8/10/2019 Nueva Rueda y Articulos de Martin 2014
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A mi entender, la nueva Rueva, version 2010, 2013, es la siguiente:
The Wheel
The Motivation and Engagement Wheel, developed by r Andre! Martin,is a pra"ti"al multi#$a"tor approa"h to student motivation andengagement%&t "omprises 11 $a"tors that are grouped under ' themes (see $igure to theright)%
The Wheel comprises:*ositive Thoughts (*ositive Motivation): Self-belief, Valuing, Learning Focus*ositive +ehaviors (*ositive Engagement):Planning, Task Management,Persistenceegative Thoughts (egative Motivation):Aniet!, Failure A"oi#ance,$ncertain %ontrolegative +ehaviors (egative Engagement): Self-sabotage, &isengagementThe Wheel is the conceptual basis of:The Motivation and Engagement -"ale, herean#The Motivation and Engagement Wor.boo., here
To #o'nloa# a P&F of the Moti"ation an# (ngagement Wheel, click hereFor a recent article for practitioners an# parents on the Motivation and
Engagement Wheel and /earning b! &r Martin,click hereThe Motivation and Engagement Wheel is more $ully dis"ussed in:
Martin, A)*) +./) 0o' to Moti"ate 1our %hil# For School an# 2e!on#)S!#ne!: 2antam
Martin, A)*) +3/) 0o' to 0elp 1our %hil# Fl! Through Life: The 2ig 4ssues)S!#ne! 2antam
Martin, A)*) +5/) 2uil#ing %lassroom Success: (liminating Aca#emic Fear
an# Failure) Lon#on: %ontinuum
http://www.lifelongachievement.com/the-motivation-and-engagement-scale-mes-i8http://www.lifelongachievement.com/the-motivation-and-engagement-workbook-i9http://lifelongachievement.com/image/data/Motivation%20and%20Engagement%20Wheel.pdfhttp://lifelongachievement.com/image/data/Motivation%20and%20Engagement%20Wheel.pdfhttp://www.psychology.org.au/inpsych/2013/december/martin/http://www.psychology.org.au/inpsych/2013/december/martin/http://www.lifelongachievement.com/the-motivation-and-engagement-scale-mes-i8http://www.lifelongachievement.com/the-motivation-and-engagement-workbook-i9http://lifelongachievement.com/image/data/Motivation%20and%20Engagement%20Wheel.pdfhttp://www.psychology.org.au/inpsych/2013/december/martin/8/10/2019 Nueva Rueda y Articulos de Martin 2014
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4nformation about these books, here
For every MES and Workbook purchase, Lifelong will donate $5!! to"#%EF
Fuente: www.lifelongachievement.com/the-wheel-i7/
Articulo y otros de Andrew Martin
Cover feature: Learning and Learning Disailities in !chools
From will to skill: The psychology of motivation, instruction and
learning in todays classroom
Professor Andrew Martin Learning disorders in children: ecent advances in research and
practiceAssociate Professor Tim !annan
"hy cant #onny read$ %ringing theory into cognitive
assessment&r 'ate #aco(s, &ianne "att and &r #ohn ooden(urg
esponsive teaching for students e)periencing learning
disa(ilities&r #eanette %erman and Associate Professor Lorraine *raham
+hanging attitudes to psychological testing in schoolsPaul %ertoia
Columns
Presidents note
The year that was
-)ecutive &irectors report
.even years of %etter Access
!"ecial re"ort
/012 3ational Psychology "eek research survey AP. .tress and
"ell(eing in Australia .urvey /012
#ducation and science
Psychology tackles health challenges at Annual +onference
+ollege of +linical 3europsychologists cele(rates 20 years at
/012 +onference
AP. mem(ers donate 4/5,000 for /016 7ndigenous student(ursaries
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/016 AP. %endi Lango (ursaries 8 Applications now open
$rofessional "ractice
3ew guidelines for treatment of acute stress disorder and
posttraumatic stress disorder: 9pdate for psychologists&r Andrea Phelps, &r Lisa &ell and Professor &avid For(es
+hild (ehaviour pro(lems: +hanges in DSM-5
&r &avid !awes
; A: Testing times in schools
!ow to: Make a sound ethical decision
$ulic interest
7nsights into pu(lic perceptions of the science of climate change
Memershi" news
/012 AP. %oard of &irectors election results
3ew AP. !onorary Fellow recognised
eport from the /012 AP. A*M
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esearch and theory generally confirm that will precedes skillC that is,
motivation represents the inner drive and activity that provides the
impetus, energy and direction reDuired to develop and sustain ones
knowledge and competence=
7n addition to this inner drive, research and theory show that e)ternal
influences play an important role in the development of will and skill=
