them focus into what they are learning and allows them to

understand the material. Next, the author goes in depth into the factors that affect

motivation such as how students view school, what are their interests, the relationship

between them and their parents, and much more. Lastly, the author explains ways that

teachers and parents can improve their students’ motivation. For example, exposing

students to role models can inspire them to work hard and guides them onto a positive

mindset.

The author provides a variety of evidence and research to support their claims

such as ideas from books and using studies from different associations. From their

research, they concluded that students are willing to engage in task and learn more with

the use of motivational strategies. Their conclusion states that motivating an individual is

imperative to learning and it will sustain their interests. That is why having role models,

advisers, mentors and other successors can lead students to a better path.
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Mrs. Thomas

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24 September 19
4. This voice agrees with other voices I have found because it emphasizes the positive

impacts of self-motivation on students and it provides similar strategies on how to

motivate students to learn and how it can be affected by different factors.

5. Quote 1: “Motivation is an imperative factor in a student’s preparedness and desire to

learn.”

Quote 2: “To be able to sustain their interests and the benefits of achieving academic

excellence, they should receive impeccable support and constructive feedback from their

mentors, advisers, and role models.”

6. I will be able to use this source in several aspects of my thesis as it covers several points

around the motivation of students. It will provide me a series of information in which I

will be able to utilize onto my thesis.

Research Summary 4

1. Richmond, Emily. “The Missing Link in School Reform: Student Motivation.” The

Atlantic, Atlantic Media Company, 29 May 2012,

www.theatlantic.com/national/archive/2012/05/the-missing-link-in-school-reform-

student-motivation/257770/.

2. Emily Richmond is the public editor for the National Education Writers Association. This

organization is known to improve the quality of education coverage to better inform the

public on what is going in all levels of education. Before she joined the EWA, she was an

education reporter for the Las Vegas Sun.

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Mrs. Thomas

UWRT 1103

24 September 19
3. The author emphasizes the importance of student motivation for academic achievement.

She uses the news report from the Center on Education Policy to research her inquiry.

She supports the idea that there are different ways to motivate students of each kind and it

should be addressed to improve student learning. She suggests that incorporating

programs for the interest of students can help them feel more connected to the material

they are being taught. Additionally, she presents the contradicting side saying that the

tactics used to motivate students undermine the intrinsic value of obtaining knowledge.

But the supporters argue that using extrinsic motivation would be the only to produce

results for unenthusiastic learners.

The author further supports her claim using quotes from Alexander Usher, a senior

research assistant at Washington, D.C. For example, she uses Usher to claim that not every

student is motivated by the same thing and certain circumstances affect motivation. Overall, the

author’s argument is that finding the right ways to motivate students can help them connect what

they are learning and what their future plans are. Motivation comes a long way as long as the

students have the right mindset.

4. This voice agrees with the other voices that I have because she gave me the perspective

of how not every motivational strategy work but she emphasizes the importance of

motivation and what would happen if students are not motivated to learn.

5. Quote 1: If you show students a connection and a purpose to what they're doing, the

motivation takes care of itself.

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Mrs. Thomas

UWRT 1103

24 September 19
Quote 2: Schools nationwide are experimenting with initiatives aimed at boosting student

motivation, incorporating new programs aimed at piquing their interest or helping them

feel more connected to the material they are being taught.

6. I will be able to use this source for my thesis as it provides a different perspective on how

motivation works on different students and what strategies could be created to make sure

that the students are motivated to learn.

Research Summary 5

1. Brooks, David. “Students Learn From People They Love.” The New York Times, The

New York Times, 18 Jan. 2019, www.nytimes.com/2019/01/17/opinion/learning-

emotion-education.html.

2. David Brooks was once a professor at Yale and this article brings a perspective on what it

was like for him to teach students. He is currently a commentator on “PBS NewsHour”,

“National Public Radio”, “All Things Considered”, and NBCs “Meet the Press”. He is

known in several platforms which shows that he is credible for his own opinions and

claims

3. The author emphasizes the idea of how social and emotional aspects can affect a

student’s learning process. Additionally, he talks about how the quality of relationships

between students and teachers can promote strong connections leading to a high level of

learning. The power of emotion can determine what you pay attention to, care about and

remember. He argues that neuroscientists today focuses on the neural networks of the
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Mrs. Thomas

UWRT 1103

24 September 19
body rather than where things happen in the brain. Towards the end of the article, he

questions the state of schools and how does establishing relationships in schools can

further improve learning.

