Nueva Rueda y Articulos de Martin 2014

8/10/2019 Nueva Rueda y Articulos de Martin 2014

1/17

A mi entender, la nueva Rueva, version 2010, 2013, es la siguiente:

The Wheel

The Motivation and Engagement Wheel, developed by r Andre! Martin,is a pra"ti"al multi#$a"tor approa"h to student motivation andengagement%&t "omprises 11 $a"tors that are grouped under ' themes (see $igure to theright)%

The Wheel comprises:*ositive Thoughts (*ositive Motivation): Self-belief, Valuing, Learning Focus*ositive +ehaviors (*ositive Engagement):Planning, Task Management,Persistenceegative Thoughts (egative Motivation):Aniet!, Failure A"oi#ance,$ncertain %ontrolegative +ehaviors (egative Engagement): Self-sabotage, &isengagementThe Wheel is the conceptual basis of:The Motivation and Engagement -"ale, herean#The Motivation and Engagement Wor.boo., here

To #o'nloa# a P&F of the Moti"ation an# (ngagement Wheel, click hereFor a recent article for practitioners an# parents on the Motivation and

Engagement Wheel and /earning b! &r Martin,click hereThe Motivation and Engagement Wheel is more $ully dis"ussed in:

Martin, A)*) +./) 0o' to Moti"ate 1our %hil# For School an# 2e!on#)S!#ne!: 2antam

Martin, A)*) +3/) 0o' to 0elp 1our %hil# Fl! Through Life: The 2ig 4ssues)S!#ne! 2antam

Martin, A)*) +5/) 2uil#ing %lassroom Success: (liminating Aca#emic Fear

an# Failure) Lon#on: %ontinuum
http://www.lifelongachievement.com/the-motivation-and-engagement-scale-mes-i8http://www.lifelongachievement.com/the-motivation-and-engagement-workbook-i9http://lifelongachievement.com/image/data/Motivation%20and%20Engagement%20Wheel.pdfhttp://lifelongachievement.com/image/data/Motivation%20and%20Engagement%20Wheel.pdfhttp://www.psychology.org.au/inpsych/2013/december/martin/http://www.psychology.org.au/inpsych/2013/december/martin/http://www.lifelongachievement.com/the-motivation-and-engagement-scale-mes-i8http://www.lifelongachievement.com/the-motivation-and-engagement-workbook-i9http://lifelongachievement.com/image/data/Motivation%20and%20Engagement%20Wheel.pdfhttp://www.psychology.org.au/inpsych/2013/december/martin/


2/17

4nformation about these books, here

For every MES and Workbook purchase, Lifelong will donate $5!! to"#%EF

Fuente: www.lifelongachievement.com/the-wheel-i7/

Articulo y otros de Andrew Martin

Cover feature: Learning and Learning Disailities in !chools

From will to skill: The psychology of motivation, instruction and

learning in todays classroom

Professor Andrew Martin Learning disorders in children: ecent advances in research and

