Motivation, Relations, Peers, and other things.... | Base Group Summary | Discussion

Question 1

We broadly discussed four theories of motivation this week and talked about benefits, areas of applications, and disadvantages.

The benefits of self-determination theory were that it addresses the intrinsic-extrinsic spectrum. Fostering intrinsic motivation is no easy task, and this theory may help teachers find strategies to increase it in, students. However, socio-cultural factors and a lack of favorable external environmental factors may impact application.

Expectancy-value (E/V) theory can be highly predictive of academic choices, enrollment, and performance. Knowing these early can help us create required interventions. E/V may not explain the intricate interplays between expectancy and value dimensions, what causes expectancies or value perceptions, nor how very young children may not reap full benefits of this theory because of their developing expectancies and values.

As Katie so aptly put it, one benefit of looking at interest is that allows us to “trac[e] connections from external factors, to situational interest, to deeper knowledge, to individual interest, to sustained motivation across time.” This theory, however, doesn’t specify individual factors that influence interest.

Social-cognitive theory offers helpful explanations of academic and achievement outcomes due to both individual and environmental factors. It, however, doesn’t address outcome expectations, self-concept, or identity.

Overall, there are many benefits of these theories. We called for more context, constructs, individual and micro-factors, and acknowledgment of factors’ interrelationships in our evaluations, in most cases concluding that multiple theories could be used to complement each other and compensate for shortcomings.

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Question 2

When evaluating the importance of relationships in student achievement, we explored several significant themes that touched on both student-student and teacher-student relationships. Generally speaking, the connection between relationships and student performance is complicated. Some relationships can lead to positive academic outcomes (e.g. positive peer influence promoting motivation or positive teacher support promoting engagement); however, it is just as possible that relationships lead to negative outcomes (e.g. unmotivated friends promoting poor behavior). This raised conversation about the difficulty of addressing bullying and the higher influence school relationships may have on at-risk students because of potentially lacking connectedness at home. The transitional aspect of adolescence was another backdrop to our discussion. The layering effect of transitioning from valuing adult authority/relationships to valuing peer authority/relationships paired with the movement from more personal school environments to more impersonal school environments as grade levels increase was frequently part of the reasoning behind our suggested interventions/strategies.

Interestingly, everybody touched on school-organized social groups as part of their practical recommendations. Whether it was teacher-led activities/clubs or organized homeroom/base group time/activities, we all looked for ways to promote student-student and/or teacher-student connectedness within semi-structured settings. Questions on best practices for facilitating school relationships circulated the discussion, as concerns about authenticity, competitiveness, equitable opportunities, funding, and the necessary level of structure surfaced.

Ultimately, we all agree that relationships play an important role in students’ lives and continue to wonder how connectedness best fits in our current school system.

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Discussion Questions

In your Base Groups, discuss your theory.
BG1: Expectancy-value
BG2: Self-determination
BG3: Social-cognitive
Determine how social-cultural constructs would impact its application.
Provide an example of how adding a sociocultural perspective might change how your theory is interpreted or understood.
Then provide a suggestion for how this could be handled in a classroom.

Ex. Cultural values might influence what students are interested in when applying Interest theory. Suggestion: Get to know your students at the beginning of the semester, learn their interests and the role culture plays in their lives. Do not make assumptions about their interests based on past experiences/expectations.

What are the characteristics of student social groups that lead to authentic relationships and ultimately higher achievement? How can the teacher facilitate this type of group successfully? What are some common mistakes that teachers make when attempting this?

What interventions for promoting connectedness in elementary school would you suggest? How does the increase in the role of parent-student relationship factor into your suggestion?