Which of the following motives does not affect learning positively?

Q: Which of the following motives does not affect learning positively?

Which of the following motives does not affect learning positively?

Question

Accepted Answer

The correct option is 1:

**Unawareness of progress**

Motivation is crucial in the learning process, as it provides the drive and direction for students to engage and persist in their studies. For a motive to affect learning positively, it must provide feedback or a sense of direction that encourages continued effort. Unawareness of progress means the student is essentially "flying blind"—they do not know how well they are performing, whether their efforts are leading to success, or if they need to change their strategy. This lack of feedback destroys intrinsic motivation and self-efficacy. When students receive consistent feedback (knowledge of results), they are better able to regulate their learning, correct mistakes, and feel a sense of achievement, which reinforces positive learning habits. Therefore, being unaware of progress acts as a negative motivator, leading to frustration, disengagement, and a decrease in learning efficiency.

The incorrect option is 2:

**Goal determination behaviours**

This motive is highly positive for learning. Setting clear, specific goals (like mastering a concept or achieving a target score) provides direction and increases student focus, allowing them to prioritize tasks and measure their success against a defined standard.

The incorrect option is 3:

**Social approval**

Social approval is a powerful external motivator. Students often strive to learn and perform well to receive praise, acceptance, or recognition from parents, teachers, and peers. This desire for affirmation positively drives effort and engagement, particularly in collaborative or classroom settings.

The incorrect option is 4:

**Praiseworthy behaviour**

Praise (acknowledgment of praiseworthy behavior) functions as a strong form of positive reinforcement. When a teacher praises a student for effort, participation, or achievement, it strengthens the likelihood that the student will repeat that positive behavior, thus fostering a proactive and engaged attitude towards learning.