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Tuesday, July 8, 2008

MOTIVATION - Continued

The elements of the model for developing expertise feature five key areas, Metacognition, Knowledge, Motivation, Learning, Thinking (Sternberg, 2005). Each area is fully interactive with influence in either direction. For example, knowledge leads to thinking and further thinking facilitates further knowledge (Sternberg, 2005). At the center of this model is motivation. Without motivaiton all the other key elements would remain static (Sternberg, 2005). Motivation is the driving force for metacognition which triggers learning and thinking which then cycles back to metacognition for review. This cycle demonstrates that the learner who is motivated to seek higher levels of knowledge through increased learning, thinking and metacognition has the ability to go from novice to competent to expert and increase self-efficacy in the particular areas of interest to the learner.
Urdan and Turner (2005) examined the implications for best practice in relation to competence motivation in the classrooms. The authors have included in their definition of competence motivation the concept of mastery. The intention of education is competence and mastery of skills and abilities (Urdan & Turner, 2005). However, some schools are still missing the fact that they are not actually developing competence in certain skill areas but instead focused on only motivating by using token economies and other tangible reward systems to behave well, be punctual or finish assignments (Urdan & Turner, 2005).
Urdan and Turner (2005) investigated key theories in competence motivation that have predominately been researched with an educative framework and application within the classroom. They have reviewed empiracal data for the following theories as they related to K-12 setting; acheivement goals, interest and intrinsic motivation, self-efficacy, expectancy-value theory, self-determinination theory and attribution theory. The authors found both important theoretical implications for the classroom as well as some cautionary advice on applying motivation principles in the classroom due to a lack of research specifically completed within the classroom in the area of competence motivation.

The first theory examined by Urdan and Turner (2005) was the theory of Achievement Goals. The premise of this particular theory states that people will engage or not engage in activities depending on the individual’s purpose for doing so. The individual’s purpose for achievement is referred to as the individual’s goals or goal orientations. Achievement goals are of three types, mastery, performance-approach, and performance-avoidance (Urdan and Turner, 2005).

Mastery goals represent a need to become competent by acquiring skills and through the understanding of new knowledge (Urdan & Turner, 2005). Mastery goals are considered goals that encourage positive feelings, motivation, and learning (Urdan & Turner, 2005). Researchers have stated that classrooms should incorporate more mastery goal structures within the classroom, to advance students effort, persistence, and use of sophisticated cognitive strategies (Urdan & Turner, 2005). Studies have found that teachers who incorporate more mastery goal orientated structures within their classrooms have more students that adopt personal mastery goal orientations, which promote achievement, self-efficacy, and positive affect in school (Urdan & Turner, 2005).

Performance goals are concerned with appearing able or unable to complete particular tasks. Urdan and Turner (2005) state that it is important to recognize that classroom goal structures which come out of a student’s adoption of personal achievement goals in the classroom do not distinguish between the approach and avoidance elements. Performance goal practices within the classroom typically make it obvious who the smarter student is, who is doing well and the comparing of one student to another. Studies have indicated that the more emphasis on performance goals within the classroom the more detrimental to motivational and behavioural variables (Urdan & Turner, 2005). Further research would be required to investigate whether defeated and discouraged youth develop more performance avoidance goals than mastery or performance-approach goals, which may affect competence in the academic setting and lead to a greater risk of leaving school.

Interest and intrinsic motivation are two concepts that play a significant role in competence motivation. People engage in certain activities because they have an individual interest in that particular activity. They also engage in situational activities that require a shorter attention span. Intrinsic motivation occurs without anyone exerting pressure to complete a task or activity. People intrinsically motivated engage in activities because they love the activity and wish to participate. Urdan and Turner (2005) state that intrinsic motivation comes from a variety of sources “the need for competence, interest in the material or activity, or perceptions of autonomy” (pg. 301). Urdan and Turner (2005) suggest that teachers focus on creating an environment that catches and holds pupil’s situational interests as individual interests are vast and varied, through the adaptation of the learning environment.

Self-efficacy is the perception of the skills and abilities of an individual to perform tasks in specific situations (Urdan & Turner, 2005). Students who perceive that they can accomplish a task or activity tend to exert more effort to complete the task and succeed at the activity. Self-efficacy beliefs can be a powerful predictor of achievement within an academic setting and as defined by Bandura (cited by Urdan & Turner 2005) created by “experience, vicarious experience through modelling success and failure, verbal persuasion from a respected source, physical cues” (pg. 302). Defeated and discouraged students need to experience success in activities that they believe they are not competent in, to increase their self-efficacy.

STUDENT MOTIVATION: STARTING POINT FOR LEARNING

School systems have tried to inject billions of dollars into alternative programming to increase academic achievement for defeated and discouraged students (Sagor and Cox, 2004). Sagor and Cox (2004) have stated that little success can be attributed to specific programming and pilot programs designed to help remediate those students experiencing school failure. Why is it so difficult to engage defeated and discouraged learners?

