Positive motivation is essential to true learning. Negative motivation should be avoided with all but the most overconfident and impulsive learners. Slumps in learning are often due to declining motivation. Motivation does not remain at a uniformly high level. It may be affected by outside influences, such as physical or mental disturbances or inadequate instruction. 

The instructor should strive to maintain motivation at the highest possible level. In addition, the instructor should be alert to detect and counter any lapses in motivation. 

## Where Does the Motivation to Learn Come From? 

Motivation to learn can come from many sources. Some learners have a fundamental interest in aviation and experience sheer fascination with aircraft or with the experience of flight. Other learners may decide that aviation provides an opportunity to develop a wide variety of technical, physical, communication, and problem-solving abilities. Some see aviation as a way to boost their self- image or ego. Other learners are motivated by tradition and wish to follow in the footsteps of a relative or close friend. Some learners are motivated to pursue aviation training because it offers a promising career. To others, aviation offers prestige or acceptance within social groups. Some may think that aviation offers fun and excitement or simply a more convenient form of transportation. All of these sources of motivation have one thing in common: they all offer some type of reward in exchange for performing the hard work. 

Aviation instructors should keep in mind that adult learners who are motivated to seek out an educational experience do so primarily because they have a use for the knowledge or skill being sought. Learning is a means to an end, not an end in itself. Based on this, it is important instructors determine why a learner enrolled in the course. Based on preference and/or class size, an instructor can conduct a brief personal interview with the learner or have them complete an information form. Asking questions such as “Why are you taking this course?” or “How do you plan to use the information you learn in this course?” may be all that is necessary.$_{ }$ 

## Learner Questionnaire 

A short questionnaire can be helpful in gathering additional background information. For example, it is helpful to know a learner’s$_{ }$ familiarity with the subject matter. Questions such as “Have you ever taken a course in aircraft maintenance?” or “Have you ever flown a small airplane?” or “Have you had any on-the-job training in avionics?” should garner the type of information needed.$_{ }$ 

A short questionnaire also offers an instructor the chance to discover how different learning styles may improve knowledge transfer (small groups, independent study, etc.). Another possible way to gather information about a learner is to have him or her write a brief autobiography which includes any experience with the subjects being taught. However an instructor gathers information about learners, the information helps the instructor allow for not only personal learning goals for the course, but also the goals and motivations of the learners, their background in aviation training, as well as their preferences. An instructor armed with this information can make the experience beneficial to all involved. 

## Maintaining Motivation 

Motivation is generally not something that can be transferred from one person to another. Instructors should become skillful at recognizing problems with motivation and at encouraging learners to continue to do their best. 

## Rewarding Success 

Positive feedback encourages learners. Practice positive feedback frequently by: 

⦁ $_{Praising incremental successes during training. }$ 

⦁ $_{Relating daily accomplishments to lesson objectives. }$ 

⦁ $_{Commenting favorably on learner progress and level ability. }$ 

For example, as the learner progresses through training, remark on the milestones. When a learner first performs a task alone, congratulate him or her on having learned it. 

When that same skill reaches an intermediate level, point out that the learner’s performance is almost consistent with the requirements of the Airman Certification Standards (ACS), the set of standards detailing the knowledge and skills an airman needs to possess and demonstrate to obtain a pilot certificate. When performance is equal to the ACS requirements, comment favorably on the skill acquisition. When learner performance exceeds ACS requirements, point out what a benefit this will be when the learner performs under pressure during a practical test or on the job. 

