Educ 5420 porfolio unit activity 4

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Nov 24, 2024

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Below are my main takeaways from the readings for this week: Nicholls - Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review Nicholls (1984) explained behaviour related to achievement as action intended to develop or demonstrate high ability rather than low ability. People are inspired, energized, or motivated by their accomplishments. According to Encyclopedia.com (2018), the purpose of a driven by success activity is to succeed, do well compared to an ideal, or exceed rivals. I will attempt to assist my students in creating a sense of personal obligation to work hard by encouraging a healthy kind of competitiveness in my classroom, while keeping in mind that not all children are created equal, now that I am aware that everyone wants to succeed. Students who interact well are more likely to be inspired and motivated to give it their all in a supportive atmosphere of competition (Ignite School, n.d.). It stimulates their curiosity, fuels their enthusiasm, and inspires them to pursue greater goals. Students have a chance to pick up new skills and improve upon their current selves. I can help my students become more motivated by giving them lots of chances to engage with one another. In this way, despite their disparities in skill, they will be inspired to achieve greatness through communication. Ryan & Deci - Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education Ryan and Da (2000) define intrinsic motivation as the process of performing an action because, for the most part, it is spontaneously interesting or wonderful, regardless of whether one values a challenge, an interest, or the natural excitement of curiosity. They will force someone to keep going in the face of difficulties because they are driven to succeed. Extrinsic rewards come

from sources outside of the person, such as point systems or stickers awarded for completion of tasks successfully. I've concluded after reading this post that intrinsic motivation is the best type of motivation when taking my surroundings into account. The country has a corrupt culture since it is common practice for many government agencies to require the payment of a bribe in order to receive services. To the greatest extent feasible, I want to instill in the children an urge to work diligently to succeed after finishing a task, rather than the need for motivation for work completed. Although Valerio (2012) agreed that monetary rewards have a place in the classroom, they should only be used in conjunction with the improvement of students' intrinsic drive or skills. I believe allowing students to have liberty in the classroom, giving them constructive criticism, helping them see the value in their work, accepting failure, and not punishing them are all effective ways to support students' development of intrinsic motivation, even though I may at times employ intrinsic motivation. Senko - Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. Gentzel., & D. Mikelle. (Eds.), Handbook of Motivation at School The achievement goal theory emphasizes two things: performance goals and accomplishment goal theory. This week, I read that students should post their completion of objectives to encourage themselves to keep learning. Mastery goals are more effective than performance goals since a student's enjoyment is independent of external cues (Vanderbilt University, n.d.). When their success is based on their level of mastery, students are more likely to be motivated to work even harder and are less likely to give up when learning gets difficult.

Walton & Cohen - A question of belonging: Race, social fit, and achievement. Journal of Personality and Social Psychology According to Walton and Cohen (2017), stigmatization makes people doubt who they are. "relating ambiguity, defined as the general concern about the extent of one's social connections in an academic setting, has been found to be a significant component of academic achievement and diligence," Hohne and Zander (2019). Social isolation has a detrimental effect on a student's performance regardless of ability. All students should feel like they belong in a classroom, no matter what their circumstances are. My objective is to lessen differences among my students, particularly those that concern race, religion, performance in school, and ethnicity. Respect for one another is one of the core principles that will be taught in the classroom. Students who feel accepted for who they are and where they are from will be happier to learn when given the opportunity to interact with people without worrying about being criticized. Weiner, B. (1985, November). An attributional theory of motivation and emotion. Psychological Review According to Weiner, a person's motivation to finish a task is determined by how valuable they believe the activity to be. If a student feels they will not be able to answer a question in class, they won't try as hard. In front of the entire class, the teacher in my class posted an arithmetic question on the board, and she requested us to answer it. Unfortunately, I made a mistake. As was traditional, I was given the cane and chastised in front of the classroom. When some of my students made fun of me, I felt very embarrassed. My mentality was severely impacted by this experience, and even though I always knew the answer to a problem, I never tried it out of fear of not accomplishing. After going through it, I'm determined to improve for my students by

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encouraging them to try and fail rather than remain silent. Students will be inspired to keep trying if I allow them to express themselves without criticizing or passing judgment on them. Wigfield & Eccles - From expectancy-value theory of achievement motivation. Contemporary Educational Psychology According to the expectation value theory, students would put in more effort in pursuits they find meaningful and in which they aspire to achieve greatness (Cooper et al., 2017). After reading this essay, I've realized the importance it is for me to assist my students in seeing the worth of their education and their prospects for success. When a student perceives a subject as difficult, they quickly lose interest since they don't believe they can pass it. This teaches me that I must personalize my instruction because each student in the classroom is unique and has a variety of skills. This will help to keep students from being disheartened if they think they can work hard and still not achieve their goals. I have to employ a variety of strategies to help me never forget that each student is an individual. I have to always remember that each student is an individual, and that I can have a big impact on how much they participate in class and how freely they may express themselves through applying a variety of encouraging techniques. I now see that, even though this was not the case in my prior classroom experiences, I have the ability to encourage learning. When I do this, I give my students the freedom to learn by creating an environment that is full of anticipation and joy. References Cooper, K. M., Ashley, M., & Brownell, S. E. (2017). Using Expectancy Value Theory as a Framework to Reduce Student Resistance to Active Learning: A Proof of Concept. Journal of microbiology & biology education, 18(2), 18.2.32.

Hohne, E., and Zander, L. (2019, August 13). Sources of Male and Female Students’ Belonging Uncertainty in the Computer Sciences. Frontiers in Psychology: Educational Psychology. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01740/full Ignite School. (n.d.). Benefits of Competition in the Classroom. Retrieved October 5, 2023. https://igniteschool.ae/benefits-of-competition-in-the-classroom/#:~:text = 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://pdfs.semanticscholar.org/9c21/f24fcc082e08036fa18aa848948039753fce.p df? _ga=2.133499470.1906292252.1613750401-881693912.1613750401 Valerio, K. (2012). Intrinsic motivation in the classroom. Journal of Student Engagement: Education Matters, 2(1), 30-35. https://ro.uow.edu.au/jseem/vol2/iss1/6 Vanderbilt University. (n.d.). Mastery Goals. October 5, 2023. https://my.vanderbilt.edu/pasltoolkit/goal-achievement/mastery-goals/#:~:text = 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

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