MaEor e)ternal influences include parents>caregivers, peers,
counsellors>psychologists and teachers=
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and (ehavioural dimensions= These factors emanate from maEor
theories of achievement motivation and are grouped under four
clusters: ?1 adaptive motivationC ?/ adaptive engagementC ?2
maladaptive motivationC and ?6 maladaptive engagement= This
article focuses on motivation, or the Bwill part of the "heel ?a
discussion of engagement can (e found elsewhereC Martin, /010=
BAdaptive motivation is comprised of three adaptive (ehaviours: self-
beliefis students (elief and confidence in their a(ility to understand
or to do well in their schoolwork, to meet challenges they face, and to
perform to the (est of their a(ilityC learning focusis (eing focused on
learning, solving pro(lems, effort and developing skills, more than
(eing focused on competition, a(ility and comparisons with othersC
and, valuing schoolis how much students (elieve what they learn at
school is useful, important, and relevant to them or to the world in
general=
Maladaptive motivation consists of three maladaptive cognitions and
affects in students: anxiety,which involves feeling nervous and
uneasy when thinking a(out schoolwork and assignments>e)ams, and
worrying a(out not doing well in schoolwork,
assignments>e)amsCfailure avoidance?or fear of failure refers to
students tendency to do their schoolwork for the primary purpose of
avoiding doing poorly or avoiding (eing seen to do poorlyC
and, uncertain controlreflects students uncertainty a(out how to dowell or how to avoid doing poorly=
Motivation and academically at-ris( students
The (ulk of motivation research and theory tends to (e focused on
Bmainstream or Bregular students who e)perience no maEor academic
risk, although motivation can still (e a challenge= 3ot surprisingly,
however, motivation can (e Duite a significant (arrier for academically
atrisk students ?e=g=, those with learning difficulties and learning
disa(ilities= For e)ample, a history of underachievement negativelyimpacts self(elief and a valuing of schoolC it also increases an)iety,
elevates fear of failure, and reduces a sense of control= 7n some
cases, this sense of control is so challenged that atrisk students
completely disengage ?see .ideridis, /00@, for a review= 7mportantly,
however, research demonstrates some motivational congruencies
(etween academically atrisk students and students not at risk 8
hence, it is possi(le for academically atrisk students to have positive
motivational profiles ?Martin, /01/, in press=
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Motivation research and intervention
7mportantly, the motivation factors identified in the "heel are
significantly linked to students academic engagement, interest in
school, enEoyment of schoolwork, effort, selfregulation, class
participation, academic resilience, attendance, study patterns, andhomework and assignment completion= Moreover, it is very much via
these connections that motivation ?Bwill leads to knowledge
acDuisition, skill development and competence ?BskillC Martin, /005,
/00@, /010C Pintrich, /000=
7ntervention research conducted over the past two decades
demonstrates that each of these specific motivation factors can (e
enhanced and sustained= For the three adaptive motivation factors,
research has demonstrated that students: ?1 can (e taught how to
think more positively and constructively a(out themselves asstudents ?self(eliefC ?/ can (e more focused on improvement and
personal progress than on competition and comparisons with others
?learning focusC and ?2 can (e shown the relevance of schoolwork
to their lives and the shortterm and lifelong yields of education
?valuing school=
7n terms of the three maladaptive motivation factors, there is a long
line of cognitive and (ehavioural approaches to reducing an)ietyC
there are wellesta(lished practices for helping students develop the
courage to constructively and proactively respond to possi(lemistakes and failure ?failure avoidanceC fear of failureC and students
can (e taught how to focus on factors within their control ?e=g=,
effort and to reduce their focus on things outside of their control
?e=g=, good or (ad luck ?uncertain control=
!aving optimised students academic will, instruction can (e more
effectively targeted at developing students skill, as discussed (elow=
8/10/2019 Nueva Rueda y Articulos de Martin 2014
