Competence Beliefs, Achievement Values And Self-Determination Summary

There are many factors that can help a child achieve a better outcome in a school setting, as teachers we should be able to identify each of our student’s individual strengths, their pastimes and how can we support their needs so that they can master their full potential.

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

A number of contemporary theories were developed in order to understand the way that children gain knowledge during their developmental stages. Those theoretical paradigms have been widely used as the foundation to create appropriate methods for students in the practical education setting. Among various concepts, the mode of learning showing and doing which is known as socio-cultural perspectives, and the learning mode of motivation referring to the behavioral perspectives are two most popular theories being applied on teaching and learning. This paper will focus on comparing and describing the connection of those learning modes and theories to learning and teaching including their benefits and limitations, as well as analyze how educators

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54-67. doi:10.1006/ceps.1999.1020

Children and young people self-esteem can be built by goals and target through completion and reaching a goal. When these happen, they begin to have the sense of achievement and success. This can have a positive effect on their self-esteem and also motivate the children and young people to work hard. Achievements and success can also be celebrated if necessary. However importantly, the goals should be challenging but realistic and achievable for child or young person. It is argued that children should be given significant opportunity to express their views and input their ideas in goal setting. But then, a professionals including the parents must guide to make realistic. The goals and target must be inspiring and require hard work as well.

To me it seems that achievement level amongst boys and girls are bias and in favorable to girls. The book states the first grade of primary schools to the last grade of high school, girls tend to achieve higher grades than boys and have higher educational aspiration (Arnett, 20113). Girls tend to enjoy school environment more (Arnett, 20113). Boys typically do worse in school because expectation are generally lower than the expectation for girls. Stereotypes surround boy’s underachievement at school. Beliefs in their own academic inferiority could translate into lower school grades among boys. Stereotypes can impair boys test performance through stereotype threat and how to counteract them. There are several explanations of boy’s underachievement.

The present study examines the achievement attributions of school aged Australian children. Its aim was to investigate the internal and external factors relating to the attribution of success and failure in particular academic domains. The study used Bernard Weiner’s (1974) attribution theory to foreground the ideas behind the hypothesis. A total of 13 children participated in the study. Participants included 5 boys aged 6-13, and 8 girls aged 6-15. A questionnaire presented both qualitative and quantitative results. It was found that attributions to success and failure interrelated among some of the variables and academic domains, with other attributions revealing opposing results that suggested gender differences in the attributions of achievement among boys and girls. It was found that girls tend to attribute success to effort more so than that of their male counterparts. Boys show a greater difference between their attribution of success and failure with their attributions linked greater to the variables which expressed interest in tasks. Results are further discussed with attribution theory and academic journal studies.

Diverse factors boost or weaken the motivation of an individual. The self-determination hypothesis of motivation acknowledges the significance of mindfulness to inbuilt motivation. In-built motivation is independent and comes from self-generated interests and personal objectives. It creates the encouragement to act volitionally. It is more projecting of positive emotional outcomes and diligence compared to motivation built externally (Saltzman 2014). The fundamental elements of intrinsic motivation are independence, competence, and relations with others. Informational feedback is generated by the social response to individual 's activities. Positive responses enhance independent motivation while negative response diminishes it and creates a lack of motivation to act. Negative feedback reduces behaviors that fail to elicit the preferred reaction. On the other hand, extrinsic motivation emanates from an individual or the society. It can be internalized if it is concordant with intrinsic motivations. Nevertheless, modifying behavior relating to non-concordant external influences could create the logic of being outwardly compelled, incompetent, and detached from the others. According to the study, classroom plays the role of a place where necessary control on students is done.

Working in a group or with an organization where they have diverse individuals with different characters is an important tool that helps people determine their strength and areas of development when working with others. It helps indicate one’s level of competency, self-efficacy and self-esteem; it also helps people to measure his or her potencies. Strength I have demonstrated thus far in my placement that I can strongly relate to this assignment is open-minded. I picked this because I am open-minded enough, and this makes self-disclosure easy for me to manage when working with different individuals. Within the context of my professional learning, it is required for a Social Service Worker to build trust with their clients in order to provide competent and effective services. Sometimes last month, I cannot remember the exact day. A gentle men client in his sixtyish walked into my placement, I did not notice who he was or exactly what he wanted at first, but he eventually walked up to my desk asking about our employment services. His name is Roger. At this time, one of the employment service worker staffs named Latoya was at her desk close to my desk since she and I share the same desk as an employment worker. That is, Roger, Latoya, and I were involved. The client in question came to me talking a lot of things about his life, how miserable he believe is life is because he could not secure a job. He mentioned how many times he has sent out resume to many job postings, but did

