Government

Sources:!

Senior Project Paper

Okonsky

1. MLA Citation(s):! Smith, Marian, and Mark Hepworth. "An investigation of factors that may demotivate secondary school students undertaking project work:" Implications for learning information literacy. Journal of Librarianship and Information Science 2007 39 (1). Issue (March, 2007): Page(s) 1-15.!

Quotes:! With regard to information skills students were familiar with various skills but the majority considered that their skills were not well developed and were not condent of completing the research process successfully.!

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Finding too much information on the Internet was a problem.! Working with others was considered particularly important in the initial stages of project work. Some students felt a sense of anxiety, even panic, when asked to research an area they were not familiar with. Discussion and sharing of ideas with others enabled some students to identify knowledge they

possessed which they may not have recognized at rst as linking to the topic in hand.!

Students referred to the environment, comprising resources, the physical layout and ambience, as a factor that could motivate them to engage with the topic. The physical environment was referred to in interviews and focus groups. The ability to get up and move around during lessons to visit the library or

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computer suite, as mentioned earlier, was a motivating factor when carrying out research.!

These challenges demotivate students and reduce the opportunity for learning. It was also seen that the lack of a pedagogic framework specic to the project process, that requires secondary information as well as data, limits the learning of information literacy.!

My Response:! After reading through the case-study, I found highlighting factors that contributed to the idea of demotivation and lack of interest upon the student body that are in-fact exercised and emphasized within the High Tech High Project-Based Learning Program/Curriculum. It is interesting to draw connections between a study that was conducted on a generalized secondary-education system versus that of a contemporary style of schooling (Project-Based Learning, Small class sizes, Hands-On work/ environment, Collaborative workspace, etc.). !

Government
2. MLA Citation(s):!

Senior Project Paper

Okonsky

Rye, James, Rick Landenberger, and Timothy A. Warner. "Incorporating Concept Mapping in ProjectBased Learning:" Lessons from Watershed Investigations. Issue (July, 2012): Page(s) 1-53.!

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Quotes:! The concept map is also a visual learning tool with associated spatial features that include concept hierarchy and relationships.!

The concept map emerged in the early 1970s from the research of Joseph Novak and colleagues who used it to represent childrens science knowledge and the changes over time in their science understandings (Novak and Caas 2008). Novak and Caas detail the psychological and epistemological foundations of the concept map, which is grounded in David Ausubels educational

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psychology emphasizing meaningful learning.!

Increasingly, schools have computer/internet access, yet many teachers use computer technology mainly for tasks other than the provision of instruction (e.g., accessing online assessment data), in part, due to barriers such as insufcient time, access, and professional development (Kopcha 2010).!

One goal of this project was to increase spatial learning abilities and understandings for teachers and their students.!

The initial project survey revealed that 10 of 17 (59 %) participants had previously used concept mapping with students. More than one-half of these previous users rated highly (Much Value on a ve-category scale ranging from Little to Much) the value of concept mapping for instruction, and no

individuals rated it less than Average.!

My Response:! The idea of Concept-Mapping is slightly irrelevant concerning the idea of productivity and maintaining a steady worth ethic with positive study habits. The implementation of Concept-Mapping throughout the tract of a students performance rather that of a teaching practitioner would introduce a structural way of planning ideas and developing methods of executing ideas in an efcient manner. I decided to use this particular source/academic journal for contrasting the effectiveness of Concept-Mapping between educators and students. !

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Government
3. MLA Citation(s):!

Senior Project Paper

Okonsky

Ford, Dr. Valjeaner B., and Douglas E. Roby. "Why Do High School Students Lack Motivation in the Classroom?" Global Education Journal. Not Available. Snyder & Hoffman (2002): Page(s) 101-113.!

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Quotes:! It is fully noted by educational psychologist and researcher in the world of academia that a problem exist throughout the nation to motivate high school students in the classroom.!

Amotivation has also been associated with boredom and poor concentration in class, poor psychological adjustment to college, higher perceived stress at school and while studying (Baker, 2004) even more disturbing, high school dropout.!

In general, self-determination has been connected with a multiplicity of outcomes, such as greater cognitive exibility, conceptual understanding, and active information processing (Grolnick & Ryan, 1987) at the same time as better academic performance and academic self-concept (Deci, Vallerand,

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1991).!

The environment plays a vital role in amotivation for four different classes of reasons: (1) ability beliefs, (2) effort beliefs, (3) value placed on the task and (4) characteristics of the task.!

Effort Beliefs- the concept based on the fact that students do not believe they can initiate or sustain the necessary effort required to complete a mandatory task, they actually doubt their abilities (Skinner et al. (1990).!

My Response:! According to the article, the correlation between the conceptual idea of Effort Beliefs and the idea behind factors that contribute to de-motivational behavior throughout a students activity and efforts is a major parallel within this study. I strongly agree that students whom do not believe that they can initiate or sustain the effort required to complete tasks actually doubt themselves in which established a preventative mindset. It is natural for the human mind to do so, and I am aware of having done that many times. I have overcome this type of mentality in certain scenarios although this is not an idea that you can train out of your body and mind, but the more you contract the idea of self-prevention, the easier it becomes to act against and utilize your mind towards task completion and sustainability.!

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Government
4. MLA Citation(s):!

