Running head: CASE STUDY IN MOTIVATION

Case Study in Motivation

Elizabeth Tilton
University of New England

Running head: CASE STUDY IN MOTIVATION

I. INTRODUCTION
Ryan is 14 years old and just entered his freshman year in high school. He comes from a
low to middle class family and was originally living with his mother, while his father was not in
the picture. In 8th grade he told me he did not like his mothers rules and was living with another
family member for the time being. However, his mom appeared to be very supportive and caring
in a parent teacher conference and expressed her concern for him living up to his true potential.
Being a single mother, she worked several jobs and expressed her guilt in not always being there
to help him with work at night.
He was a former student of mine in both 7th and 8th grade math. Prior to having Ryan as
a student in my 7th grade math class, the middle school staff and I had been given a heads up
on Ryans academic and behavioral challenges, from his former teachers. He was a face that I
saw often in the principals office when passing through. His previous teachers described him as
a challenging student who was disrespectful towards adults, confrontational with some of his
peers, unfocused and unmotivated. In his elementary classes, Ryan was often kept after school
to complete work and required a significant amount of extra attention from his teachers to stay
focused and on task during lessons and activities. When Ryan was in the third grade, I had the
opportunity to substitute teach in his classroom. I distinctly remember his teacher leaving notes
that referenced him and the chance that he could exhibit negative behavior. Her notes also mentioned how sweet and bright he could be but that the presence of an unfamiliar teacher, a substitute, could cause him to act out as he had in the past with other substitute teachers.
Several years later, Ryan was placed in my 7th grade math class and proved himself to be
an energetic, yet challenging student. He appeared to be disruptive in his classes and was often

Running head: CASE STUDY IN MOTIVATION

hard to redirect. During this time he was supposed to be taking medication for Attention Deficit
Hyperactivity Disorder (ADHD) but would not always take it. His mother communicated the
fact that he did not like how the medication made him feel, both physically and emotionally. His
cumulative math grade at the end of 7th grade was a B (84%). He performed best on individual
assessments (tests and quizzes) and lower on homework, classwork, and group work.
I noticed a change in 8th grade where he appeared to be more quiet and subdued, and was
less of a distraction to others in class. My colleagues and I were made aware by our school
counselor that he may have begun self medicating with marijuana, hence the drastic change in
his behavior. Rather than disrupt class and distract the learning of others, he would often zone
out and have a hard time focusing on given tasks. He avoided a couple of his classes, one
teacher in particular because he said that she "didn't like him." Therefore he would do nothing in
her class and would often be a source of distraction in other classes. His participation in cooperative learning groups was sparse, most of the time nonexistent. Ryans cumulative math grade at
the end of 8th grade, was a D (64%). His performance on both formative and summative assessments was all over the place. His absences played a key role in his inability to perform well
on several summative assessments. Towards the end of the year, I had a conversation with Ryan
about the level of math he would take in high school. After receiving supportive and encouraging feedback from me, Ryan expressed genuine interest in attempting Geometry as a freshmen.
Unfortunately, I have learned that he was moved out of Geometry and into Algebra 1 very early
on as a freshmen.
After sitting down to discuss Ryans present academic standing with a colleague of mine
that is currently teaching him, I gathered the following information. In freshmen science he has

Running head: CASE STUDY IN MOTIVATION

a 46%; 17% in health and fitness; 46% in Algebra I; and is currently failing a pass/fail course in
digital literacy. He has missed 7 full classes of freshmen science, which is first period, and 5 full
days of school, resulting in 27 missed class periods total since the beginning of the school year.
It appears difficult for him to make it to school on time most mornings.

II. OBSERVATIONS
In 7th grade Pre-Algebra, to determine students mastery of a specific concept, I implemented a lesson entitled Barbie Bungee. The purpose of this lesson was to wrap up the end of
a unit on linear relationships and graphing. Students were required to bungee jump Barbie
dolls in an effort to collect data and generate a scatter plot and line of best fit using Numbers on
their iPads. Technology is an excellent tool to help differentiate instruction. In this case, it provided Ryan with an engaging and useful way to demonstrate his knowledge of the concepts
(Chapman & King, 2012). Although several motivational theories are intertwined in this lesson,
attribution theory, which seems to best justify Ryans lack of motivation is ever-present. Having
previously received positive and genuine feedback on formative assessments leading up to this
project, Ryan has been set up with just the right amount of success to persevere in a new and unfamiliar situation. Had he experienced a significant amount of failure prior to this activity, it is
very possible that Ryan could have shut down. He may have expected to once again fail, attributing a previous failure to a new task (Anderman & Anderman, 2014). At the beginning of
the lesson, when modeling appropriate ways to bungee jump Barbie and record data, I chose another student and Ryan to help me. After observing the successful demonstration of his classmate, Ryan proceeded to model an appropriate demonstration, learning from

