Students feel motivated to learn if the task is

Correct option is C

Students feel motivated to learn when tasks are related to their lives because such tasks connect academic content with their personal experiences, interests, and future aspirations. This connection makes the learning process meaningful and engaging. When students see the relevance of their studies to their real-world situations, they are more likely to invest time and effort in learning, fostering intrinsic motivation.

Information Booster:

1. Relevance Drives Motivation: Students perform better and feel encouraged when they perceive tasks as beneficial to their lives or future goals.
2. Engagement with Contextual Learning: Incorporating real-life examples into lessons increases understanding and retention.
3. Intrinsic Motivation: Connecting tasks to students' experiences fosters a deeper internal desire to learn.
4. Reduced Dropout Rates: Students are less likely to lose interest in school when tasks align with their aspirations and day-to-day experiences.
5. Personalized Learning: Tailoring lessons to student interests and real-world applications enhances their curiosity and participation.

Additional Knowledge:

(a) Irrelevant: Tasks perceived as unrelated to students' lives or goals lead to disengagement. For example, teaching theoretical physics to students interested in creative arts without explaining the connection may feel irrelevant and decrease interest.

(b) Unchallenging: Tasks that are too simple fail to stimulate critical thinking, leading to boredom. Students need tasks that push their limits slightly beyond their comfort zones (the "zone of proximal development") to maintain interest.

(d) Very abstract: While abstract tasks are important for higher-order thinking, they can demotivate students if presented without concrete examples or applications. For example, discussing quantum mechanics without real-world analogies might feel disconnected for many learners.