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Learning and academic skill: The role ofinstruction
7n recent years there has (een something of a tussle (etween heavily
constructivist ?and postmodernist approaches to instruction and
more e)plicit and direct approaches to instruction= 7nterpretations of
the former have led to very studentcentred learning, discovery and
enDuiry(ased approaches, with the teacher seen more as a facilitator
of learning= The latter ?e)plicit approach tends to (e more teachercentred, focused on e)plicit and structured instruction ?including
some deli(erate practice and drill, with the teacher seen more as an
activator and director ?rather than facilitator of learning=
7n a recent review of instruction and its links to achievement, Liem
and Martin ?/012 found that effect siGes were larger for e)plicit
instruction than for inDuiry(ased and discovery learning=
7mportantly, however, rather than dismissing discovery(ased
approaches, they suggested the difference in effect siGes may (e
(ecause many educators introduce discovery(ased approaches tooearly in the learning process= 7n contrast, when students have (een
8/10/2019 Nueva Rueda y Articulos de Martin 2014
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well guided, supported and led (y the teacher in initial learning
?e)plicit instruction, the student is sufficiently skilled and
knowledgea(le to engage in meaningful and informed discovery
(ased learning= -ducational and cognitive psychologies have
contri(uted much to understanding e)plicit instruction as the front
end of learning and skill development, which lays a solid foundation
for su(seDuent meaningful and supported discovery(ased learning=
#2"licit instruction
-)plicit instruction refers to a mode of teacherled instruction that
involves: ?1 reducing the difficulty of a task during initial learningC
?/ various approaches to instructional support and scaffoldingC ?2
ample practiceC ?6 appropriate provision of instructional feed(ackC
and ?H monitored independent practice ?Adams ; -ngelmann, 1@@IC
osenshine, /00@= Following this seDuence of instruction and
demonstrated learning, the teacher may move from (eing an e)plicit
and direct activator to (eing a facilitator of discovery and
e)ploratory(ased approaches=
Many of these strategies are (ased on principles of human cognitive
architecture relevant to working and longterm memory= From a
cognitive load perspective, for e)ample, learning very much relies on
(uilding longterm memory and effectively managing working
memory to facilitate this ?Mayer ; Moreno, /010C .weller, /01/= The
fact that working memory is limited presents an enormous challenge
to educators as it is this part of the cognitive architecture that must
(e fully accommodated when teaching new material ?"inne ; 3es(it,
/010= %ecause longterm memory has no such limitations, a
teachers task is to develop instruction and instructional material that
optimally assists working memory to process information that can (e
transferred to longterm memory ?.weller, /01/C "inne ; 3es(it,
/010= -)plicit instruction emphasises the centrality of the teacher
structuring material and activities to assist working memory (y
reducing am(iguity, enhancing clarity, (uilding in seDuencing,harnessing scaffolds, and promoting deli(erate and guided practice to
help automate some learning processes to reduce the (urden on
working memory ?'irschner, .weller, ; +lark, /00I=
Discovery *and similar0 learning
&iscovery learning has a potentially important place in the learning
process= Liem and Martin ?/012 suggest that after sufficient direct
input, guided practice and independent demonstration of learning,
there is then a place for guided discovery learning= !aving moved(eyond novice status, learners now have the skills and knowledge to
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engage in more meaningful and richer discovery learning= That is,
having acDuired the reDuisite knowledge and skills in longterm
memory, there is no longer the load on working memory to acDuire
this knowledge and skill= "orking memory can then (e directed to
applying the acDuired knowledge and skill in potentially novel and
creative ways= 7t may (e, then, that some of the low to moderate
effect siGes associated with pro(lem(ased, inDuiry(ased and
discovery learning are a result of these learning practices (eing
implemented too early in the learning process= Further research is
needed here, (ut some work has confirmed that once learners