practiceAssociate Professor Tim !annan

"hy cant #onny read$ %ringing theory into cognitive

assessment&r 'ate #aco(s, &ianne "att and &r #ohn ooden(urg

esponsive teaching for students e)periencing learning

disa(ilities&r #eanette %erman and Associate Professor Lorraine *raham

+hanging attitudes to psychological testing in schoolsPaul %ertoia

Columns

Presidents note

The year that was

-)ecutive &irectors report

.even years of %etter Access

!"ecial re"ort

/012 3ational Psychology "eek research survey AP. .tress and

"ell(eing in Australia .urvey /012

#ducation and science

Psychology tackles health challenges at Annual +onference

+ollege of +linical 3europsychologists cele(rates 20 years at

/012 +onference

AP. mem(ers donate 4/5,000 for /016 7ndigenous student(ursaries
http://www.lifelongachievement.com/books-for-parents--professionals-i11http://www.lifelongachievement.com/the-wheel-i7/http://www.psychology.org.au/inpsych/2013/december/martin/http://www.psychology.org.au/inpsych/2013/december/martin/http://www.psychology.org.au/inpsych/2013/december/hannan/http://www.psychology.org.au/inpsych/2013/december/hannan/http://www.psychology.org.au/inpsych/2013/december/jacobs/http://www.psychology.org.au/inpsych/2013/december/jacobs/http://www.psychology.org.au/inpsych/2013/december/berman/http://www.psychology.org.au/inpsych/2013/december/berman/http://www.psychology.org.au/inpsych/2013/december/bertoia/http://www.psychology.org.au/inpsych/2013/december/Presidents-note/http://www.psychology.org.au/inpsych/2013/december/ed/http://www.psychology.org.au/inpsych/2013/december/npw/http://www.psychology.org.au/inpsych/2013/december/npw/http://www.psychology.org.au/inpsych/2013/december/APS-Conference/http://www.psychology.org.au/inpsych/2013/december/CNN/http://www.psychology.org.au/inpsych/2013/december/CNN/http://www.psychology.org.au/inpsych/2013/december/Bendi-Lango/http://www.psychology.org.au/inpsych/2013/december/Bendi-Lango/http://www.lifelongachievement.com/books-for-parents--professionals-i11http://www.lifelongachievement.com/the-wheel-i7/http://www.psychology.org.au/inpsych/2013/december/martin/http://www.psychology.org.au/inpsych/2013/december/martin/http://www.psychology.org.au/inpsych/2013/december/hannan/http://www.psychology.org.au/inpsych/2013/december/hannan/http://www.psychology.org.au/inpsych/2013/december/jacobs/http://www.psychology.org.au/inpsych/2013/december/jacobs/http://www.psychology.org.au/inpsych/2013/december/berman/http://www.psychology.org.au/inpsych/2013/december/berman/http://www.psychology.org.au/inpsych/2013/december/bertoia/http://www.psychology.org.au/inpsych/2013/december/Presidents-note/http://www.psychology.org.au/inpsych/2013/december/ed/http://www.psychology.org.au/inpsych/2013/december/npw/http://www.psychology.org.au/inpsych/2013/december/npw/http://www.psychology.org.au/inpsych/2013/december/APS-Conference/http://www.psychology.org.au/inpsych/2013/december/CNN/http://www.psychology.org.au/inpsych/2013/december/CNN/http://www.psychology.org.au/inpsych/2013/december/Bendi-Lango/http://www.psychology.org.au/inpsych/2013/december/Bendi-Lango/


3/17

/016 AP. %endi Lango (ursaries 8 Applications now open

$rofessional "ractice

3ew guidelines for treatment of acute stress disorder and

posttraumatic stress disorder: 9pdate for psychologists&r Andrea Phelps, &r Lisa &ell and Professor &avid For(es

