Having a proper understanding of students and their desire to learn may not be possible without a look into who they were before becoming students. Before you were enrolled for school, you were human, more specifically, a baby, and your curiosity was burning at a superb level.

There are several cases of babies hurting themselves basically due to their untiring curiosity and, obviously, the will to learn and understand. So, with this, it can be agreed that the desire to learn is chiefly innate — wanting to learn stems from within. But, although there are still others who pursue knowledge in any way they know as we grow up into formal students, we cannot deny that this zeal to learn tends to depreciate in most cases.

So, do we attribute this depreciation to exposure to the external world? Or does our curiosity naturally ebb away as we grow older? These are pertinent questions requiring answers.

The Influence of Personal Power On The Desire Of Students To Learn

The desire to learn is built-in, we agree on that, and so teachers should not have to force students into learning when it is their basic purpose. As it stands, most students cannot handle a simple task, say a basic review of academized.com, which should be very easy, while some can even offer an expert writing service. So, why the discrepancy?

Personal power. The personal power of a student is his belief that he can achieve whatever goal is in discourse. Nothing affects the desire to learn more than the student’s mindset. Knowing and believing that you can learn fuels your desire to do so. On the other hand, believing that you cannot learn weakens your zeal. To understand these varying degrees of self-belief, here are three factors that research has listed as major influencers of your power:

●  Background

●  Association

●  Interest

Background

Your background is tightly woven with your power. In fact, it may be the most powerful influencer of the zeal to gain more knowledge.

Unfortunately, some students do not have the protective background required to fuel their power. They do not get the motivational talks or back pats that instill the confidence in them. Some backgrounds condemn the student to the concept of destiny, even if unconsciously.

For instance, one of my students in a financial management class, Harry, has grown up with the belief that he cannot possibly manage his finances better. His dad works 9–5, yet brings home nothing and his mom runs through her finances like water. His background is self-limiting, as he hardly believes that he can do better than his family, and thus, he never bothers to learn the things we talk about. He is making progress with time, but the problems are there, and he says, “it is who I am, I’m sorry!”

Association

This would have been expressed better as “peer pressure”, but that term is often portraying a negative light, and your association can make or mar your desire to learn.

Keeping close associations with students who do not have the interest to learn will have adverse effects on a good student. This is because apart from the factor that most of the student’s time is shared with his association (meaning he has no time to learn anymore), psychology has shown that the people we spend our time with often shape us more than we know. Thanks to our subconscious mind that picks up their habits.

However, an association with the Latin term for the first-class student of your class is sure to incite your desire to learn. There’s no doubt that any student hates to be the least-valuable in a group of similarly minded persons.

Interest

Even the simplest tasks can become arduous and frustrating when there’s no interest in performing it. This was best illustrated in a class exercise that required a group of students in detention to check for academized.com prices of services. Out of 10 of them, it was shocking that just two could draw up a correct quote.

Several studies have established that lack of interest is the absence of ability. A student who is unwilling to acquire knowledge in a particular field will hardly gain knowledge. On the other hand, a student in his area of interest will put in his best even if he is losing grounds.

Conclusion

Students’ natural curiosity motivates them a lot, and when this is undiluted, the desire to learn is remarkable. However, exposure to certain things tends to lead to a fall in this zeal, which means that the outside world may be playing a negative role in our learning desire.

Nevertheless, exams are great motivators of learning, so, eventually, it comes down to the student’s power. A student who has a negative in the three determinants of personal power discussed above will very rarely be motivated to learn even for exams.