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Self-Reflection on Motivation After tackling chapters 7 from the ORGB 2nd Canadian edition, it became evident that several concepts discussed in the text are applied on a personal level in the aspect of motivation. The text focuses on different aspects that affect organizational behavior. However, the concepts developed in the different chapters are resourceful for students and can help them register a higher level of motivation and can help them register remarkable academic success. One of the critical aspects is the influence of personality on motivation which will be discussed in this paper.

Moreover, this reflection will identify aspects of the course work, which prove motivating, as well as strategies used in the designing of course work in a bid to motivate the students. The attribution theory is one of the theories developed to explain how personality influences motivation. From this theory, I learned that being an achievement oriented individual, my success is attributed to the competencies and ability while my failure may result from an evident lack of effort (Nelson et al 52). Both of these factors deterring either failure or success are internal causes.

On the other hand, failure oriented individuals are likely to attribute their failures to an evident lack of ability and in the end, feel incompetent. The way an individual understands his or her behavior may determine the possible level of motivation. Behavior is highly influenced by one’s personality. As highlighted in the course, personality denotes a stable set of traits that exert influence on behavior. Since behavior definition of an individual determines the level of motivation, then personality affects the motivation levels.

Moreover, depending on whether an individual has a locus of control, motivational levels may vary. This is because if I believe I have the control of things that happen in my life, I am likely to register a higher level of motivation since I can achieve more if I make the right decisions. On the other hand, people who lack the locus of control are likely to have minimal motivation because they blame external factors for things happening in their lives. The personality of an individual also has the capacity to influence his or her perceptions.

In the end, one’s perceptions determine the level of motivation (Nelson et al 40). The knowledge obtained concerning the influence of personality on motivation is of critical importance in the achievement of my academic goals. I realize that understanding my personality will be critical in determining my motivation levels towards academic success (Nelson et al 65). One of the aspects of course work which motivate me is the emphasis of reflective learning. After each topic tackled, there is an opportunity to reflect on how much I have gained from the lesson (Moorhead and Griffin 78).

This triggers a high level of motivation and compels me to work harder in order to gain more from the future lessons. Moreover, the need for achievement is an additional aspect that motivates me to set higher goals and work towards achieving them (Nelson et al 79). The instructors for the course work define levels of success and failure leads to a repeat of the course work. This serves to increase my need for achievement; hence I am highly motivated to work harder.

Notably, emphasis on setting goals is an additional aspect that motivates me. There are different learning objectives defined for each topic covered and my goal must conform to such objectives. I have learned to set challenging goals because they are likely to motivate me further hence I can register a higher performance. The coursework places emphasis on goal setting, hence motivating all the students towards this end (Nelson et al 97). In a bid to keep students motivated, different strategies are used in crafting the course work. One of the strategies that I have identified is the in cooperation of various learning activities (Nelson and Quick 56).

The variety of learning activities have served to keep me motivated. The crafting of the course work involves both individual and group exercises which serve to motivate students. An additional strategy used in crafting the coursework is an adoption of an individual approach towards learning. This has made me realize that learning has a personal responsibility; hence I undertake different measures to ensure I am motivated towards success. School work can prove highly stressing because of the increased assignments, broad curriculum, and the desire to excel.

Learning involves different forms of assessment in which I must exhibit academic success. These aspects serve as stress inducing factors. However, I have learned to increase my control of all the activities by designing an effective schedule. Moreover, I define clear expectations for myself in every course work and strategies of achieving success. A culture of proper time management continues to be a significant contributor in preventing stress in school (Nelson et al 115). Maintaining a positive attitude towards learning is also a significant strategy of handling stress-inducing aspects of school, hence I stay motivated towards academic success.

Work Cited Moorhead, Gregory, and Ricky W. Griffin. Organizational Behavior. Mason, Ohio: South-Western, 2013. Print. Nelson, Debra L, and James C. Quick. Organizational Behavior: Science, the Real World, and You. Mason, Ohio: South-Western, 2012. Print. Nelson, Debra et al. Orgb. Toronto: Nelson Education, 2012. Print.

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