Six Take-Home Messages from The Reading of Nicholls' (1984) article, Ryan and Deci's (2000) article, Senko's (2016) article, Walton and Cohen's (2007) article, Weiner's (1985) article, and Wigfield and Eccles' (2000) article.

 Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

The reading materials on "Achievement Motivation in School" have been enlightening, and I have gained a lot of insight that will inform my teaching practice. The various theories discussed in the course have significant implications for education, particularly for teachers working with children and adolescents.

Upon reading Nicholls' (1984) article and the studies that support its findings, one take-home message is that students' beliefs about their ability can affect their motivation to learn and their choice of tasks, and I am reminded of my own experiences as a student. I recall times when I felt discouraged or unmotivated to learn because I believed my abilities were fixed and could not be improved. In retrospect, I see that this way of thinking was constrictive and kept me from realizing my full potential. I concluded that students who have an incremental view of ability—that is, who believe that ability is malleable and can be improved through effort—are more likely to stick with difficult tasks and have higher levels of achievement motivation than students who have an entity view of ability, which holds that ability is unchangeable and fixed. The studies mentioned, such as those by Dweck and Leggett (1988) and Blackwell et al. (2007), highlight the importance of promoting a growth mindset in students. I believe that educators and parents can play a crucial role in instilling this mindset in children. By emphasizing the idea that abilities can be improved through effort and modelling a growth mindset, educators and parents can help students develop a more positive attitude toward learning (Dweck & Leggett, 1988; Blackwell et al., 2007). In my opinion, this is especially important in today's rapidly changing world, where new skills and knowledge are constantly emerging. By promoting a growth mindset, students can feel empowered to take on new challenges and embrace lifelong learning. Increased academic success and personal development may result from this. I understood that I should promote the notion that ability can be enhanced through effort and model a growth mindset in my classroom to use this information in my efforts to increase student motivation. This can be accomplished by offering detailed feedback that emphasizes effort and development, by giving difficult but doable tasks, and by establishing a secure and encouraging learning atmosphere where mistakes are seen as opportunities for growth. By promoting a growth mindset and focusing on effort and improvement, I can help my students develop a more positive attitude toward learning and increase their motivation to achieve their goals. I believe that this approach can help students develop a more positive attitude toward learning and ultimately achieve their full potential.

One take-home message from Ryan and Deci's (2000) article is that intrinsic motivation (i.e., doing an activity for its inherent enjoyment and satisfaction) is more beneficial for long-term engagement and learning than extrinsic motivation (i.e., doing an activity for external rewards or punishments). They argue that intrinsic motivation leads to more autonomous and self-determined behaviour, which fosters a sense of ownership and commitment to learning. Upon reading Ryan and Deci's (2000) article, I found myself reflecting on my own experiences as a student and how they relate to the importance of intrinsic motivation for long-term engagement and learning (Dweck, 2006). Looking back, I can see how certain learning experiences that tapped into my intrinsic motivation, such as research projects where I had the freedom to choose my own topics, were much more engaging and memorable than those that relied solely on external rewards or punishments. To utilize this information when working to increase student motivation, as a teacher, I can see the value in providing similar opportunities for my students in the classroom to feel a sense of control and ownership over their learning. The key to increasing student motivation is to tap into their intrinsic motivation, which can be achieved by providing them with choices and opportunities for self-expression and creativity. This will help students feel a sense of control and ownership over their learning, leading to increased intrinsic motivation. Additionally, I realize the importance of providing meaningful feedback that focuses on the process of learning rather than just the outcome, as this can enhance students' sense of competence and mastery, further foster intrinsic motivation, and promote long-term learning and growth (Hattie & Timperley, 2007).