+hild (ehaviour pro(lems: +hanges in DSM-5

&r &avid !awes

; A: Testing times in schools

!ow to: Make a sound ethical decision

$ulic interest

7nsights into pu(lic perceptions of the science of climate change

Memershi" news

/012 AP. %oard of &irectors election results

3ew AP. !onorary Fellow recognised

eport from the /012 AP. A*M


4/17

esearch and theory generally confirm that will precedes skillC that is,

motivation represents the inner drive and activity that provides the

impetus, energy and direction reDuired to develop and sustain ones

knowledge and competence=

7n addition to this inner drive, research and theory show that e)ternal

influences play an important role in the development of will and skill=

MaEor e)ternal influences include parents>caregivers, peers,

counsellors>psychologists and teachers=


5/17

and (ehavioural dimensions= These factors emanate from maEor

theories of achievement motivation and are grouped under four

clusters: ?1 adaptive motivationC ?/ adaptive engagementC ?2

maladaptive motivationC and ?6 maladaptive engagement= This

article focuses on motivation, or the Bwill part of the "heel ?a

discussion of engagement can (e found elsewhereC Martin, /010=

BAdaptive motivation is comprised of three adaptive (ehaviours: self-

beliefis students (elief and confidence in their a(ility to understand

or to do well in their schoolwork, to meet challenges they face, and to

perform to the (est of their a(ilityC learning focusis (eing focused on

learning, solving pro(lems, effort and developing skills, more than

(eing focused on competition, a(ility and comparisons with othersC

and, valuing schoolis how much students (elieve what they learn at

school is useful, important, and relevant to them or to the world in

general=

Maladaptive motivation consists of three maladaptive cognitions and

affects in students: anxiety,which involves feeling nervous and

uneasy when thinking a(out schoolwork and assignments>e)ams, and

worrying a(out not doing well in schoolwork,

assignments>e)amsCfailure avoidance?or fear of failure refers to

students tendency to do their schoolwork for the primary purpose of

avoiding doing poorly or avoiding (eing seen to do poorlyC

and, uncertain controlreflects students uncertainty a(out how to dowell or how to avoid doing poorly=

Motivation and academically at-ris( students

The (ulk of motivation research and theory tends to (e focused on

Bmainstream or Bregular students who e)perience no maEor academic

risk, although motivation can still (e a challenge= 3ot surprisingly,

however, motivation can (e Duite a significant (arrier for academically

atrisk students ?e=g=, those with learning difficulties and learning

disa(ilities= For e)ample, a history of underachievement negativelyimpacts self(elief and a valuing of schoolC it also increases an)iety,

elevates fear of failure, and reduces a sense of control= 7n some

cases, this sense of control is so challenged that atrisk students

completely disengage ?see .ideridis, /00@, for a review= 7mportantly,

however, research demonstrates some motivational congruencies

(etween academically atrisk students and students not at risk 8

hence, it is possi(le for academically atrisk students to have positive

motivational profiles ?Martin, /01/, in press=


6/17

Motivation research and intervention

7mportantly, the motivation factors identified in the "heel are

significantly linked to students academic engagement, interest in

school, enEoyment of schoolwork, effort, selfregulation, class

participation, academic resilience, attendance, study patterns, andhomework and assignment completion= Moreover, it is very much via

these connections that motivation ?Bwill leads to knowledge

acDuisition, skill development and competence ?BskillC Martin, /005,

/00@, /010C Pintrich, /000=

7ntervention research conducted over the past two decades

demonstrates that each of these specific motivation factors can (e

enhanced and sustained= For the three adaptive motivation factors,

research has demonstrated that students: ?1 can (e taught how to

think more positively and constructively a(out themselves asstudents ?self(eliefC ?/ can (e more focused on improvement and

personal progress than on competition and comparisons with others

?learning focusC and ?2 can (e shown the relevance of schoolwork

to their lives and the shortterm and lifelong yields of education

?valuing school=

7n terms of the three maladaptive motivation factors, there is a long

line of cognitive and (ehavioural approaches to reducing an)ietyC

there are wellesta(lished practices for helping students develop the

courage to constructively and proactively respond to possi(lemistakes and failure ?failure avoidanceC fear of failureC and students

can (e taught how to focus on factors within their control ?e=g=,

effort and to reduce their focus on things outside of their control

?e=g=, good or (ad luck ?uncertain control=

!aving optimised students academic will, instruction can (e more

effectively targeted at developing students skill, as discussed (elow=


7/17

Learning and academic skill: The role ofinstruction

7n recent years there has (een something of a tussle (etween heavily

constructivist ?and postmodernist approaches to instruction and

more e)plicit and direct approaches to instruction= 7nterpretations of

the former have led to very studentcentred learning, discovery and

enDuiry(ased approaches, with the teacher seen more as a facilitator

of learning= The latter ?e)plicit approach tends to (e more teachercentred, focused on e)plicit and structured instruction ?including

some deli(erate practice and drill, with the teacher seen more as an

activator and director ?rather than facilitator of learning=

7n a recent review of instruction and its links to achievement, Liem

and Martin ?/012 found that effect siGes were larger for e)plicit

instruction than for inDuiry(ased and discovery learning=

7mportantly, however, rather than dismissing discovery(ased

approaches, they suggested the difference in effect siGes may (e

(ecause many educators introduce discovery(ased approaches tooearly in the learning process= 7n contrast, when students have (een


