Identify one take-home message or educational implication for each of the readings listed in the Reading Assignment of this unit. Think about the information presented in the learning resources and ho

Identify one take-home message or educational implication for each of the readings listed in the Reading Assignment of this unit. Think about the information presented in the learning resources and how you can utilize it when working to increase student motivation. There are 6 readings, which means you will create 6 take-home messages. Each take-home message or educational implication must be followed-up with an example to illustrate your thoughts. 

References

1. 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 

• This article introduces the concept of achievement behavior and its effect on ability (high or low). This article also looks at how seeking assistance differs between those with high vs low perceived ability.  The author also examines the correlation between effort and ability.

2. Ryan, R. M., & Dcri, 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.pdf?_ga=2.133499470.1906292252.1613750401-881693912.1613750401

• Intrinsic motivation is internal to an individual, whereas extrinsic motivation is external to an individual. Be sure to pay close attention to the new directions regarding these two motivational types, including how extrinsic motivation can become internal.

3. 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 Researchgate.

• Goals are at the crux of all motivation, and students’ achievement goals are no different. Achievement Goal Theory focuses on goals for mastery (skill building) and goals for performance purposes (to receive an A or to demonstrate competence). As you read this text, think about the ways in which you can increase students’ goals for achievement, as they relate to developing a mastery orientation.

4. 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 

• School belonging is related to achievement motivation. However, feelings of belonging differ as a function of student characteristics such as race. Think about the ways in which you can make all students feel welcomed at school, regardless of their individual characteristics.

5. 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 

• Weiner is the leading theorist on Attribution Theory, which emphasizes the meaning we ascribe to events in our lives. If someone doesn’t return our phone call in a timely manner, then we develop an explanation to explain their behavior. Similarly, when students succeed or fail an exam, quiz, assignment, or class, they ascribe meaning to that failure (e.g., “the task was too hard,” “the teacher didn’t explain the test material in enough detail,” “I didn’t study as hard as I should have,” etc.). When students perform well of an exam, quiz, or assignment, they also ascribe meaning to that success (e.g., “I studied hard,” “luck and a prayer carried me,” “the teacher went easy on me.”). Attributions to effort and persistence will have positive consequences even in the face of failure, whereas attributions to aptitude or ability and luck will have negative consequences related to feelings of failure. Thus, as educators, you must remind students that their level of achievement is related to their effort and persistence when facing adversity.

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

• Wigfield and Eccles established a great theory that focuses on students’ expectations for success and the value they place on goals and tasks. If students expect to receive an A or B in a class, then these students will likely do what it takes to perform well in the course If students place value on a task for their future success, then they will likely succeed on that task and utilize what was gained for future use. As you read this document, please think about how you will utilize this information in an educational setting.