Many studies of how interest affects learning have included measures of reading comprehension and text recall. For example, activities that learners perceive as enjoyable or interesting can foster engagement without the learners. Consider the following letter, written by an elementary school student: Why does a standard chart meant to help the teachers monitor, reward, and correct students behavior seem to undermine this boys enthusiasm for school? During adolescence, for example, social belongingness goals may take precedence over academic achievement goals: young people may experience greater motivation and improved learning in a group context that fosters relationships that serve and support achievement. This letter suggests that although the student came to school ready to engage with his teacher about interesting ideas and to learn new academic skills, the teachers strategy for managing the class caused him to infer that his teachers main goal was to control his behavior, rather than to help him learn. Classrooms can be structured to make particular goals more or less salient and can shift or reinforce learners goal orientations (Maehr and Midgley, 1996). Two forms of learner interest have been identified. African American school-age children perform worse on achievement tests when they are reminded of stereotypes associated with their social group (Schmader et al., 2008; Wasserberg, 2014). In a large study of students across several nations that examined seven different dimensions related to self-construal (Vignoles et al., 2016), researchers found neither a consistent contrast between Western and non-Western cultures nor one between collectivistic and individualistic cultures. After 3 years, African American students who had participated in the intervention reported less uncertainty about belonging and showed greater improvement in their grade point averages compared to the European American students. Similarly, activities that learners perceive as threatening to their sense of competence or self-esteem (e.g., conditions that invoke stereotype threat, discussed below3) may reduce learners motivation and performance even (and sometimes especially) when they intend to perform well. The chart refers to a color-coded scheme for monitoring behavior with three levels: green (successful), yellow (warning), and red (call parent). However, a consideration for both research and practice moving forward is that there may be much more variation within cultural models of the self than has been assumed. Not a MyNAP member yet? Ready to take your reading offline? Learners who focus on learning rather than performance or who have intrinsic motivation to learn tend to set goals for themselves and regard increasing their competence to be a goal. Teachers can be effective in encouraging students to focus on learning instead of performance, helping them to develop a learning orientation. Relationships between Intrinsic Motivation, Extrinsic Motivation Which of these goals becomes salient in directing behavior at what times depends on the way the individual construes the situation. 8. Theoretical approaches are an understandably integral part of the therapeutic Another important aspect of self-attribution involves beliefs about whether one belongs in a particular learning situation. Do you enjoy reading reports from the Academies online for free? For example, in 1-year-long study, middle school students attended an eight-session workshop in which they either learned about study skills alone (control condition) or both study skills and research on how the brain improves and grows by working on challenging tasks (the growth mindset condition). However, this meta-analysis was small: only 74 published and unpublished papers met criteria for inclusion, and the included studies involved a wide range of theoretical perspectives, learner populations, types of interventions, and measured outcomes.
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