Our group, upon reading "The Little Engine that Couldn 't" and collaboration with each other, have decided to explore the student 's lack of performance through Attribution Theory. This theory helps explain why, though given examples and a directive, the students in the room still seem unmotivated to do their work. The students beliefs that they aren 't capable either because of cultural aspects, locus of control, control of their environment, lack of stability in their abilities, or their lack of self-efficacy are causing them not to perform as well as Mr. Esky believes they can. While all four of these aspects play a huge role in the Attribution Theory, I will focus on how the lack of stability in their abilities or their lack of self-efficacy
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Esky struggled with many issues from his students. Mr. Russ is a first year teacher working with a diverse group of students. He noticed within the first week of school that the majority of his students that come from low-income homes are having problems academically due to lack of motivation and self-efficacy. When confronting a particular student’s parents about her issues in motivation, the parent began to argue that it was just their way of life. She was not going to precede any future in her education then she was required and really did not need education to begin with. This alerted Mr. Esky. He realized that the student’s lack of self-efficacy had a lot to do with the little support she was receiving at home (uncontrolled events). He turned to a co-worker for advice. The co-worker suggested that Mr. Esky group his students according to their SES scores, which divided them into groups based on their ability levels. The two teachers believed that this would allow the low ability students to interact with their peers and work on assignments that were on their level. After implementing the groups, Mr. Russ became discouraged when they were not effective. All of these problems arose from the student’s lack of their own ability and
Esky struggled with many issues from his students. Mr. Russ is a first year teacher working with a diverse group of students. He noticed within the first week of school that the majority of his students that come from low-income homes are having problems academically due to lack of motivation and self-efficacy. When confronting a particular student’s parents about her issues in motivation, the parent began to argue that it was just their way of life. She was not going to precede any future in her education then she was required and really did not need education to begin with. This alerted Mr. Esky. He realized that the student’s lack of self-efficacy had a lot to do with the little support she was receiving at home (uncontrolled events). He turned to a co-worker for advice. The co-worker suggested that Mr. Esky group his students according to their SES scores, which divided them into groups based on their ability levels. The two teachers believed that this would allow the low ability students to interact with their peers and work on assignments that were on their level. After implementing the groups, Mr. Russ became discouraged when they were not effective. All of these problems arose from the student’s lack of their own ability and