Educators refer to Psychology to investigate those theories that apply to student motivation and behaviour to address students who may be at risk of leaving school early. Many motivational theories can be examined that may be applicable to defeated and discouraged students however one motivational theory that has gained recognition in the past has been developed by Dweck and Elliot (2005) and is referred to as “Acheivement Motivation with Competence as the core” (Dweck and Elliot, 2005: 3).

Dweck and Elliot (2005) explain that the weakness of achievement literature has been the ability of the researchers to define the word “achievement”. The authors state that there is no conceptually constructed meaning of achievement and that the achievement literature lacks cohesion, and clear sets of parameters for researchers to build on (Dweck & Elliot, 2005). Without clear guidelines, developing a clear theoretical framework is near impossible especially when achievement theory has incredible potential to explain more than motivation for school, work and sport (Dweck & Elliot, 2005). Implementing this broader framework for achievement motivation researchers can begin to understand other issues in this domain (flow, creativity, cognitive strategies, self-regulated learning, coping and disengagement, and social comparison).

In order to address this weakness, Dweck and Elliot (2005) have proposed competence as the “conceptual core” of achievement literature (Dweck and Elliot, 2005: 5). The definition of “competence” as defined by Webster’s Revised Unabridged Dictionary is “a condition or quality of effectiveness, ability, sufficiency, or success”. By defining competence, researchers can then begin to understand such questions as, how is competence measured or evaluated. How are individuals motivated with regard to competence? How does competence effect defeated and discouraged students in determining their motivational levels for remaining and achieving in school?

Levels of competence can be measured with “concrete actions” (a toddler putting a peg in a hole) to specific outcomes (grades on a test) to identifiable patterns of skill and ability (playing baseball) to overarching characteristics (intelligence) to the “omnibus compilations” (life) (Dweck and Elliot, 2005: 6). This ability to measure competence than leads researchers to direct specific tasks and develop standards for those tasks, measure change over time or use normative comparisons (Dweck & Elliot, 2005).

Dweck and Elliot, (2005) have also noted that competence is an “inherent psychological need” of human beings (pg.6). Competence or incompetence is the driving force to accomplish specific tasks in our lives (Dweck & Elliot, 2005). Actions that are as simple as tying our shoes requires us to believe that we are either competent or incompetent at this activity which will effect whether we complete the task or not. This is also true for situations in our life that are social or publically based like preparing a speech to give to co-workers. Teachers can apply this theory to understand the underlying psychological processes in relation to competence that are occurring for defeated and discouraged students when examining their behaviour and desired learning outcomes.

Competence motivation can effect emotion and well-being in either a positive or a negative fashion through trying to attain competence and avoid incompetence (Dweck & Elliot, 2005). The emotions exhibited after a person feels they have competently completed a task could be one of joy and excitement. The opposite can also be true. Those who feel they have been incompetent at a task may feel discouraged, or anxious (Dweck & Elliot, 2005). Dweck and Elliot (2005) also states that people’s approach to a task may bring positive feelings, however the positive feeling like relief may have come out of avoiding incompetence by not completing the task. If the person has these prolonged feelings it may lead to the individual avoiding events at all cost in order to feel a sense of relief for not having to complete the task.

Researchers have found that avoidance of tasks in comparison to approach orientated motivation leads to decreased over all well being of the individual (Dweck & Elliot, 2005). The pursuit of avoidance goals do not provide individuals with the richness of experience that is required for them to grow and prosper. Defeated and discouraged students would be continually seeking experiences where they would feel competent but these situations may in fact be those situations that are negative for their long term well being. (Stealing, lying). School work and relationships with teachers would most likely have been negative throughout their school experience and the level of competence in this area would be very low thus leading to avoidance motivation which could effect whether they remain in school or not.

The question that remains is “How do teachers develop competence in defeated and discouraged learners?” Sternberg (2005) defines the development of competence as “the ongoing process of the acquisition and consolidation of a set of skills needed for performance in one or more life domains...” (pg. 15). Competence measured on a continuum includes those people just learning new skills at one end and the expert who has a deeper level of understanding and is efficient at applying the knowledge they possess at the other. This is relevant for teachers to understand that all of their students are on the continuum, which means teachers must evaluate where their students lay on that continuum. This is definitely not to say that defeated and discouraged students are at the beginning of the continuum on all skills, some skills they will be at the “expert” end. The teacher’s responsibility is to find the skills that the student is competent at and those tasks that students avoid due to fear of incompetency and develop interventions that focus on creating an increased level of competence in those skills that will help the student become successful.

Sternberg, (2005) has developed an acquisition model of competence explaining how abilities develop into competencies and competencies into expertise. Sternberg (2005) notes that individuals are in continuing stages of development and will differ in the time it takes to attain competence of a particular skill or ability. The capability for individuals to become competent is not necessarily some fixed prior level of capacity (IQ measure) but occurs through “purposeful engagement, involving direct instruction, active participation, role modelling, and reward” (Sternberg, 2005: 17).

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