Post on 25-Dec-2015
Engaging “Passive Learners”Jason O’ Shell, B.A., Page County High School
Brandon K. Schultz, Ed.D., NCSP, James Madison University
Agenda
Academic Motivation ‘Passive Learners’ Targeting Motivation?
Typical targets for intervention Theoretical intervention models
Real-World (Feasible) Applications
Our Goal: Explain the ‘why’ and ‘how’ to improve student motivation
What Causes ADHD?(Nigg, 2006)
The causes are unclear, but research strongly suggests a biological link
Some environmental toxins (e.g. lead) may be associated with ADHD, but only explain a small portion of cases
Brain imaging techniques have found significant differences in specific parts of the brain for ADHD and peers
EEG scans have been shown to differ between ADHD and peers
Academic Motivation
Motivation has been defined as “…desires, needs, and interests that energize the organism and direct it toward a goal” (Santrock, 1987, p. 662)
Motivation related to achievement has been examined in many ways
From this growing literature, some useful concepts have emerged…
Academic Motivation(Covington, 2000; Olivier & Steenkamp, 2004)
Early theorists suggested there are two components of motivation:
These drives oftentimes conflict, and a student’s classroom behavior depends on the balance or imbalance of the two
Motivation
Hope for Success Fear of Failure
Academic Motivation(Hermans, as cited in Olivier & Steenkamp, 2004)
Later theorists divided fear of failure into two subcomponents:
Low Anxiety High Anxiety
Per
form
ance
Positive Fear of Failure – anxiety that improves performance
Negative Fear of Failure – anxiety that impedes performance
“Passive Learners”(Barron, Evans, Baranik, Serpell, & Buvinger, 2006)
What is the motivation profile of an adolescent with ADHD and/or related learning difficulties? Tend to have a long history of failure
experiences, which reduces hopes for future successes
“I’m never going to be a good student” Tend to be motivated by fear
(avoiding failure) rather than hope for success
“I just don’t want to look totally stupid”
“Passive Learners”(Olivier & Steenkamp, 2004)
Performance goal orientation – Poor self-regulation Poor frustration
tolerance (e.g., find shorter shortcuts)
External locus of control
Low self-esteem High reward
thresholds
146 Elementary Students,70% with ADHD(Volpe et al., 2006)
PriorReading
Achievement
ADHD Motivation
SocialSkills
StudySkills
Engage-ment
CurrentReading
Achievement
Measured byStandardized Test Scores
Targeting Motivation?
How do we improve motivation? Traditionally, we use reward
systems (e.g., token economies), most often with younger children in highly structured settings
In theory, providing extrinsic rewards (e.g., points, special activities) eventually leads to intrinsic motivation—when it is done correctly
Targeting Motivation?
But what about middle and high school? Is it too late to influence an adolescent’s intrinsic motivation? Can we strengthen desire or interest?
The research to date seems to have focused on extrinsic influences on motivation, and not so much on intrinsic factors (Piana & Volpe,
2008)
Typical Targets for Intervention(Piana & Volpe, 2008)
PriorReading
Achievement
ADHD
SocialSkills
StudySkills
Engage-ment
CurrentReading
Achievement
Learn
ing
Strateg
ies
Med
icatio
n /
Behav
ior M
od.
Class Participation
Motivation
Real-World Applications
What are the best ways to address passive learning styles and performance goal orientations? Classroom environment
Cooperative learning? Motivation to complete assignments
Building interest & providing feedback Conveying concepts effectively Structuring writing assignments
Targeting Passive Learnersjoshell@pagecounty.k12.va.us
Targeting Passive Learners
An inviting classroom
Motivating to read
Using concepts/vocabulary
Clarifying & organizing writing
An inviting classroom?
More inviting?
Classroom environment
Seating & technology Order &
interaction What works?
Sights & sounds Pique curiosity Most things
work
Motivating to read
Balancing consequences & rewards Expectations & choices Checking progress Frequency Simple pleasures
Using concepts/vocabulary Copy the notes? Give the notes?
What about vocabulary?
Clarifying & organizing writing Main idea Topic sentence Thesis S + D+ 3R TAG Support an
opinion Discuss a topic State a position
= CONFUSION
References
Barron, K. E., Evans, S. W., Baranik, L. E., Serpell, Z. N., & Buvinger, E. (2006). Achievement goals of students with ADHD. Learning Disability Quarterly, 29, 137-158.
Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Reviews of Psychology, 51, 171-200.
Olivier, M. A., & Steenkamp, D. S. (2004). Attention-deficit/hyperactivity disorder: Underlying deficits in achievement motivation. International Journal for the Advancement of Counseling, 26, 47-63.
Piana, M., & Volpe, R. (2008). ADHD and motivation: Relevant research and meaningful strategies. Presentation at 40th annual National Association of School Psychologists Conference: Resilience: Building Strength for Life, New Orleans, LA.
Santrock, J. W. (1987). Adolescence: An introduction (3rd Ed.). Dubuque, Iowa: Brown.
Volpe, R. J., DuPaul, G. J., DiPerna, J. C., Jitendra, A. K., Lutz, G., Tresco, K., et al. (2006). Attention deficit hyperactivity disorder and scholastic achievement: A model of mediation via academic enablers. School Psychology Review, 35, 47-61.