8/17

well guided, supported and led (y the teacher in initial learning

?e)plicit instruction, the student is sufficiently skilled and

knowledgea(le to engage in meaningful and informed discovery

(ased learning= -ducational and cognitive psychologies have

contri(uted much to understanding e)plicit instruction as the front

end of learning and skill development, which lays a solid foundation

for su(seDuent meaningful and supported discovery(ased learning=

#2"licit instruction

-)plicit instruction refers to a mode of teacherled instruction that

involves: ?1 reducing the difficulty of a task during initial learningC

?/ various approaches to instructional support and scaffoldingC ?2

ample practiceC ?6 appropriate provision of instructional feed(ackC

and ?H monitored independent practice ?Adams ; -ngelmann, 1@@IC

osenshine, /00@= Following this seDuence of instruction and

demonstrated learning, the teacher may move from (eing an e)plicit

and direct activator to (eing a facilitator of discovery and

e)ploratory(ased approaches=

Many of these strategies are (ased on principles of human cognitive

architecture relevant to working and longterm memory= From a

cognitive load perspective, for e)ample, learning very much relies on

(uilding longterm memory and effectively managing working

memory to facilitate this ?Mayer ; Moreno, /010C .weller, /01/= The

fact that working memory is limited presents an enormous challenge

to educators as it is this part of the cognitive architecture that must

(e fully accommodated when teaching new material ?"inne ; 3es(it,

/010= %ecause longterm memory has no such limitations, a

teachers task is to develop instruction and instructional material that

optimally assists working memory to process information that can (e

transferred to longterm memory ?.weller, /01/C "inne ; 3es(it,

/010= -)plicit instruction emphasises the centrality of the teacher

structuring material and activities to assist working memory (y

reducing am(iguity, enhancing clarity, (uilding in seDuencing,harnessing scaffolds, and promoting deli(erate and guided practice to

help automate some learning processes to reduce the (urden on

working memory ?'irschner, .weller, ; +lark, /00I=

Discovery *and similar0 learning

&iscovery learning has a potentially important place in the learning

process= Liem and Martin ?/012 suggest that after sufficient direct

input, guided practice and independent demonstration of learning,

there is then a place for guided discovery learning= !aving moved(eyond novice status, learners now have the skills and knowledge to


9/17

engage in more meaningful and richer discovery learning= That is,

having acDuired the reDuisite knowledge and skills in longterm

memory, there is no longer the load on working memory to acDuire

this knowledge and skill= "orking memory can then (e directed to

applying the acDuired knowledge and skill in potentially novel and

creative ways= 7t may (e, then, that some of the low to moderate

effect siGes associated with pro(lem(ased, inDuiry(ased and

discovery learning are a result of these learning practices (eing

implemented too early in the learning process= Further research is

needed here, (ut some work has confirmed that once learners

(ecome e)pert, they (enefit more from pro(lem solving approaches

than from structured and e)plicit approaches to learning ?'alyuga,

+handler, Tuovinen, ; .weller, /001=

7t therefore seems that the effectiveness of e)plicit and constructivist

teaching and learning are intertwined such that the effectiveness of

one depends on the successful implementation of the other= As

summarised in Liem and Martin ?/012: Jconstructivist approaches

are (etter assisted (y direct and structured input from the teacher

that systematically and unam(iguously (uilds the knowledge and

skills needed to su(seDuently engage in meaningful discovery,

pro(lem(ased, and enDuiry(ased learning= 7f we may, the horse

must (e well and truly (efore the cart when it comes to effective

instruction and learningK ?p= 2I=

#2"licit instruction and academically at-ris( students

*iven most classrooms include students at academic risk ?e=g=,

students with learning difficulties or disa(ilities, evidence must not

only support the effectiveness of e)plicit instruction for the maEority

of students, (ut also for those who struggle academically=

-ncouragingly, it is possi(le that academically atrisk students may

gain particular (enefit from e)plicit instruction= 7t has (een claimed

that such students can have difficulty understanding or identifying

many of the su(tleties of instructional material and the Bhiddenstructure of learning ?-wing, /011= %y making all elements of

