Section 1: Summary (20%) 2 pages Describe the activity and present the information as requested in the assignment.

Introduction: Motivation has a great influence in driving a student to whether study hard for success or give up easily to leave their school life. By understanding the factors which contribute to a students in learning, teachers will be able to motivate them and lead them to success in study. Therefore, teachers are practicing to assess factors which influence students motivation in study so that they can enhance students learning in the classroom.

The participant: I went to my friends house and carried out an interview with my friends niece and two of her friends. They are Lim Thian Thian, Wong Shu Pei, and Sim Boon Wu from Form 4B in SMK Simanggang, Sri Aman. Three of them poses different level of academic performance in the class. Lim Thian Thian always perform excellent in her study and used to score full A in her test. Besides, Wong Shu Pei is at the average level in her school performance. Lastly, Sim Boon Wu is weak in his study and he is a low-achiever students. Three participant in my study can be categorized into excellent, average and weak in performance respectively.

The instrument: Describe how the questionnaire designed. Before going to have the interview, I designed an open-ended question for them. The questionnaire consists of items to assess what motivate them to study. Besides, I have design a questionnaire to assess students attribution to success and failure in study. Describe the activity: Describe how the interview conducted. First of all, I told them the purpose of the interview with them and they are requested to answer my question in questionnaire and interview based on their own perception. After that, I administered a questionnaire to assess their attribution to success and failure in their study. I

explained to them the item in the questionnaire in Chinese and we go through the questionnaire together. Followed by the questionnaire, I conducted the interview with them one by one. At the same time, the data of their PMR result and grade in school examination are collected too.

Describe how the data interpreted. Present the information: Evidence of summary. Provide Quantitative data/qualitative data. Explanation of data.

Section 2: Interpretation (30%) 5 pages Compare your findings with materials from textbooks, journal articles, personel experiences and other sources. Good organization of thoughts. Good synthesis with evidence is provided. Some expert opinion has been sought. From the interview, 1 of 3 students mentions that her excellent PMR result were out of her expectation. She believed that the result is related to her luck during the examinations. This is because the result she obtain during the trial examination in school is far different from the actual results.

What is motivation? Motivation is the driving force which allows one to achieve his goals and go after what he want in life. Gredler, Broussard and Garrison (2004), as cited in Emily (2011) define motivation as the attribute that moves us to do or not to do something Emily (2011) also mention that intrinsic motivation is motivation that is animated by personal enjoyment, interest, or pleasure whereas extrinsic motivation is motivation governed by reinforcement contingencies. Motivation may depend on two variables: student must believe he/she will be successful(expectancy) and student must believe there are benefit in performing the task. Particularly, there are four factors what motivate students to work hard which are interest, self-efficacy, attribution and achievement goals. Students whose motivation is based on interest work hard when they value what they are learning. Students who motivation is based on selfefficacy will work hard when they perceive themselves as capable of doing well. That is when they have confidence in their capabilities for a learning task. For those students whose motivation is based on attribution work hard when they believe that their efforts will pay off if they attribute their successes and failures to personal effort. Lastly, students who work hard when their goal is to understand the material is motivated based on achievement goals.

Motivation based on attribution. locus of control. The important theory of motivation is the theory of locus of control. It plays an interesting role in education. Understanding its efforts can lead to more effective and worthwhile schooling for students and less frustration for teachers (Grantz, 2006, as cited in Aamna, 2001). According to the theory of locus of control, individuals should be more motivated to the extent that they feel they are in control of their own successes and failures (Eccles & Wigfield, 2002, as cited in Emily, 2011). Forte (2005) refer locus of control to those causes to which individuals attributes their successes and failures. He identified two different types of control namely internal and external. Individuals with an internal locus of control believe that future outcomes depend primarily on personal actions, whereas individuals with an external locus of control ascribe actions to factors outside of their control, such as fate or chance (Aamna, 2011).

Empirical research suggests that those holding effort attributions tend to exhibit more positive learning behaviors, such as goal-setting that focuses on learning rather than performance (Miller & Meece, 1997), use of strategies, and persistence at difficult or challenging tasks (Stipek, 1996).

Attribution Theory Attribution theory seeks to explain how an individuals perceived reasons for past success and failure contribute to their current and future motivation and success (Weiner, 1974b). The theory revolves around four causal attributions: ability, effort, task difficulty, and luck. Each is characterized as stable or unstable, internal or external, and controllable or uncontrollable (Weiner, 1986). Attribution theory is concerned for the causes of success and failure. The perceptions of causality are critical because it influence self-concept, expectations for future situations, feelings of potency and subsequent motivation to put forth effort. It constitute an important stimulant to motivation ( Madeline & George, 1987).

We attribute success and failure to four factors: native ability, effort, task difficulty, and luck (Frieze, 1976, as cited in Madeline & George, 1987). These four attributions exist on three continuums: locus, stability and controllability (Weiner 1979, as cited in Madeline & George, 1987) If we attribute success or failure to internal locus, we are the originators of what happens rather than pawns controlled by outside forces. As an originator, a person feels proactive rather than reactive to the environment. Attribution of success to internal locus (ability, effort) results increased self-esteem. Attribution of failure to internal locus results in shame (lack of ability) or guilt (lack of effort) (Wong and Weiner 1981, as cited in Madeline & George, 1987) Stability: expectation for the future are based on whether the cause is perceived as stable or subject to change. The only attribution that offers no possibility to change is native ability. If the person believes that failure is inevitable, theres no point in trying. Because of a persons perception of his or her ability, task difficulty can be seen as a stable cause. On the other hand, a realistic appraisal of ones abilities helps us avoid frustration from expending effort when there is no possibility of success. When students attribute success or failure to stable causes, they expect the same from the future as from the past. When they attribute success or failure to unstable causes, their expectations can change. ( Madeline & George, 1987). Research on high achievers, whether in mathematics, athletics, the arts, science or business reveals that successful people exert enormous effort (Gardner, 1983 and Bloom, 1985). Consequently, if students are to succeed. They must believe that when they expend effort, they will experience success. But if students believe success or failure is the result of ability, task difficulty, there is no point in putting forth a lot of effort.
an expectancy-value model

motivation depends on the learner's expectancies (e.g., efficacy beliefs and attributional beliefs) and on the learner's values (e.g., interest and goal orientation). Values get you started (such as liking the material) and expectancies keep you going (such as expecting that hard work will help you learn).

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109132.

Section 3: Conclusion (20%) 3 pages Provide your personel opinion/conclusion concerning the topic based upon the evidences presented and comparisons made in section 1 and 2. 3 or 4 conlusions and comparisons were made. 1. Teachers should indentify students attribution to success and failure in learning, provide students with positive feedback, select appropriate examination tools and question according to students level in order to increase their self-esteem and enhance their learning in the classroom. 2.