Practice (learning method): Difference between revisions

Revision as of 01:00, 22 January 2023

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==Motivation==

Learning is closely linked to practice and [[motivation]]. [[Cultural-historical psychology|Sociocultural theory]] applied to motivation of practice suggests that motivation resides not within the individual, but within the ___domain of social and cultural contexts united by shared action and activity. Thus, motivation to practice is not simply within the locus of the individual (see [[Motivation#Incentive theories: intrinsic and extrinsic motivation|Incentive theories: intrinsic and extrinsic motivation]]), but rather the locus is the activity and its specific contexts of which the individual is a participant.<ref>{{cite book |author1doi=Rueda,10.4324/9780203052686 Robert|author2title=Moll,Motivation: LuisTheory and Research |year=2012 |isbn=978-1-136-47819-2 C.|editor1editor-lastlast1=O'Neil, Jr|editor1editor-firstlast2=HaroldDrillings F.|editor2editor-lastfirst1=DrillingsHarold F |editor2editor-firstfirst2=Michael |titlechapter=Motivation:A Theorysociocultural andPerspective on Motivation Research|datelast1=1994Rueda |publisherfirst1=LawrenceRobert Erlbaum Associates|___locationlast2=Hillsdale,Moll NJ|chapterfirst2=ChapterLuis 7C. A|pages=117–140 sociocultural perspective on|chapter-url=https://books.google.com/books?id=0iwokGXE-D4C&pg=PA117 motivation}}</ref>

Psychologist [[K. Anders Ericsson]] writes about motivation to practice. He creates a theoretical framework for acquisition of expert performance that discusses the issue of a lack of motivation to practice. He writes:<blockquote>Engagement in deliberate practice is not inherently motivating. Performers consider it instrumental in achieving further improvements in performance (the motivational constraint). The lack of inherent reward or enjoyment in practice as distinct from the enjoyment of the result (improvement) is consistent with the fact that individuals in a ___domain rarely initiate practice spontaneously.<ref name=":0" /></blockquote>The motivational constraint, mentioned above, is important to consider as it is an important premise of Ericsson's theoretical framework for deliberate practice. He finds that because participating in deliberate practice is not motivating that individuals must be engaged and motivated to take part in improvement before deliberate practice can even take place.<ref name=":0" /> He talks about the success of children who were simply exposed to an activity for months by their parents in a fun way. These children displayed immense interest in continuing the activity, so the parents then began implanting deliberate practice. This came to be extremely successful, which Ericsson cites as proof that his theory works when put into action. He finds that children must have the passion to improve their skills before deliberate practice begins in order to really be successful.<ref name=":0" />