Discussion: Internalization
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Discussion: Internalization
Internalization is described as the process of absorbing external ideals and objectives and converting them into one’s own. Internalization of behavior, also known as motivation regulation, is divided into two subgroups autonomous motivation, in which people promote and comprehend the goals established by social influences as their own, and controlled motivation, in which individuals perceive one’s goals as enforced on them by foreign factors. Students’ motives for undertaking learning tasks at school are expressed through regulated and autonomous motivations (Tarnow, 2010). Controlled motivation refers to doing something because one is driven to comply with external expectations or to avoid emotions of guilt or shame. Defined and intrinsic motives, on the other hand, reflect autonomous motivation and relate to doing something because it is individually significant or simply because it is enjoyable.
Internalization procedures are a natural component of a student’s self-regulation. Individuals utilize these processes when they believe they are required, and they adjust to new activities and any demands placed on them by the surroundings. Thoughts, ideas, methods, and approaches are used to describe internalized processes in the mind (Tarnow, 2010). Internalization procedures may help you enhance your abilities now and in the future. It’s also worth noting that children’s internalization mechanisms are distinctive in that children learn mastery goals from watching others, and internalization will become more comprehensive with growth.” Internalization evolves and improves with children as they mature and develop, while adults have already acquired internalization.
Studies are often concerned in the relationships between teacher autonomy, assistance, and control, as well as student performance as measured by engagement vs. disengagement. The level of active participation a student has in a learning activity is referred to as engagement (Tarnow, 2010). It’s a multifaceted concept with behavioral, intellectual, and emotional elements. This notion relates to a student’s participation (or lack thereof) in a learning process in terms of focus, effort, and perseverance.
References
Tarnow, K. G. (2010). Building a Science of Nursing Education: Foundation for Evidence-Based Teaching-Learning. Nursing Education Perspectives, 31(1), 55.