Discipline Relation between attitude, discipline, motivation and learning success of foreign language academy students

27 person to want to repeat a behavior and vice versa. A motive is what prompts the person to act in a certain way, or at least develop an inclination for specific behavior. ” a. Conceptual of Motivation Motivation involves a constellation of beliefs, perceptions, values, interests, and actions that are all closely related. As a result, various approaches to motivation can focus on cognitive behaviors such as monitoring and strategy use, non-cognitive aspects such as perceptions, beliefs, and attitudes, or both. In terms of education, Gottfried 1990 defines academic motivation as “enjoyment of school learning characterized by a mastery orientation; curiosity; persistence; task- endogeny; and the learning of challenging, difficult, and novel tasks” p. 525. There are two kinds of motivation; they are internal motivation and external motivation. According to Cherry, K. 2016, internal motivation is motivation which involves engaging in a behavior because it is personally rewarding. Examples of actions that are the results of internal motivation include participating in an English Speaking Club because we find the activity enjoyable and solving a word puzzle because we find the challenge fun and exciting. Whereas, external motivation is motivation that occurs when we are motivated to perform a behavior or engage in an activity to earn a reward or avoid punishment. Examples of behaviors that are the results of external motivation include studying because we want a good grade and competing in a contest to win a scholarship Nakhon, K. Tantip, K. 2012. 28 To assess motivation, researchers have often focused on self-reports of task-related beliefs e.g., efficacy beliefs, outcome attributions, expectations for success, task value, perceived control, goals, strategies, and internal emotional experiences as important aspects of motivation Elliot Dweck, 2005, and Wigfield et al., 2006. Among school-age children, for example, perceived competence beliefs have been shown to predict childrens valuation of academic domains Jacobs, Lanza, Osgood, Eccles, Wigfield, 2002 and interest, participation, and achievement in reading Wigfield Guthrie, 1997. The survey- and interview-based methods traditionally used to assess these constructs are not as useful for young children. b. The Indicators of Motivation The indicators of motivation according to Adair, J. 2011 are: 1 Energy – not necessarily being extrovert, but alertness and quiet resolve. Energy means a quantity equivalent to the capacity of a physical system to do work. 2 Commitment – to the common purpose. It is an act of committing to a charge or trust. It is also an agreement to do something in the future. 3 Staying power – in the face of problemsdifficultiesset backs. It means the ability or capacity to act or do something effectively 4