Senior Project Paper

Okonsky

Crotty, James Marshall. "Motivation Matters: 40% Of High School Students Chronically Disengaged From School." Forbes. Forbes Magazine, 13 Mar. 2013. Web. 14 Apr. 2014.!

Quotes:! Lack of motivation is a real and pressing problem. Upwards of 40 percent of high school students are chronically disengaged from school, according to a 2003 National Research Council report on motivation.!

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On the other hand, students who are motivated to learn have higher achievement, show better understanding of the concepts they are taught, are more satised with school, and have lower dropout rates, according to a variety of studies reviewed by Edward Deci and colleagues.!

As with any skill, motivation can be encouraged or discouraged in children from an early age by the actions of important people in their lives. Studies suggest that students are more academically motivated when one of four conditions is present: when they feel competent enough to complete the task at hand; when they see a direct link between their actions and an outcome and have some control over whether or how to undertake a task; when the task has interest or value to them; and when completing the task brings social rewards, such as a sense of belonging to a group or approval from

someone they care about.!

Moreover, school programs that try to motivate students by focusing on the goal of attending college or paying for their college tuition are more motivating if they immerse students in a college-going culture rather than just encouraging them to aspire to college and promising scholarships for tuition. This immersion approach includes providing academic, social and other supports, making clear why college

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was important, and outlining a path to get there.!

Too often, strategies that adults use to boost student achievement such as raising academic standards and giving high-stakes standardized exams do not address the real reasons why students are disengaged.!

My Response:! Differentiating demotivation as an idea of poor work habits versus a legitimate condition can become an interesting topic. Majority of the underlying cause of a demotivated student evolves from the characteristics of that particular person/institution. Schools that focus on curriculum and formatting that emphasize future goals and ambitions of the students tend to result differently.!

Government
5. MLA Citation(s):!

Senior Project Paper

Okonsky

Vallerand, Robert J., and Robert Bissonnette. Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study Research Laboratory on Social Behavior and Department of Psychology University ol Quebec at Montreal. Issue (July 17, 1990): Page(s) 599-620!

Quotes:! At the beginning of the academic year, 1,042 rst-term junior-college students enrolled in a compulsory college course completed a scale assessing intrinsic motivation, four styles of extrinsic motivation (namely, external regulation, introjection, identication, and integration), and amotivation toward

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academic activities.!

Intrinsically motivated behaviors are those that are engaged in for their own sake, in other words, for the pleasure and satisfaction derived from performing them (Deci, 1971).!

External regulation may also be fueled by a desire for rewards. For example, students may work hard at school in order to receive a prize promised by their parents.!

In light of the above, the purpose of this study was to extend past research by assessing the role of intrinsic, extrinsic, and amotivational styles as predictors of future behavior using a prospective design.!

Four months later, at the end of the semester, persistent and drop-out behavior was assessed and related to the motivational styles. It was hypothesized that individuals who persisted in the course would be found to have displayed more self-determined motivational styles (i.e., students less amotivated, externally regulated, and introjected, but more identied, integrated, and intrinsically motivated toward

academic activities) at the beginning of the term than students who dropped out of the course.!

My Response:! Analyzing the drop-out behavior is a great introduction due to the inclusion of the other ideas that were introduced in other articles pertaining to the research. Self-determination and improved styles and habits within the academic environment are preventative habits of mind that allow oneself to mature and maintain a level of interest in which will only allow and mature a students ability to be persistent.!

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Government
6. MLA Citation(s):!

Senior Project Paper

Okonsky

Legault, Lisa, Luc Pelletier, and Isabelle Green-Demers. "Why Do High School Students Lack Motivation in the Classroom? Toward an Understanding of Academic Amotivation and the Role of Social Support" Journal of Educational Psychology. Volume 98, No. 3. Issue (May 20, 2005): Page(s) 567-582.!

Quotes:! Lack of motivation is a real and pressing problem. Upwards of 40 percent of high school students are chronically disengaged from school, according to a 2003 National Research Council report on motivation.!

! !

On the other hand, students who are motivated to learn have higher achievement, show better understanding of the concepts they are taught, are more satised with school, and have lower dropout rates, according to a variety of studies reviewed by Edward Deci and colleagues.!

As with any skill, motivation can be encouraged or discouraged in children from an early age by the actions of important people in their lives. Studies suggest that students are more academically motivated when one of four conditions is present: when they feel competent enough to complete the task at hand; when they see a direct link between their actions and an outcome and have some control over whether or how to undertake a task; when the task has interest or value to them; and when completing the task brings social rewards, such as a sense of belonging to a group or approval from

someone they care about.!

Moreover, school programs that try to motivate students by focusing on the goal of attending college or paying for their college tuition are more motivating if they immerse students in a college-going culture rather than just encouraging them to aspire to college and promising scholarships for tuition. This immersion approach includes providing academic, social and other supports, making clear why college

! !

was important, and outlining a path to get there.!

Too often, strategies that adults use to boost student achievement such as raising academic standards and giving high-stakes standardized exams do not address the real reasons why students are disengaged.!

My Response:! Direct correlations between the four conditions that affect a students ability or inability and my internship on campus at High Tech High North County are very prevalent on a day-to-day basis. With most things, incentive is always something to take into account, but the understanding of competence is a key point.