Although in Western culture expectations of gender have changed, there are still gender expectations that exist within Western cultures. Women are still expected to be the caregivers, soft, and weak while Men are expected to be strong and powerful. Instead of families letting their children pick what they want to play with, “they give girls baby dolls to play with to enhance maternal and caring feelings and give boys sporting equipment which emphasizes feelings of power, aggressiveness, and leadership” (Moet 1). Children associating themselves with these activities foreshadows what their future holds for them. These early gender preparations influence the children's understanding to strongly develop that role. These traits become robotic to children and influence the ‘normal’ gender identity for a particular sex and how to behave as a male or a female. Educationally, Western culture engages in believing that boys are better at math. Western society places a heading on women that their educational values are being a wife and mother which deemphasize their intellectual abilities. Unfortunately, young women engaging in getting an education feel turned down because they fall into the trap of believing boys are better at math than girls which causes them to achieve lower math scores. The discouragement does not come from “boys are better than girls at math but because boys think they are better at math” (Davis 3). Young women are beginning to question whether they have the

Over the course of the last 10 years, cultural and socioeconomic factors, cultural and social capital, self-efficacy, and self-handicapping have been studied as contributors to academic achievement and attainment. Cultural status refers to the customs, values, and traditions whereas socioeconomic status refers to the social and economic factors influencing attitude, character, lifestyle, and decisions. It is important to study how cultural and socioeconomic status influence cultural and social capital defined by Bourdieu 1986 as the factors such as education, eloquence, appearance among others that influence social mobility and the total resources possessed by an individual respectively. Also, during the last decade Bandura’s 1977 theory of self-efficacy has been studied at various dimensions with studies upholding the definition of self-efficacy as an individual’s belief in their ability to engage in a particular behavior most often tied to an expectation or goal. Similarly, Jones & Berglas 1978 self-handicapping theory has been studied from perspectives beyond the scope of the field of education. Self-handicapping is defined by Jones & Berglas (1978-SOURCE) as the search for obstacles known to likely decrease performance or success. Because the NCLB Act of 2001 expects all students to successfully learn the curriculum, regardless of cultural or socioeconomic status, ethnicity, or gender it is important to study how these relate to academic

In 1874, Charles Darwin first stated human beings principal motives were based upon survival and reproduction. Emotions are often interrelated fluctuating human behavior, confirming motives are more than just biological responses (Yake and Patry, 2014). A broad way to classify motives is in two categories: deficiency and learned motives. Some psychologists distinguish this through motivated reasoning and rationality. Biological motives ensure survival and reproduction; Social motives are traditionally learned motives to satisfy personal expectations according a wide range of factor from morals to cultural backgrounds. The actions completed to remain committed are critical factors to shaping one’s personality, allowing differential elements of a person (Mayer, 2005).

Values are core traits and qualities that represent an individual’s beliefs and guiding principles, which form the foundation of who we are. Values of people in society differ from one another due to the culture, upbringing, religious beliefs and many other experiences that shape each and every human being. Primarily, values are fundamentally taught at a young age, these values are predominantly learnt from family and friends, the community and through education. Therefore, schools and teachers have the opportunity to input into children positive and worthwhile values, to help build and strengthen personal and social skills and responsibilities. (Chilana, Dewan 1998, p 65) This paper outlines

“Nature verses Nurture,” it is one of the most important topics in many areas of studies such as psychology, medicine, developmental science, and so on. This concept leads to the well-known topic: Individual’s innate talent or self-confidence, which one functions as the crucial key to the road of success? In reality, when people see a professional in a certain area—instruments, compositions, mathematics, etc., they say “that person is so talented!” Although those people would not deny the effort factor, they still think that the innate talent is the essential element to succeed. However, scholars already published gargantuan amount of research papers to inform that the self-confidence functions as the main factor in order to success (Bénabou). To verify the exact term ‘self-confidence’ from the dictionary, it is the self-assurance in one's personal judgment, ability, power, etc. (The Oxford Dictionary, Chandra). But, research papers and dictionaries only illustrate the self-confidence lead people to achieve their goals, but not the intensity of the self-confidence that is needed. My definition of self-confidence that leads to achievement is having ‘less’ self-assurance, and it can adjust one’s goal more feasible and pragmatic; therefore, it is the critical factor in determining one’s achievement.

validate this study, this article was examined with the use of another educational article Tasdiq Nomaira Alam, an educational lecturer, and researcher, known for one of the best coordinators at IIUM. Alam believes that the use of in-depth small group observations and unique classroom techniques validate the essence of not only motivating students, but certifying the leading cause as to why secondary students are motivated.