(ecome e)pert, they (enefit more from pro(lem solving approaches
than from structured and e)plicit approaches to learning ?'alyuga,
+handler, Tuovinen, ; .weller, /001=
7t therefore seems that the effectiveness of e)plicit and constructivist
teaching and learning are intertwined such that the effectiveness of
one depends on the successful implementation of the other= As
summarised in Liem and Martin ?/012: Jconstructivist approaches
are (etter assisted (y direct and structured input from the teacher
that systematically and unam(iguously (uilds the knowledge and
skills needed to su(seDuently engage in meaningful discovery,
pro(lem(ased, and enDuiry(ased learning= 7f we may, the horse
must (e well and truly (efore the cart when it comes to effective
instruction and learningK ?p= 2I=
#2"licit instruction and academically at-ris( students
*iven most classrooms include students at academic risk ?e=g=,
students with learning difficulties or disa(ilities, evidence must not
only support the effectiveness of e)plicit instruction for the maEority
of students, (ut also for those who struggle academically=
-ncouragingly, it is possi(le that academically atrisk students may
gain particular (enefit from e)plicit instruction= 7t has (een claimed
that such students can have difficulty understanding or identifying
many of the su(tleties of instructional material and the Bhiddenstructure of learning ?-wing, /011= %y making all elements of
learning e)plicit, less is hidden and more (ecomes accessi(le to these
students=
7ndeed, in their discussion of the myths associated with e)plicit
instruction, Adams and -ngelmann ?1@@I emphasise that direct
instruction is appropriate for low and high performers and also for
lowlevel and more advanced tasks= 7n fact, some researchers argue
that low and high performers are not markedly Dualitatively different=
For e)ample, there are relatively few mistakes or tendencies uniDueto low performers that high performers are not at risk of making=
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7nstead, variation seems to (e in the degree and amount of a
particular instructional approach that is appropriate for low and high
performers= Thus, the main variation in instruction would (e the pace
of presentation and the relative weight given to the core steps in
e)plicit instruction= Thus, while high and low performers (oth receive
e)plicit instruction, high performers might move onto discovery(ased
approaches sooner than low performers=
From skill to will: From learning tomotivation
8/10/2019 Nueva Rueda y Articulos de Martin 2014
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has (een attained, we must also not underestimate the motivating
properties of wellsupported discovery learning=
Conclusion
The learning process can (e characterised as one in which studentsmove from Bwill to Bskill= -ducational and cognitive psychologies have
contri(uted much to our understanding of how students learn and
how to move them towards independent discoverers via teacherled
e)plicit and structured instruction= "hen students have academic will
and skill, their educational Eourney is much more enEoya(le and
successful=
Acknowledgement
The author would like to thank the Australian Research ouncil for
funding the research !rogra" infor"ing this article and #rofessor$ohn Sweller for co""ents on an earlier draft%
1he author can e contacted
at andrew.martin3sydney.edu.auand from 4anuary +,
at andrew.martin3unsw.edu.au.
5eferences
Adams, *=, ; -ngelmann, .= ?1@@I= Research on Direct &nstruction' (5
years beyond D&STAR= .eattle, "A: -ducational Achievement .ystems= +ovington, M== ?1@@/= Making the grade' A self-worth !ers!ective on
"otivation and school refor"%+am(ridge: +am(ridge 9niversity Press=
-wing, %= ?/011= &irect instruction in mathematics: 7ssues for schools with
high 7ndigenous enrolments: A literature review=Australian $ournal ofTeacher )ducation, *+, I6@1=
!attie, #= ?/00@= isible learning' A synthesis of over .. "eta-analyses
relating to achieve"ent%London: outledge=
'alyuga, .=, +handler, P=, Tuovinen, #=, ; .weller, #= ?/001= "hen pro(lem
solving is superior to studying worked e)amples=$ournal of )ducational#sychology, /*,H5@H=
'irschner, P=, .weller, #=, ; +lark, = ?/00I= "hy minimal guidance during
instruction does not work: An analysis of the failure of constructivist,discovery, pro(lem(ased, e)periential, and inDuiry(asedteaching= )ducational #sychologist, 01, 5HI=