learning e)plicit, less is hidden and more (ecomes accessi(le to these

students=

7ndeed, in their discussion of the myths associated with e)plicit

instruction, Adams and -ngelmann ?1@@I emphasise that direct

instruction is appropriate for low and high performers and also for

lowlevel and more advanced tasks= 7n fact, some researchers argue

that low and high performers are not markedly Dualitatively different=

For e)ample, there are relatively few mistakes or tendencies uniDueto low performers that high performers are not at risk of making=


10/17

7nstead, variation seems to (e in the degree and amount of a

particular instructional approach that is appropriate for low and high

performers= Thus, the main variation in instruction would (e the pace

of presentation and the relative weight given to the core steps in

e)plicit instruction= Thus, while high and low performers (oth receive

e)plicit instruction, high performers might move onto discovery(ased

approaches sooner than low performers=

From skill to will: From learning tomotivation


11/17

has (een attained, we must also not underestimate the motivating

properties of wellsupported discovery learning=

Conclusion

The learning process can (e characterised as one in which studentsmove from Bwill to Bskill= -ducational and cognitive psychologies have

contri(uted much to our understanding of how students learn and

how to move them towards independent discoverers via teacherled

e)plicit and structured instruction= "hen students have academic will

and skill, their educational Eourney is much more enEoya(le and

successful=

Acknowledgement

The author would like to thank the Australian Research ouncil for

funding the research !rogra" infor"ing this article and #rofessor$ohn Sweller for co""ents on an earlier draft%

1he author can e contacted

at andrew.martin3sydney.edu.auand from 4anuary +,

at andrew.martin3unsw.edu.au.

5eferences

Adams, *=, ; -ngelmann, .= ?1@@I= Research on Direct &nstruction' (5

years beyond D&STAR= .eattle, "A: -ducational Achievement .ystems= +ovington, M== ?1@@/= Making the grade' A self-worth !ers!ective on

"otivation and school refor"%+am(ridge: +am(ridge 9niversity Press=

-wing, %= ?/011= &irect instruction in mathematics: 7ssues for schools with

high 7ndigenous enrolments: A literature review=Australian $ournal ofTeacher )ducation, *+, I6@1=

!attie, #= ?/00@= isible learning' A synthesis of over .. "eta-analyses

relating to achieve"ent%London: outledge=

'alyuga, .=, +handler, P=, Tuovinen, #=, ; .weller, #= ?/001= "hen pro(lem

solving is superior to studying worked e)amples=$ournal of )ducational#sychology, /*,H5@H=

'irschner, P=, .weller, #=, ; +lark, = ?/00I= "hy minimal guidance during

instruction does not work: An analysis of the failure of constructivist,discovery, pro(lem(ased, e)periential, and inDuiry(asedteaching= )ducational #sychologist, 01, 5HI=

Liem, *= A= &=, ; Martin, A= #= ?/012= &irect instruction and academic

achievement= 7n #= !attie ; -= Anderman ?-ds=, &nternational 2uide toStudent Achieve"ent= college students= )ducational and #sychological

Measure"ent, +/, 5@6/6=
mailto:[email protected]:[email protected]:[email protected]:[email protected]


12/17

Martin, A= #= ?/010= 3uilding classroo" success' )li"inating acade"ic fear

and failure= 3ew Nork: +ontinuum=

Martin, A= #= ?/01/= The role of Personal %est ?P% goals in the achievement

and (ehavioral engagement of students with A&!& and students withoutA&!&= onte"!orary )ducational #sychology,*4, @110H=

Martin, A= #= ?in press= Academic (uoyancy and academic outcomes:

Towards a further understanding of students with A&!&, students without

A&!&, and academic (uoyancy itself= 3ritish$ournal of )ducational#sychology=

Mayer, = -=, ; Moreno, = ?/010= TechniDues that reduce e)traneous

cognitive load and manage intrinsic cognitive load during multimedia learning=7n #=L= Plass=, = Moreno=, ; = %runken ?-ds=,ognitive load theory=+am(ridge: +am(ridge 9niversity Press=

Pintrich, P= = ?/000= -ducational psychology at the millennium: A look (ack

and a look forward=)ducational #sychologist, *5, //1//I=

osenshine, %= = ?/00@= The empirical support for direct instruction= 7n .=

To(ias ; T= M= &uffy ?-ds=,onstructivist instruction' Success or failure3ewNork: outledge=

.ideridis, *= &= ?/00@= Motivation and learning disa(ilities: Past, present,

and future= 7n '= = "entGel ; A= "igfield ?-ds=, 6andbook of school"otivation= 3ew Nork: outledge=

.weller, #= ?/01/= !uman cognitive architecture: "hy some instructional

procedures work and others do not= 7n '= = !arris=, .= *raham=, ; T= 9rdan

?-ds=,A#A )ducational #sychology 6andbook= "ashington: AmericanPsychological Association

"inne, P= !=, ; 3es(it, #= += ?/010= The psychology of academic

achievement=Annual Review of #sychology, +1, IH2I5=

Motivating students to learn.

OO eturn to 7nPsych #une /002

Dr Andrew Martin& MA$!

Motivation is students energy and drive to learn, work effectively,and achieve to their potential at school= Motivation plays a large part

in students interest in and enEoyment of school and study and

underpins their achievement= 7n this article & A3&-" MAT73

MAP. descri(es a model of student motivation the .tudent

Motivation "heel and discusses some strategies practitioners and

parents can use to enhance students motivation=

T!- .T9&-3T Motivation "heel ?Martin, /002 reflects the thoughts,

feelings and (ehaviours underpinning academic engagement at school

and separates motivation into factors that reflect enhancedmotivation, those that reflect constrained motivation, and those that
http://www.psychology.org.au/publications/inpsych/highlights2003/#jun03http://www.psychology.org.au/publications/inpsych/highlights2003/#jun03


13/17

reflect reduced motivation= These are called (oosters, mufflers, and

guGGlers respectively=

%oosters include self(elief, learning focus, value of schooling,

persistence, study management, and planning= Mufflers include

an)iety and fear of failure= *uGGlers include low control and self

sa(otage=

.tudents improve their motivation (y increasing the (oosters in their

academic lives while also reducing the mufflers and guGGlers=

Practitioners and parents play a vital role in students capacity to do

this=

A tale of two students

7 want to share two students stories that (ring these (oosters,

mufflers, and guGGlers to life ?Martin, /002= The stories are a(out a

high achiever and an underachiever ?details have (een changed to

ensure anonymity= 7 find that most practitioners and parents

recognise at least some aspects of their own clients or children in

each story=

3icoles story: 3icole performs well at school and enEoys her time

there= .he is high in all the motivation (oosters presented a(ove and

low in most of the mufflers and guGGlers=

.he is more focused on learning and improving herself than (eating

or comparing herself with others: 7f 7 can grasp something (y

stretching my mind or working really hard, then 7ve made

progression in myself and 7m proud of myself more so than (eing

a(le to do something (etter than someone else=

3icole works (y a structured study timeta(le that she organised for

herself early in the year= .he plans her work carefully, and checks

how she is going as she does it: 7 try to (e pretty organised= For anessay 7ll do all the reading, 7ll take notes from the readings, 7ll have