One take-home message from Senko's (2016) article is that students' achievement goals can influence their motivation and academic performance. Specifically, students who adopt mastery goals (i.e., the desire to develop competence and learn new things) tend to have higher levels of intrinsic motivation, while those who adopt performance goals (i.e., the desire to demonstrate competence and avoid failure) tend to have higher levels of extrinsic motivation but may also experience anxiety and stress. Upon reflecting on Senko's (2016) article, I realize the importance of promoting a mastery-oriented classroom environment that encourages students to focus on learning and growth rather than just grades and performance outcomes (Elliot & Dweck, 2005). As a student myself, I have noticed that when I focus solely on grades or performance outcomes, my motivation is often driven by extrinsic factors such as fear of failure or desire for recognition (Deci et al., 1999). However, when I approach my studies with a desire to learn and develop my skills, my motivation becomes more intrinsic, and I am more likely to engage with the material in a meaningful way. To utilize this information when working to increase student motivation, as a teacher, I can apply this understanding by providing opportunities for my students in the classroom to explore their interests and make choices about their learning. I realized that I should emphasize the process of learning rather than just the final product, which can help students develop a love for learning and a sense of intrinsic motivation. Additionally, I should help my students set achievable goals that focus on mastery and improvement rather than just performance outcomes by working with them to set goals and providing support and feedback to help them achieve those goals. By doing so, I can create a more positive and supportive learning environment that fosters intrinsic motivation and encourages long-term engagement and academic success.

Walton and Cohen's (2007) article has several important lessons, one of which is that a student's motivation and academic success can be significantly impacted by their sense of social belonging. Particularly, students are more inclined to feel motivated to engage with academic material and perform well in school when they feel like they belong in their school or classroom environment. When I think back on Walton and Cohen's (2007) article, I can remember instances in my own academic career where I felt a sense of social belonging and how it influenced my motivation and academic performance positively. A sense of social belonging is favourably correlated with academic motivation and performance, according to Walton & Cohen's (2007) findings in one of their research. In high school, I was part of a small learning community within a larger school setting. Being part of this community allowed me to build relationships with my teachers and classmates, and I felt like my contributions were valued. This sense of belonging motivated me to engage with the academic material and perform well in my classes. To utilize this information when working to increase student motivation, as a teacher, I can use this information to create a classroom environment that promotes a sense of belonging and inclusivity for my students. Research has shown that creating a classroom environment that promotes inclusivity and belonging can lead to increased engagement and academic success (Gregory & Weinstein, 2008). I can set norms that promote courteous interaction and teamwork, provide students with the chance to connect with one another and the wider school community and foster a safe learning atmosphere where students feel that their opinions matter. By doing this, I can foster an atmosphere that is upbeat and encouraging, which will motivate my students to engage with their academic subjects and do well in school. They will also feel like they are part of a community that values and listens to their opinions.

One take-home message from Weiner's (1985) article is that students' motivation and emotional experiences are shaped by the way they attribute their successes and failures. Specifically, the idea that students' beliefs about the causes of their academic outcomes can influence their motivation and emotional reactions is supported by several studies (Dweck, 2006; Elliot & Church, 1997). In high school, I recall encountering difficulties in math and frequently feeling discouraged and unmotivated. In retrospect, I see how my rigid thinking and conviction that I was just "bad at math" were responsible for my unfavourable emotional experiences and lack of desire. If my teachers had stressed effort and development more in their feedback and pushed me to see my challenges as chances for improvement, I might have acquired a more flexible attributional pattern and a stronger desire to do better. According to research, encouraging students to adopt a growth mindset—one in which they see obstacles as chances for personal development and are confident that they can get better with practice—may boost their motivation and academic performance (Blackwell et al., 2007; Yeager & Dweck, 2012). To utilize this information when working to increase student motivation, as a teacher, I can apply this knowledge by providing feedback that emphasizes effort and progress, rather than just performance outcomes, and by encouraging my students to view their struggles as opportunities for growth. I am now more aware of the impact that my feedback and teaching approach can have on my students' beliefs and motivation. I realized that I can play a key role in helping my students in the classroom develop more adaptive attributional patterns, which can significantly impact their motivation and emotional experiences. To achieve this, I should encourage my students to reflect on specific factors that contributed to a poor grade rather than attributing it to a lack of ability. Emphasizing effort and persistence in achieving success can further reinforce a growth mindset, where students believe their abilities can improve with practice. By doing so, I can help my students develop more adaptive attributional patterns and a growth mindset, leading to increased motivation and academic success.