He references articles and individuals to back up his claims. For example, he used a

national commission report called “From a Nation at Risk to a Nation at Hope” to

emphasize the importance of social and emotional learning. Overall, he concluded that

the art of social and emotional learning can lead up to a variety of possibilities for

change.

4. The voice agrees with the other voices in my article as it focuses on the learning aspect

when it comes to motivation. It goes fairly in depth into emotions and the socials aspects

in students and some of my articles can connect with the ideas.

5. Quote 1: “It’s hard to work through difficulty if your emotions aren’t engaged.

Information is plentiful, but motivation is scarce.”

Quote 2: “Extreme negative emotions, like fear, can have a devastating effect on a

student’s ability to learn. Fear amps up threat perception and aggression.”

6. I will be able to use this source by utilizing the information in which hinders motivation.

This is one of the few sources that i will need to use in order to explain what hinders the

motivation of students

Research Summary 6
Danny Mai

Mrs. Thomas

UWRT 1103

24 September 19
1. Wrzesniewski, Amy, and Barry Schwartz. “The Secret of Effective Motivation.” The

New York Times, The New York Times, 4 July 2014,

www.nytimes.com/2014/07/06/opinion/sunday/the-secret-of-effective-motivation.html.

2. The New York Times has been known to utilize factual information and persuasive

writing to convince the reader how to feel on a topic. Their articles typically cover news

from different aspects, opinionated pieces, editorials, arts, movies, theater, travel, food,

fashion, and more. The New York Times looks at issues from a progressive perspective

and tends to be liberal. It is one of the most reliable sources for news information due to

proper sourcing and well known journalists/editors. The authors themselves have prior

experience in this field and has the credibility to provide the information given in the

article. Amy Wezesniewski is an associate professor of organizational behavior at the

Yale School of Management. Barry Scwartz is a professor of psychology at Swarthmore

College.

3. The authors argued that internal motives are more effective than instrumental motives.

Although instrumental and internal consequences are given in certain tasks, it does not

mean that the people who participated in these tasks are motivated both internally and

instrumentally. This means that people are likely to get rewarded through morals and

incentives but are not motivated for both reasons. There are several motivational tools to

utilize but are always used without any consideration whatsoever for the performance of

students. They not only target the student’s motivation but the teachers themselves.
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Mrs. Thomas

UWRT 1103

24 September 19
The authors utilized their own study to further emphasize their claims. They

analyzed over 11,000 cadets in nine entering classes at the U.S Military Academy at West

Point. They analyzed the motives used for the students and saw the correlation between

the strategies used and their performance. They found that internal reasons for attending

class provided a more meaningful and impactful approach to classes rather than using

instrumental consequences. They were able to conclude that much information from one

study and it was essential to their opinionated thoughts.

4. The voices does agree with one of the articles that I have researched as they also believed

that incentives and instrumental rewards can create fulfillment but it will not drive them

to be well educated students.

5. Quote 1: “Similarly, for students uninterested in learning, financial incentives for good

attendance or pizza parties for high performance may prompt them to participate, but it

may result in less well-educated students.”

Quote 2: “Helping people focus on the meaning and impact of their work, rather than on,

say, the financial returns it will bring, may be the best way to improve not only the

quality of their work but also — counterintuitive though it may seem — their financial

success.”

6. I will be able to use this source for my thesis by bringing in an opinionated perspective

on what motivates students but also how that motivation affects their student learning.

Motivation can be driven for certain things but certain ones can lead to academic success.
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Mrs. Thomas

UWRT 1103

24 September 19

Research Summary 7

1. Review, Peer. “Motivating Today's College Students.” Association of American Colleges

& Universities, 29 Dec. 2014, www.aacu.org/publications-

research/periodicals/motivating-todays-college-students.

2. The Association of American Colleges and Universities is known to improve liberal

education through its programs, publications, events, and public advocacy. They are

dedicated to improving student learning for all individuals and seeks to meet new

economic and social challenges.

3. The article contemplates the idea of student motivation and how students are affected by

it. It connects the ideas to Elmhurst College and how the students in that college tend to

motivate themselves. It argues that the faculty and staff colleagues are responsible for

handling the student’s motivation but must also consider the factors of different motives.

