St. Thomas Internet logo search feature button
spacer graphic

Motivation/Conclusion

Genius is nothing but a 
great aptitude for patience

George-Louis Buffon
1707-88

 

Study Guides index in English as home site

search form for web site 

 

 

date

This page assumes you have continued with
your learning project to a conclusion.

It is important first to recognize that if you have not succeeded in learning what you first wanted, that you have not failed.  Success is not always determined by quantity of knowledge.  We are not all meant to be brain surgeons, soccer players, plumbers, or even spellers.  But we can recognize that some subject matter can be gained/enjoyed in other ways: consulting a specialist; watching or refereeing a game; hiring a plumber; using a spell checker.

Success in learning is also determined by an evaluation of your process, and what you have learned from this process.   Consider these questions, and answer from your experience:

Was the subject matter as important or interesting as you first thought?

 

What intrinsic motivations did you satisfy?

 

Was the process of learning that you chose effective?

 

.Did you learn anything you didn't expect?

 

Was a mentor/monitor helpful?  Were communications good?

 

Retrieve your extrinsic motivations.  
What role did they play in your learning process?

 

Was this self-motivation exercise effective?

 

Return to motivation index


Feedback to improve this page
(please specify which page)

The Study Guides and Strategies web site was created and is maintained by Joe Landsberger,
academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota.  It is collaboratively maintained across institutional and national boundaries, and  last revised September 04, 2002 . 

Permission is granted to freely copy, adapt, print, transmit, and distribute
Study Guides in settings that benefit learners. On the WWW, however, please link rather than put up your own page since pages are frequently modified and improved in consideration of educational research.  No request to link is necessary.   Additional contributions and translations are warmly received.

spacer graphic