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A person’s gift can for example be used in intrinsic motivation to create an attitude that the person has potential that can be used to achieve success in other fields. None academic gifts can therefore be intrinsic motivators towards a student’s academic progress (Marquis and Huston, 2008).
‘Self-initiatives’ into undertakings can be explained from the concept of motivation. Individual who are ‘self-motivated’ will for example have the drive to perform activities without being asked to do so (Marquis and Huston, 2008).
Motivation and giftedness are mutually related. Motivation for instance facilitates perfection of gifts while gifts act as a factor to motivation. A gifted individual is for instance confidence and ‘self-motivated’ into ventures (Marquis and Huston, 2008).
Improving motivation and task completion among students is achievable through focusing “on the needs and wants” of the students and application of “appropriate motivational strategies” (Marquis and Huston, 2008, p. 422).
While intrinsic reward refers to utility that a person derives, extrinsic reward is outwardly and observable by other people. Intrinsic rewards are therefore better motivators as they are built within a person as opposed extrinsic motivators that are easily influenced by a person’s environment (Waren, 2002; Marquis and Huston,
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The research explores the background that defines social interactions of non-native English students in academic settings. The interplay of social and cultural aspects in the supervisor-student relationships, may offer challenges with regard to language development, which may by extension affect the relationship between non-native English students and their supervisors.
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