Summary: Second Scenario Motivational Response

Second Scenario Motivational Response A conversation with Emily Weller identified Drew as an unmotivated fourth grader in her science class. He is an ego-oriented learner who lacks intrinsic motivation regarding learning as he feels that studying is unnecessary and boredom seems apparent as he lacks a connection to the content. The lack of concern over the grade of C, the comparison with others, and potential improvement proves he is not task-oriented. He also appears to have the entity view regarding learning as he states that some learn and others do not, including himself. Attributions are not considered as the student does not convincingly care about improvement or recognition of his own responsibility in his learning. Clearly, Drew’s lack of motivation can be changed with the …show more content…
The use of appropriate tasks, such as hands-on activities or discovery, lead students to an increased interest and connection to the subject matter, since he felt no importance of science. Offering the student social support and cooperatively determining the attributes to which attention should reflect improvement. Recognition of strengths, weaknesses, and when attributes are met with extrinsic motivations (without overuse) or verbal recognition will help feed the intrinsic motivation which seems to be missing for this student. Finally upon completion of these strategies, inclusion of creating a task-oriented learning environment increases student intrinsic motivation, student interest, and provides students with the feeling of some control in their learning. Upon addressing these three strategies, reflections by the student and teacher should help determine the level of improvement and any additional necessary