an essay plan, and have a general outline of where 7m going and

where the essays going=

3icole is very persistent in the face of challenge, saying, 7ll always

work until 7 get it, and feels in control of success: 7 will put a lot of

work in and then 7 can control how 7ll do=

Peters story: Peter does not perform well at school and is not likely

to look (ack on his time at school with great fondness= .chool for him


14/17

is a rollercoaster ride of an)iety, fear, poor performance, stress, and

pressure=

Peter is frightened of failing and to deal with this he is deli(erately

pessimistic a(out how he will do at school: 7f you do worse than

e)pected, then its less of a fall, he says= Peters pessimism seems to

have come from home where his parents have always said, &ont set

your goals too high (ecause youll only get disappointed=

7n contrast to 3icole, who has a strong sense of control, Peter feels

Duite helpless, saying, 7 could work my (utt off (ut 7 still think 7ll fail

it if my teacher wants me to fail it= #ust (ecause 7 work hard wont

guarantee that 7ll get that mark=

7n fact, unlike 3icole who ma)imises her chances of success, Peter

seems to sa(otage his chances of success, admitting, 7f 7 have an

assignment due, 7ll Eust watch T or go out= !is fear of failure

seems to underlie much of this sa(otage (ehaviour: 7f 7 leave study

to the last minute, then 7ve got an e)cuse if 7 dont do well=

!trategies for "ractitioners and "arents

There are three facets of the .tudent Motivation "heel that are

particularly important to motivation at school and which we saw

played out in the stories a(ove= These are self(elief, control, andfailure avoidance=

%oosting students6 self-elief through success:.elf(elief is one

of motivations most vital components= Most of the focus on

enhancing students self(elief is usually on how to challenge their

negative thinking and how to promote more positive selftalk=

Although this is critical, 7 want to focus on something that is not

addressed so freDuently: the need for students to succeed=

.uccess is a cornerstone of self(elief ?%andura, 1@@5= Twostrategies to (uild more success into students lives are chunking

and e)panding their views of success=

+hunking involves:

Q %reaking tasks into more managea(le (itesiGed pieces, and

Q seeing the completion of each piece as a success=

For e)ample, in an essay a student can succeed in many ways,

including: ?a fully understanding the Duestion, ?( (reaking the

Duestion into parts, ?c doing an initial search for information at the


15/17

li(rary or on the internet, ?d summarising the information they read,

?e organising the information under su(headings, and so on=

3ot only does this strategy provide multiple success e)periences, it is

also a very effective way of (uilding intrinsic motivation: the student

is (eing rewarded with success throughout the essay and this

sustains interest and persistence ?.chunk ; Miller, /00/= +hunking

can also (e applied to nonacademic activities such as dealing with

personal issues or pro(lems, working towards a personal goal,

settling into a new Eo(, or training for an upcoming sporting meet=

.tudents also have more opportunities to succeed when they e)pand

their views of success= 7n our highly competitive schooling system

students tend to see success in terms of (eing the (est, topping the

class, and (eating others= +ertainly, competing successfully is one

facet of success and must (e cele(rated accordingly= !owever, if

students focus solely on such narrow definitions of success they run

the risk of cutting themselves off from opportunities to succeed= This

is (ecause under this narrow view of success only a few students can

win ?+ovington, 1@@/=

There are (roader views of success that increase opportunities for

success and which can operate effectively within the competitive

school system= .uch e)panded views include improvement, skill

development, personal progress, mastery, understanding new things,learning new things, developing (etter study skills, and personal

(ests ?3icholls, 1@@=

Placing greater emphasis on these e)panded views of success and

recognising such achievements can (e a vital step in ma)imising

students opportunities to succeed=

%uilding control into students6 academic lives:.tudents who

have a strong sense of academic control (elieve they can influence

academic outcomes in their life= For e)ample, they (elieve thatthrough appropriate Duality and Duantity of effort they can avoid