Liem, *= A= &=, ; Martin, A= #= ?/012= &irect instruction and academic
achievement= 7n #= !attie ; -= Anderman ?-ds=, &nternational 2uide toStudent Achieve"ent= college students= )ducational and #sychological
Measure"ent, +/, 5@6/6=
mailto:[email protected]:[email protected]:[email protected]:[email protected]8/10/2019 Nueva Rueda y Articulos de Martin 2014
12/17
Martin, A= #= ?/010= 3uilding classroo" success' )li"inating acade"ic fear
and failure= 3ew Nork: +ontinuum=
Martin, A= #= ?/01/= The role of Personal %est ?P% goals in the achievement
and (ehavioral engagement of students with A&!& and students withoutA&!&= onte"!orary )ducational #sychology,*4, @110H=
Martin, A= #= ?in press= Academic (uoyancy and academic outcomes:
Towards a further understanding of students with A&!&, students without
A&!&, and academic (uoyancy itself= 3ritish$ournal of )ducational#sychology=
Mayer, = -=, ; Moreno, = ?/010= TechniDues that reduce e)traneous
cognitive load and manage intrinsic cognitive load during multimedia learning=7n #=L= Plass=, = Moreno=, ; = %runken ?-ds=,ognitive load theory=+am(ridge: +am(ridge 9niversity Press=
Pintrich, P= = ?/000= -ducational psychology at the millennium: A look (ack
and a look forward=)ducational #sychologist, *5, //1//I=
osenshine, %= = ?/00@= The empirical support for direct instruction= 7n .=
To(ias ; T= M= &uffy ?-ds=,onstructivist instruction' Success or failure3ewNork: outledge=
.ideridis, *= &= ?/00@= Motivation and learning disa(ilities: Past, present,
and future= 7n '= = "entGel ; A= "igfield ?-ds=, 6andbook of school"otivation= 3ew Nork: outledge=
.weller, #= ?/01/= !uman cognitive architecture: "hy some instructional
procedures work and others do not= 7n '= = !arris=, .= *raham=, ; T= 9rdan
?-ds=,A#A )ducational #sychology 6andbook= "ashington: AmericanPsychological Association
"inne, P= !=, ; 3es(it, #= += ?/010= The psychology of academic
achievement=Annual Review of #sychology, +1, IH2I5=
Motivating students to learn.
OO eturn to 7nPsych #une /002
Dr Andrew Martin& MA$!
Motivation is students energy and drive to learn, work effectively,and achieve to their potential at school= Motivation plays a large part
in students interest in and enEoyment of school and study and
underpins their achievement= 7n this article & A3&-" MAT73
MAP. descri(es a model of student motivation the .tudent
Motivation "heel and discusses some strategies practitioners and
parents can use to enhance students motivation=
T!- .T9&-3T Motivation "heel ?Martin, /002 reflects the thoughts,
feelings and (ehaviours underpinning academic engagement at school
and separates motivation into factors that reflect enhancedmotivation, those that reflect constrained motivation, and those that
http://www.psychology.org.au/publications/inpsych/highlights2003/#jun03http://www.psychology.org.au/publications/inpsych/highlights2003/#jun038/10/2019 Nueva Rueda y Articulos de Martin 2014
13/17
reflect reduced motivation= These are called (oosters, mufflers, and
guGGlers respectively=
%oosters include self(elief, learning focus, value of schooling,
persistence, study management, and planning= Mufflers include
an)iety and fear of failure= *uGGlers include low control and self
sa(otage=
.tudents improve their motivation (y increasing the (oosters in their
academic lives while also reducing the mufflers and guGGlers=
Practitioners and parents play a vital role in students capacity to do
this=
A tale of two students
7 want to share two students stories that (ring these (oosters,
mufflers, and guGGlers to life ?Martin, /002= The stories are a(out a
high achiever and an underachiever ?details have (een changed to
ensure anonymity= 7 find that most practitioners and parents
recognise at least some aspects of their own clients or children in
each story=
3icoles story: 3icole performs well at school and enEoys her time
there= .he is high in all the motivation (oosters presented a(ove and
low in most of the mufflers and guGGlers=
.he is more focused on learning and improving herself than (eating
or comparing herself with others: 7f 7 can grasp something (y
stretching my mind or working really hard, then 7ve made
progression in myself and 7m proud of myself more so than (eing
a(le to do something (etter than someone else=
3icole works (y a structured study timeta(le that she organised for
herself early in the year= .he plans her work carefully, and checks
how she is going as she does it: 7 try to (e pretty organised= For anessay 7ll do all the reading, 7ll take notes from the readings, 7ll have