One take-home message from Wigfield and Eccles' (2000) article is that students' motivation to achieve is influenced by their beliefs about the value and attainability of academic tasks. Specifically, students are more likely to be motivated to engage in academic tasks when they perceive those tasks as valuable and within their reach. Wigfield and Eccles' (2000) article resonates with my own experiences as a student, as I can recall how my motivation to engage in academic tasks was influenced by my beliefs about their value and attainability. I remember feeling more motivated to work on assignments that I saw as relevant to my personal goals and interests and that I believed were achievable. To utilize this information when working to increase student motivation, as a teacher, I realized the importance of helping students see the relevance and importance of academic tasks to their personal lives, as well as supporting them in setting and achieving realistic academic goals. Research has shown that helping students see the relevance and importance of academic tasks to their personal goals and interests, as well as supporting them in setting and achieving realistic academic goals, can increase student motivation (Schunk & Zimmerman, 2012). From now on, I should increase student motivation by helping them see the relevance and importance of academic tasks to their personal goals and interests and by supporting them in setting and achieving realistic academic goals. Studies have found that setting specific, challenging, and achievable goals can lead to increased motivation and academic performance (Locke & Latham, 2002). For instance, a science teacher could link a lesson on climate change to real-world issues like environmental conservation or public health, while a math teacher could help a struggling student set a goal to improve their performance on a specific type of problem and provide feedback and support as the student works towards achieving that goal. By doing so, we can increase students' motivation to engage in academic tasks and improve their academic performance. I am now more mindful of how I can help my students see the connections between academic content and their own lives and how I can support them in setting and achieving meaningful and achievable goals.

In conclusion, the reading materials on "Achievement Motivation in School" have helped me better understand the developmental needs of my students and how I can support them in their learning journeys. By incorporating the various theories into my teaching practice, I can create a more inclusive and supportive learning environment that meets the diverse needs and strengths of all learners.

References

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627-668. https://doi.org/10.1037/0033-2909.125.6.627

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House Digital, Inc. https://www.amazon.com/Mindset-Psychology-Carol-S-Dweck/dp/0345472322

Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295x.95.2.256

Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-232. https://doi.org/10.1037/0022-3514.72.1.218

Elliot, A. J., & Dweck, C. S. (2005). Handbook of Competence and Motivation. Guilford Press. https://www.amazon.com/Handbook-Competence-Motivation-Andrew-Elliot/dp/1593851232

Gregory, A., & Weinstein, R. S. (2008). The classroom environment and student outcomes: An overview. In Handbook of motivation at school (pp. 247-266). Routledge. https://doi.org/10.4324/9780203888924-16

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. https://journals.sagepub.com/doi/abs/10.3102/003465430298487

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705

Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346.  http://gribouts.free.fr/psycho/menace%20du%20st%E9r%E9o/nicholls%20-%20malleable.pdf

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education, 25, 54-67.  https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf

Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.

Senko, C. (2016, January). Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. Wentzel., & D. Miele. (Eds.), Handbook of Motivation at School, Vol. 2. ResearchGate. Retrieved from https://www.researchgate.net/publication/312591307_Achievement_Goal_Theory_A_Story_of_Early_Promises_Eventual_Discords_and_Future_Possibilities

Walton, G. M., & Cohen, G. L. (2007). A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology, 92(1), pp. 82-96. https://www.goshen.edu/wp-content/uploads/sites/2/2016/08/WaltonCohen2007.pdf

Weiner, B. (1985, November). An attributional theory of motivation and emotion. Psychological Review, (92) 4, pp. 548-573. https://www.researchgate.net/profile/Bernard_Weiner/publication/19257755_An_Attributional_Theory_of_Achievement_Motivation_and_Emotion/links/5434140a0cf294006f734b2c/An-Attributional-Theory-of-Achievement-Motivation-and-Emotion.pdf

Wigfield, A., & Eccles, J. S. (2000, January). From expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25 (1), pp. 68–81. https://www.sciencedirect.com/science/article/pii/S0361476X99910159

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. https://doi.org/10.1080/00461520.2012.722805