Running head: CASE STUDY IN MOTIVATION

observing the success of his peer (Anderman & Anderman, 2014). Ryan ended up with a 92% on
the final project, demonstrating proficiency in linear relationships and graphing, and appeared to
be focused and engaged throughout the duration of the project.
Providing immediate feedback can encourage students to practice, and it helps them
make connections between what they do and the results they achieve (Dean, Hubbell, Pitler &
Stone, 2012). During class discussions, I try to provide students with immediate feedback that is
specific to the task at hand. When Ryan receives positive feedback that is immediate and sincere, his participation in class discussions and skills practice, increases significantly. During a
class discussion in 8th grade Algebra 1 on solving multi-step equations, Ryan raised his hand and
took a risk, not once, not twice, but several times. The first time he responded to a question, I
provided him with the following feedback and follow up task for the rest of the class, Ryan, I
really appreciate that you thought outside of the box and provided us with a different way to
solve the problem. It shows me that you understand the hows and whys of solving equations.
Lets take a minute and see if we can find two other ways to solve the problem that are as different and unique as Ryans. I can still see the looks on the other kids faces as they noticed how
bright and intuitive Ryan could be. He sat up a bit straighter in his seat and proceeded to see if
he too could find another way to solve or better explain the meaning behind the given problems.
According to Carol Ann Tomlinson (2001), self-esteem is fostered by being told you are
important, valued, or successful. This feedback can in turn lead to the development of self-efficacy in students. I kept this in mind when allowing Ryan to complete three different summative
assessments in the form of quizzes. His absences prior to these quizzes hindered his

Running head: CASE STUDY IN MOTIVATION

ability to successfully complete them in a timely manner. I recognized this and asked him to join
me during my RTI (response to intervention) period. I was able to give him a mini lesson with
practice and have him complete one of the assessments the following day. This pattern continued until all three had been made up. There were only a few other kids in the classroom at the
same time this was happening. This created a safe and welcoming environment for Ryan to work
in with the absence of emotional danger (Tomlinson, 2001). Ryan ended up with an 85% on
Arithmetic Sequences, a 100% on Linear Equations, and an 80% on Point-Slope form. He was
able to ask clarifying questions without feeling and coming across to others as being stupid, in
his words. He often appeared concerned about what others thought of him. When I probed him
as to why he felt this way, he described a situation in another classroom that had been ongoing.
He avoided a couple of his classes, one teacher in particular because he said that she "didn't like
him." Therefore he would do nothing in her class and would often be a source of distraction in
other classes. He stated that he knew teachers talked and if she didn't like him, why would
anyone else give him a chance?
Students can sense how teachers feel about them, specifically whether or not they are
liked. I met with a close colleague of mine in the high school who currently has Ryan as a student in her freshmen science course. Her observation was too powerful for me not to include. I
asked her to walk me through this particular class step-by-step as I recorded her observations and
dialogue with Ryan. The end of the quarter is only a week away and students were being asked
to complete a viscosity of magma lab, modeled with liquid soap and sand during this particular
class period. When Ryan entered the room, Ms. Jones pulled him aside for a minute. She proceeded to tell him all of your teachers have been talking about you and emailing each

Running head: CASE STUDY IN MOTIVATION

other back and forth about your grades since they are closing soon. We were talking about how
much we like you and how frustrated we feel because we don't know how to motivate you, you
are so bright and capable. Ryan responded by saying you all like me? Ms. Jones then said
we think you are smart, funny, unique, and the confidence in your individuality that you emulate as a freshmen is pretty rare. Ms. Tilton told me I would like you and she was right! Ryan
smiled and took his seat. During the remainder of the class period, Ms. Jones observed Ryan
working cooperatively and appropriately with others. He demonstrated safety and responsibility
during the lab. This was the first lab that Ryan had attempted and successfully completed since
the beginning of the school year. This would never have happened had it not been for the honest
and sincere message from Ms. Jones at the beginning of the period. Ryan earned an 80% (B-) on
the final lab.

III. EFFECTIVE STRATEGIES

The motivational theory that I think best relates to this student is attribution theory:
Something happens. The individual then tries to determine why the event happened. The individual attributes the occurrence to one of several possibilities and then experiences certain feelings as a result (Anderman & Anderman, 2014). It is possible that because Ryan experienced a
high amount of negative feedback and failure throughout his elementary years, he is beginning to
feel as though there is no point in even trying because if he failed something once, or did something wrong, how could he ever do anything right? I believe that if his teachers gave him modified assignments and assessments that he could experience success on, and receive meaningful,
positive feedback, he may begin to feel motivated and see that one success