an essay plan, and have a general outline of where 7m going and
where the essays going=
3icole is very persistent in the face of challenge, saying, 7ll always
work until 7 get it, and feels in control of success: 7 will put a lot of
work in and then 7 can control how 7ll do=
Peters story: Peter does not perform well at school and is not likely
to look (ack on his time at school with great fondness= .chool for him
8/10/2019 Nueva Rueda y Articulos de Martin 2014
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is a rollercoaster ride of an)iety, fear, poor performance, stress, and
pressure=
Peter is frightened of failing and to deal with this he is deli(erately
pessimistic a(out how he will do at school: 7f you do worse than
e)pected, then its less of a fall, he says= Peters pessimism seems to
have come from home where his parents have always said, &ont set
your goals too high (ecause youll only get disappointed=
7n contrast to 3icole, who has a strong sense of control, Peter feels
Duite helpless, saying, 7 could work my (utt off (ut 7 still think 7ll fail
it if my teacher wants me to fail it= #ust (ecause 7 work hard wont
guarantee that 7ll get that mark=
7n fact, unlike 3icole who ma)imises her chances of success, Peter
seems to sa(otage his chances of success, admitting, 7f 7 have an
assignment due, 7ll Eust watch T or go out= !is fear of failure
seems to underlie much of this sa(otage (ehaviour: 7f 7 leave study
to the last minute, then 7ve got an e)cuse if 7 dont do well=
!trategies for "ractitioners and "arents
There are three facets of the .tudent Motivation "heel that are
particularly important to motivation at school and which we saw
played out in the stories a(ove= These are self(elief, control, andfailure avoidance=
%oosting students6 self-elief through success:.elf(elief is one
of motivations most vital components= Most of the focus on
enhancing students self(elief is usually on how to challenge their
negative thinking and how to promote more positive selftalk=
Although this is critical, 7 want to focus on something that is not
addressed so freDuently: the need for students to succeed=
.uccess is a cornerstone of self(elief ?%andura, 1@@5= Twostrategies to (uild more success into students lives are chunking
and e)panding their views of success=
+hunking involves:
Q %reaking tasks into more managea(le (itesiGed pieces, and
Q seeing the completion of each piece as a success=
For e)ample, in an essay a student can succeed in many ways,
including: ?a fully understanding the Duestion, ?( (reaking the
Duestion into parts, ?c doing an initial search for information at the
8/10/2019 Nueva Rueda y Articulos de Martin 2014
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li(rary or on the internet, ?d summarising the information they read,
?e organising the information under su(headings, and so on=
3ot only does this strategy provide multiple success e)periences, it is
also a very effective way of (uilding intrinsic motivation: the student
is (eing rewarded with success throughout the essay and this
sustains interest and persistence ?.chunk ; Miller, /00/= +hunking
can also (e applied to nonacademic activities such as dealing with
personal issues or pro(lems, working towards a personal goal,
settling into a new Eo(, or training for an upcoming sporting meet=
.tudents also have more opportunities to succeed when they e)pand
their views of success= 7n our highly competitive schooling system
students tend to see success in terms of (eing the (est, topping the
class, and (eating others= +ertainly, competing successfully is one
facet of success and must (e cele(rated accordingly= !owever, if
students focus solely on such narrow definitions of success they run
the risk of cutting themselves off from opportunities to succeed= This
is (ecause under this narrow view of success only a few students can
win ?+ovington, 1@@/=
There are (roader views of success that increase opportunities for
success and which can operate effectively within the competitive
school system= .uch e)panded views include improvement, skill
development, personal progress, mastery, understanding new things,learning new things, developing (etter study skills, and personal
(ests ?3icholls, 1@@=
Placing greater emphasis on these e)panded views of success and
recognising such achievements can (e a vital step in ma)imising
students opportunities to succeed=
%uilding control into students6 academic lives:.tudents who
