What most likely motivates Haley, a fifth-grade student with an intellectual disability, to succeed?

What most likely motivates Haley, a fifth-grade student with an intellectual disability, to succeed?

• A. Extrinsic rewards from teachers
• B. Peer pressure to excel
• C. Intrinsic motivation
• D. Parental expectations

Answer: (C)

Haley's motivation to succeed is most effectively represented by intrinsic motivation. This type of motivation arises from within the individual, driven by personal satisfaction, curiosity, or a desire to master a skill or concept, rather than through external rewards or pressures. For a fifth-grade student with an intellectual disability, fostering an internal sense of accomplishment can be particularly powerful. When students feel a personal connection or interest in their learning, they are more likely to persist through challenges and engage deeply with the material. While external factors like rewards, peer pressure, or parental expectations can influence a student's motivation, intrinsic motivation is more sustainable and impactful in the long term. It encourages students to take ownership of their learning, leading to self-directed growth and resilience. In the context of special education, helping students find their intrinsic motivators—such as interest in a subject or pleasure in achieving personal goals—can significantly enhance their educational experience and success.

Haley's motivation to succeed is most effectively represented by intrinsic motivation. This type of motivation arises from within the individual, driven by personal satisfaction, curiosity, or a desire to master a skill or concept, rather than through external rewards or pressures. For a fifth-grade student with an intellectual disability, fostering an internal sense of accomplishment can be particularly powerful. When students feel a personal connection or interest in their learning, they are more likely to persist through challenges and engage deeply with the material.

While external factors like rewards, peer pressure, or parental expectations can influence a student's motivation, intrinsic motivation is more sustainable and impactful in the long term. It encourages students to take ownership of their learning, leading to self-directed growth and resilience. In the context of special education, helping students find their intrinsic motivators—such as interest in a subject or pleasure in achieving personal goals—can significantly enhance their educational experience and success.