0.4 Motivational challenges in the classroom

In this module, we examine motivational challenges in the classroom. As you will soon see, many of these challenges are related to individuals’ confidencein their abilities to succeed. Recognizing motivational problems as they arise, and intervening early, will help reduce the likelihood that such problems willendure. Thus, we consider evidence-based practices to minimize the challenges, so that we can support our students’ success.

Self-handicapping

Sometimes students' motivational goals actually undermine academic achievement. Often they are a negative byproduct of the competitiveness of performance goals (Urdan, 2004). If teachers (and sometimes also fellow students) put too much emphasis on being the best in the class, and if interest in learning thematerial therefore suffers, then some students may decide that success is beyond their reach or may not be desirable in any case. Thealternative—simply avoiding failure—may seem wiser as well as more feasible. Once a student adopts this attitude, he or she may underachieve moreor less deliberately, doing only the minimum work necessary to avoid looking foolish or to avoid serious conflict with the teacher. Operating this way is a form of self-handicapping— deliberate actions and choices thatthe reduce chances of success. Students may self-handicap in a number of ways; in addition to not working hard, they may procrastinate about completingassignments, for example, or set goals that are unrealistically high. Another self-handicapping strategy is to become involved in too many other activitiesor place undue importance on other tasks. The main idea here is that self- handicapping allows individuals to attribute their failure to factors other than their own ability . Blaming my poor performance on the project on the fact that I’m really busy is less damaging to my self-esteem than blaming my performance on the factthat I didn’t really understand the concepts.

Procrastination

As just mentioned, procrastination can be a form of self-handicapping, but people procrastinate for many reasons beyond protecting their sense of self-worth. And it is not always deliberate. Students might be overwhelmed by thecomplexity of a significant paper or project, for example, and not know how to get started. Others may experience anxiety over the sheer quantity of work theyhave to get done, and this may lead to a kind of paralysis. Still others may be completely bored by the task.

Teachers can help students overcome procrastination and other types of self-handicapping by tackling the problem head on. Scanning the classroom a few minutes after assigning a worksheet will reveal students who are not working. Wise teachers also build in early check-points for longer term projects in order to uncover problems before they become too large. Like many self-defeating behaviors, acknowledging responsibility for self-handicapping is an important first step. Next comes an exploration for why students are undermining their own successes. Understanding the underlying reasons helps identify the approaches that will be most effective.