have a strong sense of academic control (elieve they can influence
academic outcomes in their life= For e)ample, they (elieve thatthrough appropriate Duality and Duantity of effort they can avoid
failure or attain success=
-nhancing students sense of control reDuires practitioners and
parents to encourage students to focus their attention on factors
within their control= Too often students attri(ute their successes and
failures to factors (eyond their control factors such as good or (ad
luck, easy or tough marking, or a good or (ad teacher= -nhancing
students sense of control means placing greater emphasis on their
effort and strategy that is, on how hard they work and the way they
8/10/2019 Nueva Rueda y Articulos de Martin 2014
16/17
do that work= -ffort and strategy are within students control and the
more they focus on these, the more empowered they are at school=
educing students fear of failure: Another cost of our competitive
school system is the high fear of failure e)perienced (y many
students= .tudents who fear failure tend to (e an)ious, pessimistic,
and can (uckle under the pressure of e)cessive challenge or stress
?Martin ; Marsh, /002C Martin, Marsh, ; &e(us, /001a, /001(,
/002=
There are two ways to help reduce students fear of failure= The first
is to encourage students to view mistakes, poor performance, and
set(ack differently= Motivated students see poor performance as
information that helps them improve ne)t time ?+ovington, 1@@/=
"hen students see mistakes in this way, they are less fearful of poor
performance and are less inclined to manoeuvre in defensive ways=
Another reason students fear failure is (ecause they define their
worth as a person in terms of how they perform at school ?+ovington,
1@@/= The more students get a sense that their worth is wrapped up
in how they perform at school, the more every proEect, essay, and
e)am (ecomes a test of their worth= educing students fear of failure
therefore involves minimising the link (etween students achievement
and their selfworth= .tudents (ehaviour ?that is, their hard work or
their lack of work, their effective study or their ineffective study etc=needs to (e the focus and not so much them as a person= 7t may
seem like a su(tle distinction (ut it is a distinction that has significant
implications for students orientation to challenge, adversity, failure,
poor performance, and set(ack=
Conclusion
9nmotivated students can (ecome more motivated and students who
are motivated can (e sustained in some straightforward ways= The
strategies presented a(ove are Eust a few ways this can (e achieved="ithout dou(t, the rate of change will differ from student to student
and so assisting some students motivation will (e a commitment
over the medium to longer term= !owever, given the impact of
students motivation and engagement on their enEoyment and
achievement at school, the commitment will (e worth it=
&r Andrew Martin is Postdoctoral esearch Fellow at the .elfconcept
-nhancement and Learning Facilitation ?.-LF esearch +entre,
9niversity of "estern .ydney=
5eferences
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17/17
%andura, A= ?1@@5= Self-efficacy' The exercise of control= 3ew Nork:
Freeman ; +o=
+ovington, M== ?1@@/= Making the grade' A self-worth !ers!ective
on "otivation and school refor"%+am(ridge: +am(ridge 9niversity
Press=
Martin, A=#= ?/002= 6ow to "otivate your child for school and
beyond= .ydney: %antam=
Martin, A=#= ; Marsh, !="= ?/002= Fear of failure: Friend or
foe$Australian #sychologist, *, 212=
Martin, A=#= Marsh, !="=, ; &e(us, =L= ?/001a= A Duadripolar need
achievement representation of selfhandicapping and defensive
pessimism=A"erican )ducational Research $ournal, *,H2I10=
Martin, A=#=, Marsh, !="=, ; &e(us, =L= ?/001(= .elfhandicapping
and defensive pessimism: -)ploring a model of predictors and
outcomes from a selfprotection perspective=$ournal of )ducational
#sychology, /*, 510/=
Martin, A=#= Marsh, !="=, ; &e(us, =L= ?/002= .elfhandicapping
and defensive pessimism: A model of selfprotection from a
longitudinal perspective= onte"!orary )ducational #sychology, (,12I=
3icholls, #=*= ?1@@= The co"!etitive ethos and de"ocratic
education= +am(ridge: !arvard 9niversity Press=
.chunk, &=!=, ; Miller, .=&= ?/00/= .elfefficacy and adolescents
motivation= 7n F= PaEares ; T= 9rdan ?-ds=Acade"ic "otivation of
adolescents= +onnecticut: 7nformation Age Pu(lishing=
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