For example, some students are motivated to learn because it is either to earn good

grades, to get a good job, or it is for the pride of their family. In today’s society,

motivation for undergraduate students can be considered through the power of

relationships. Establishing good relationships with their family and professors can help

students prioritize certain things that will make them successful.

The article also explains the ways to motivate the millennial generation students

and their issues regarding motivation. It claims that students in this generation seek guidance for
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Mrs. Thomas

UWRT 1103

24 September 19
the majority of their time in college but it is essential for them to make their own decisions and

create goals. There are different intakes to encouraging motivation but the right way can lead

them to a favorable future. It is the educator’s job to inspire the students to engage in class to

further motivate them to learn. Through persistency, student engagement is the first step on the

path towards attaining student motivation.

4. The voice does agrees with the other voices in my articles as it provoked the idea of

student engagement being an essential key to student motivation. It also emphasizes other

ideas that the articles did not hit which can help further prove my claim.

5. Quote #1: By helping students see—perhaps for the first time in their lives—that the

work in which they are engaged is meaningful work that is important for them to

accomplish, we can help students take the initiative, avoid failure, and learn.

Quote 2: Because of increasing student diversity, it is critical for staff and faculty to

know their student population well enough to know what unique obstacles and incentives

may inspire or discourage motivation.

6. This article will further help propose my thesis as it provides more information about a

certain aspect of my thesis that was not included in any of the articles. It brings a new

perspective into how students see college and what affects their motivation.

Research Summary 8
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Mrs. Thomas

UWRT 1103

24 September 19
1. JMcKeachieb1, Wilbert, and Yung CheKimc2. “College Student Intrinsic and/or

Extrinsic Motivation and Learning.” Learning and Individual Differences, JAI, 27 Dec.

2002, www.sciencedirect.com/science/article/pii/S1041608002000924.

2. The authors of the journals are known to be experts in their departments and with the

combination of psychology and educational learning, it creates connections between the

two to prove their points. Additionally, sciencedirect is a site that publishes reports and

journals about several topics and each publication is backed up on references and

research.

3. The journal discusses the difference between extrinsic and intrinsic motivation, and how

they affect a student’s performance. It uses research and studies to explain why intrinsic

music is more effective than extrinsic motivation. Additionally, it claims that extrinsic

rewards can affect intrinsic motivation negatively and must not be associated by it. For

example, students trying to obtain good grades can hinder their motivation for learning on

a long run. It talks about how extrinsic and intrinsic motives are affected across other

cultures such as countries in Asia. In China, many students perform immensely high

when it comes to academic achievement. According to Confucian, learning is not an

ability but rather an effort to acquiring knowledge.

There is a study performed in the journal that combines the two different motives and

their effects. They hypothesized that students with a medium level of extrinsic motivation

and a high level of intrinsic motivation would achieve more than students with either low

levels of extrinsic motivation or high. The method for this study is that they created
Danny Mai

Mrs. Thomas

UWRT 1103

24 September 19
samples, each of them consisting of several college students at the University of

Michigan, and the procedure was that they would have to answer a questionnaire by the

end of the semester. The results at the end would be the dependent variable. The results

of this study proved their hypothesis but it also showed that students can be motivated

through slight cues in the environment which is another variable to consider.

4. This voice agrees with other voices in my article because it sees intrinsic motivation as more

effective to academic performance than extrinsic motivation. But it considers both motives and

combines them to show that extrinsic motivation could be accounted for academic achievement.

5. Quote 1:” But also important for teachers is the finding that teachers need not eliminate all

motivation for good grades in order to achieve both cognitive and lifelong learning goals.”

Quote 2: “Learning is believed to depend upon effort rather than ability. Parents believe that all

students can learn if they persist; thus, parents expect children to study hard and do well.”

6. This source will be useful for my thesis because it gave me a study that I could utilize to prove

my claims. Additionally, it has provided a different perspective on how intrinsic and extrinsic

motivation could affect each other based on its levels.

Research Summary 9

1. Ascd. “Motivating Unmotivated Students.” Motivating Unmotivated Students - ASCD

Express 5.04, www.ascd.org/ascd-express/vol5/504-reeves.aspx.

