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Week 10: Motivation – Motivation for Pursuing a Graduate Degree
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Week 10: Motivation – Motivation for Pursuing a Graduate Degree
Availability of the desired program and academic quality are the two major motivational
factors that kept me enrolled at Walden. Walden has the same program I have desired to take
since childhood. Besides, it is around my community, making accessing school directly from
home easier. Also, its quality of academics is on the top level. It gives students a wide range of
learning opportunities and helps them to achieve the award. Furthermore, the school environment
ensures effective and appropriate teaching, assessment, support, and learning opportunities for all
students. Walden has assured the quality of education and also enhanced it.
The motivational factors have changed from the first day at Walden to my second year.
This is due to self-actualization as I need to be self-efficacy for learning and performance
(D’Souza & Guerin, 2016). It happened when I changed my attitude towards high capabilities for
achieving academic success and successful learning to attain the required skills and knowledge
for my career. I was no longer based on the quality of education offered but what I could do to
ensure I had attained maximum knowledge, skills, and experience.
Achieving high grades to avoid spending more time than usual for the course is the
extrinsic motivation that helps me to complete the degree. I feared failing and had to do all that I
took to ensure I attained high grades as per the requirements of the school setting. It is a school
culture where when one fails in the course, they will have to re-do, which is something that I did
not want to happen to me. The intrinsic motivation is to work hard because I want to be a
professional in my career dream, hence life satisfaction (Karaman & Watson, 2017). I have
always been desiring to undertake the course; thus an inside eager to complete the degree and
become the professional person I want in life.
D’Souza, J., & Guerin, M. (2016). The universal significance of Maslow’s concept of self-
actualization. Humanistic Psychologist, 44(2), 210–214. doi:10.1037/hum0000027
Karaman, M. A., & Watson, J. C. (2017). Examining associations among achievement
motivation, locus of control, academic stress, and life satisfaction: A comparison of US
and international undergraduate students. Personality and Individual Differences, 111,
Nguyen, T. (2016). Intrinsic versus extrinsic motivation. In H. L. Miller (Ed.), The SAGE
encyclopedia of theory in psychology (pp. 475-478). Thousand Oaks, CA: SAGE
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