Running head: CASE STUDY IN MOTIVATION

could in turn lead to another. He may then crave success and sincere encouragement rather than
attributing the failure to a cause, (Anderman & Anderman, 2014).
I do feel that because of the negative attention he received from his peers and other
teachers on a regular basis in the past, his level of self-efficacy is extremely low. He may benefit
from seeing his close peers being successful and feel as though he can observe and learn from
them. Self-efficacy is described as being highly task specific, and he seems to be motivated on
some occasions (Anderman & Anderman, 2014). He can be successful at times, especially when
he appears to be more confident when working on something he understands 100%. Teachers
can help to increase his level of self-efficacy by providing constant support and encouragement.
Although Ryan will experience high levels of self-efficacy through successful completion of given tasks, there are several other factors that can play a considerable role in increasing his belief
in self. Margolis & McCabe (2006) describe two of these factors as the following: verbal persuasion, where the instructors verbal communication and sincere encouragement provides motivation; and emotional state, where a positive attitude can help a student believe in themselves
while a negative attitude or anxiety can reduce self-efficacy.
According to Chapman and King (2012), providing students with diverse assessments
and assessment experiences can have a significant impact on a learners believe in self. It is pertinent to Ryans case, that his teachers are careful not to make quick judgements on his ability
level or intelligence, based solely on negative reports from past teachers. Differentiated assessment is providing all students with the necessary tools to demonstrate their learning. Knowing a
students learning styles, intelligences, knowledge base, and interests, specifically Ryans, can
assist his teachers in developing purposeful and engaging assessments for him

Running head: CASE STUDY IN MOTIVATION

(Chapman & King, 2012). Each and every lesson and assessment has the potential to affect a
students performance on future tasks. If Ryan is presented with tasks that accurately fit his ability level, he will in turn experience success rather than failure. He may then attribute the feeling
of success to future assignments (Anderman & Anderman, 2014). However, Ryans absences
could be hindering his learning due to the fact that he is regularly missing pertinent instruction.
It is important for Ryan and all other students, to see and understand the application and usefulness of what is being learned (Chapman & King, 2012). Whether it be something he can use in a
real-world experience, or as evidence that he is proficient regarding a graduation standard. Developing appropriate goals are a powerful way to motivate an individual.
Ryan may also be motivated by teachers that exhibit withitness. According to Chapman and King (2012), learners perceive with-it teachers as keeping current with the latest trends
and fads. In Ryans freshmen science class, his teacher, Ms. Jones is beginning the second
quarter by asking students to choose a song of the day. Ryan has a true passion for current and
unique music, therefore I know he will make an even stronger connection with Ms. Jones because of her withitness. He has made connections with other teachers, such as myself, surrounding his interest in music and desire to represent his individuality through his personal style
choices. An instructional strategy that may play on Ryans specific interests are flexible learning
groups. Carol Ann Tomlinson (2001) discusses the idea of flexible grouping, where students
work in groups and individually based on the match of the task to student readiness, interest, or
learning style. These groups give both the teacher and students a voice in grouping arrangements that can be either purposeful or random.

Running head: CASE STUDY IN MOTIVATION

Although the above strategies seem to fit Ryans case, there is one that I do not believe
would be appropriate for him if used ineffectively. Providing students with product choice as a
form of assessment can be a useful strategy if implemented correctly (Tomlinson, 2001). If Ryan
were to be offered too many product choices, I foresee him becoming overwhelmed and possibly
shutting down. Students whose lack of motivation relates to the attribution theory, often attribute one experience to another and may believe they can not personally control the causes of
events (Anderman & Anderman, 2014). Ryan may be unsure of the right choice and could be
concerned that his choice may not be the right one. If, however, Ryan was presented with a few
choices that fit his personal learning style and readiness, I do believe that he cold find success
with product choice.

IV. CONCLUSION
In conclusion, I believe that I have developed a strong rapport with Ryan over the two
years he was in my class. Focusing on Ryan for this case study in motivation has helped me to
create a bank of resources and strategies that can be used with other students who appear to lack
motivation and engagement. Through my detailed and diverse observations of Ryan, I have become more aware of similar behaviors in other students. Differentiation plays a major role in the
success or lack thereof of individuals. Allowing for multiple pathways to learning and demonstrating knowledge is key in the success and development of self-efficacy in all learners.
Carol Ann Tomlinson (2001) was able to conclude that as educators, we know that the meaningmaking process is influenced by the students prior understandings, interests, beliefs, how the
student learns best, and the students attitudes about self and school.

Running head: CASE STUDY IN MOTIVATION

10

I plan to share this study and my findings with Ryans current teachers in the high school.
It is my hope, that with the connection to the attribution theory of motivation and effective
strategies discussed, Ryans teachers will have something to build on in an effort to successfully
engage and motivate him to reach his full potential. It takes the collaboration and influence of all
teachers, not just one, to inspire and unlock the motivation that we know lies within each and
every student.

Running head: CASE STUDY IN MOTIVATION

11

References
Anderman, E. M., & Anderman, L. H. (2014). Classroom motivation (Second ed.). New Jersey:
Pearson Education, Inc.
Chapman, C., & King, R. (2012). Differentiated assessment strategies: one tool doesn't fit all
(2nd ed.). Thousand Oaks, Calif.: Corwin Press.
Dean, C. B., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom instruction that works
research-based strategies for increasing student achievement (2nd ed.). Alexandria, Va.:
ASCD.
Margolis, H., & McCabe, P. (2006). Improving Self-Efficacy and Motivation: What to Do, What
to Say. Intervention in School and Clinic, 4(41), 218-227.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.).
Alexandria, Va.: Association for Supervision and Curriculum Development.