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Mrs. Thomas

UWRT 1103

24 September 19
2. ASCD inspires educators to achieve excellence in learning, teaching, and leading so that

every student is engaged and challenged in their academic career. This source is targeted

toward educators in which brings several perspectives on how they affect academics.

3. The article claims that students today are not motivated when it comes to academics. No

matter how much the educator does to motivate the students, like making the class more

engaging, it seems to have no effect on the students. It suggests five different techniques

that could be used to effectively motivate students to learn. For example, if educators

could challenge the students and provide high expectations for them, they will motivate

themselves to working hard in order to achieve academic success. Another example is

that students should receive thoughtful feedback that is specific, accurate, and designed to

improve performance. With this in mind, educators should know not to make everything

count for a grade to motivate students, but rather they provide feedback to ensure that

students can grow from it. This can connect to my writing class because I will need to

look for constructive feedback to improve my writing rather than see my writing as the

best.

The articles uses studies and references of other authors to further prove their claim. For

example, it uses a 2002 national study of high school student engagement to show that

two out of three students are bored every day in class. This study insisted that students

are looking for challenges that can keep them upbeat throughout the day rather than

tedious work. This article encourages all educators throughout the nation to consider how

they are teaching their students and what they can do to motivate the unmotivated.
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Mrs. Thomas

UWRT 1103

24 September 19
4. This voice brings the perspective of educators and the ideas presented do agree with the

other voices in my research. It recognizes the responsibilities that the educators have to

motivating students.

5. Quote 1: “We best engage students when we seek diversity of responses rather than

copying and mindless repetition. “

Quote 2: “Students crave responsibility and meaning, and large-scale service learning

projects in small and large school systems demonstrate the power of purpose and

meaning for their lives (Berman, 2008; Reeves, 2009).”

6. I will be able to use this source for my thesis because this article provides several

techniques that I can apply to the educator’s perspective of my thesis.

Research Summary 10

4. JMcKeachieb1, Wilbert, and Yung CheKimc2. “College Student Intrinsic and/or

Extrinsic Motivation and Learning.” Learning and Individual Differences, JAI, 27 Dec.

2002, www.sciencedirect.com/science/article/pii/S1041608002000924.

5. The authors of the journals are known to be experts in their departments and with the

combination of psychology and educational learning, it creates connections between the

two to prove their points. Additionally, sciencedirect is a site that publishes reports and
Danny Mai

Mrs. Thomas

UWRT 1103

24 September 19
journals about several topics and each publication is backed up on references and

research.

6. The journal discusses the difference between extrinsic and intrinsic motivation, and how

they affect a student’s performance. It uses research and studies to explain why intrinsic

music is more effective than extrinsic motivation. Additionally, it claims that extrinsic

rewards can affect intrinsic motivation negatively and must not be associated by it. For

example, students trying to obtain good grades can hinder their motivation for learning on

a long run. It talks about how extrinsic and intrinsic motives are affected across other

cultures such as countries in Asia. In China, many students perform immensely high

when it comes to academic achievement. According to Confucian, learning is not an

ability but rather an effort to acquiring knowledge.

There is a study performed in the journal that combines the two different motives and

their effects. They hypothesized that students with a medium level of extrinsic motivation

and a high level of intrinsic motivation would achieve more than students with either low

levels of extrinsic motivation or high. The method for this study is that they created

samples, each of them consisting of several college students at the University of

Michigan, and the procedure was that they would have to answer a questionnaire by the

end of the semester. The results at the end would be the dependent variable. The results

of this study proved their hypothesis but it also showed that students can be motivated

through slight cues in the environment which is another variable to consider.

Danny Mai

Mrs. Thomas

UWRT 1103

24 September 19
4. This voice agrees with other voices in my article because it sees intrinsic motivation as more

effective to academic performance than extrinsic motivation. But it considers both motives and

combines them to show that extrinsic motivation could be accounted for academic achievement.

5. Quote 1:” But also important for teachers is the finding that teachers need not eliminate all

motivation for good grades in order to achieve both cognitive and lifelong learning goals.”

Quote 2: “Learning is believed to depend upon effort rather than ability. Parents believe that all

students can learn if they persist; thus, parents expect children to study hard and do well.”

6. This source will be useful for my thesis because it gave me a study that I could utilize to prove

my claims. Additionally, it has provided a different perspective on how intrinsic and extrinsic

motivation could affect each other based on its levels.