failure or attain success=

-nhancing students sense of control reDuires practitioners and

parents to encourage students to focus their attention on factors

within their control= Too often students attri(ute their successes and

failures to factors (eyond their control factors such as good or (ad

luck, easy or tough marking, or a good or (ad teacher= -nhancing

students sense of control means placing greater emphasis on their

effort and strategy that is, on how hard they work and the way they


16/17

do that work= -ffort and strategy are within students control and the

more they focus on these, the more empowered they are at school=

educing students fear of failure: Another cost of our competitive

school system is the high fear of failure e)perienced (y many

students= .tudents who fear failure tend to (e an)ious, pessimistic,

and can (uckle under the pressure of e)cessive challenge or stress

?Martin ; Marsh, /002C Martin, Marsh, ; &e(us, /001a, /001(,

/002=

There are two ways to help reduce students fear of failure= The first

is to encourage students to view mistakes, poor performance, and

set(ack differently= Motivated students see poor performance as

information that helps them improve ne)t time ?+ovington, 1@@/=

"hen students see mistakes in this way, they are less fearful of poor

performance and are less inclined to manoeuvre in defensive ways=

Another reason students fear failure is (ecause they define their

worth as a person in terms of how they perform at school ?+ovington,

1@@/= The more students get a sense that their worth is wrapped up

in how they perform at school, the more every proEect, essay, and

e)am (ecomes a test of their worth= educing students fear of failure

therefore involves minimising the link (etween students achievement

and their selfworth= .tudents (ehaviour ?that is, their hard work or

their lack of work, their effective study or their ineffective study etc=needs to (e the focus and not so much them as a person= 7t may

seem like a su(tle distinction (ut it is a distinction that has significant

implications for students orientation to challenge, adversity, failure,

poor performance, and set(ack=

Conclusion

9nmotivated students can (ecome more motivated and students who

are motivated can (e sustained in some straightforward ways= The

strategies presented a(ove are Eust a few ways this can (e achieved="ithout dou(t, the rate of change will differ from student to student

and so assisting some students motivation will (e a commitment

over the medium to longer term= !owever, given the impact of

students motivation and engagement on their enEoyment and

achievement at school, the commitment will (e worth it=

&r Andrew Martin is Postdoctoral esearch Fellow at the .elfconcept

-nhancement and Learning Facilitation ?.-LF esearch +entre,

9niversity of "estern .ydney=

5eferences


17/17

%andura, A= ?1@@5= Self-efficacy' The exercise of control= 3ew Nork:

Freeman ; +o=

+ovington, M== ?1@@/= Making the grade' A self-worth !ers!ective

on "otivation and school refor"%+am(ridge: +am(ridge 9niversity

Press=

Martin, A=#= ?/002= 6ow to "otivate your child for school and

beyond= .ydney: %antam=

Martin, A=#= ; Marsh, !="= ?/002= Fear of failure: Friend or

foe$Australian #sychologist, *, 212=

Martin, A=#= Marsh, !="=, ; &e(us, =L= ?/001a= A Duadripolar need

achievement representation of selfhandicapping and defensive

pessimism=A"erican )ducational Research $ournal, *,H2I10=

Martin, A=#=, Marsh, !="=, ; &e(us, =L= ?/001(= .elfhandicapping

and defensive pessimism: -)ploring a model of predictors and

outcomes from a selfprotection perspective=$ournal of )ducational

#sychology, /*, 510/=

Martin, A=#= Marsh, !="=, ; &e(us, =L= ?/002= .elfhandicapping

and defensive pessimism: A model of selfprotection from a

longitudinal perspective= onte"!orary )ducational #sychology, (,12I=

3icholls, #=*= ?1@@= The co"!etitive ethos and de"ocratic

education= +am(ridge: !arvard 9niversity Press=

.chunk, &=!=, ; Miller, .=&= ?/00/= .elfefficacy and adolescents

motivation= 7n F= PaEares ; T= 9rdan ?-ds=Acade"ic "otivation of

adolescents= +onnecticut: 7nformation Age Pu(lishing=

%ack to top
http://www.psychology.org.au/publications/inpsych/motivating/#tophttp://www.psychology.org.au/publications/inpsych/motivating/#top

Nueva Rueda y Articulos de Martin 2014

Documents

Transcript of Nueva Rueda y Articulos de Martin 2014