When we are young, we all want to fulfill ourselves. We all want to be the best, no matter what. There is a need to show everyone, including ourselves, that we are capable of doing great things: jumping high, running fast, gaining hidden knowledge, or even sensing potential distinctions within ourselves. This ambition to achieve is so great that it manifests itself in the early years and continues to manifest itself throughout school age and into adulthood. There are numerous factors that contribute to a student's goal achievement that could increase their chances of success, and these factors can come from various aspects of a student's life: parents, siblings, peers, and teachers. Several researchers argue that the basis of motivation is formed only on extrinsic factors, which simply reaffirm a student's desires and which cannot create new beliefs or desires in the student. However, Alfred Bandura's research shows that motivation can be based on internal factors (also known as self-efficacy) and can not only create new beliefs within a student, but can also influence test scores, grades, and many other aspects of a student's work. . What are the real differences between extrinsic and intrinsic factors of motivation, and which, if any, has a real impact on students and peers in the educational role? Although credit for a student's success has been given to these external sources, the real credit should be given to self-efficacy which, in adequate amounts, can not only influence students' goals, actions, and successes, but can also enable them to shape their future. Many views of motivation are divided into two categories, extrinsic or intrinsic, and can be further divided into two views: behavioral or toothed... middle of paper... .chigan: Institute for Teaching Research: Michigan State University. Lepper, Mark R. 1988. Motivational Considerations in the Study of Education. Cognition and Education 5(4): 289-309.Pajares, Frank, and M. David Miller. 1994. Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology 86 (2): 193-203. Pintrich, Paul R., and Elisabeth V. de Groot. 1990. Motivational and self-regulated learning components of academic performance in the classroom. Journal of Educational Psychology 82 (1): 33-40. Schunk, Dale. 1991. Self-efficacy and academic motivation. Educational Psychologist 26(3): 207-231.Urdan, Tim, Carol Midgley, and Eric M. Anderman. 1998. The role of classroom goal structure in students' use of self-handicapping strategies. American Journal of Educational Research 35 (1): 101-122.