Content Review 1: Motivating And Guiding School

Content Review 1 Content Review Motivating and Guiding School-Age Children and Adolescents (EDUC - ) Instructor(s): Robin Sachs Yvonne Abron Walden University September 10,

Choose at least two aspects of culture (e.g., religion, socioeconomic status, geography, race/ethnicity) and explain how growing up within this culture might affect how a child or adolescent expresses motivation in school. For each aspect of culture, provide at least two specific examples of its potential effect on motivation.

Race and ethnicity can significantly influence a child's motivation in school. Children from diverse racial and ethnic backgrounds often face stereotypes and prejudices that can diminish their motivation. For instance, children of underrepresented minorities (URMs) are sometimes acutely aware of societal stereotypes, which can impact their self-identity and their motivation to pursue challenging fields like STEM (Aronson & McGlone, 2009; Hudley & Graham, 2001; Sinclair, Hardin & Lowery, 2006). When children perceive that society devalues their racial background, they may internalize these negative perceptions, leading to decreased motivation to excel academically or participate fully in classroom activities.

Conversely, racial and ethnic diversity within educational settings can positively influence motivation. Benner and Crosnoe (2011) highlight that early exposure to diverse environments can boost academic performance and sociomotional well-being, fostering a sense of belonging and motivation in minority students.

Similarly, socioeconomic background, or locale, plays a crucial role in shaping a child's motivation. Growing up in impoverished areas often correlates with limited access to quality education, resources, and extracurricular opportunities, which can lead to decreased motivation to succeed academically (Mazano & Kendall, 1996). Children from low-income families may feel disadvantaged or discouraged because of their circumstances, believing that their socioeconomic status limits their future opportunities. Additionally, children in impoverished environments frequently encounter social stigmas and bullying based on their economic background, further diminishing their motivation.

Furthermore, geographic locale influences educational quality and resources. For example, children living in rural or low-income urban districts often attend schools with fewer resources and less experienced teachers compared to those in suburban or affluent districts. Huston et al. (2003) found that socioeconomic improvements, such as the opening of casinos that uplifted families out of poverty, can positively affect children's mental health and behavior, illustrating how contextual factors influence motivation. Mazano and Kendall (1996) also report that children from impoverished backgrounds enter classrooms with significantly less vocabulary and literacy skills, which can hinder their motivation and engagement in learning activities.

Exploring Marzano’s Self-System and Metacognitive System in Motivation

Donna Tileston describes Robert Marzano's model of motivation, which emphasizes the importance of the self-system and the metacognitive system. The self-system, often called the "Do I want to?" system, pertains to a student’s motivation based on their personal desires and feelings about learning. It influences whether a student approaches a task with enthusiasm and pride, driven by their perceptions of relevance and personal value of the learning activity (Marzano, 1998). When students believe that success is desirable and attainable, their self-system enhances motivation, prompting active engagement and effort.

The metacognitive system, described as the "How will I?" system, involves planning, strategy selection, and reflection on one's learning process. It guides students in organizing their approaches to tasks, monitoring their progress, and adjusting their strategies as needed. The interaction between these systems is crucial; the self-system signals readiness and motivation, which then activates the metacognitive system to formulate an effective plan for achievement (Marzano, 1998).

The relationship between the two systems is dynamic and cyclical. A positive self-system increases motivation, which encourages students to utilize their metacognitive skills more effectively. Conversely, successful planning and problem-solving through the metacognitive system reinforce the student’s belief in their abilities, strengthening the self-system. When these systems work cohesively, students are more likely to persist through challenges and develop intrinsic motivation for learning (Harter, 1980; Markus & Ruvulo, 1990).

The Cognitive System and Its Role in Motivation

The cognitive system encompasses the processes involved in acquiring, understanding, and applying knowledge. It involves perception, memory, reasoning, and problem-solving, and is fundamental to how students interpret their experiences and respond emotionally and socially (Given, 2017). Understanding how the cognitive system operates can inform strategies to motivate children and adolescents effectively.

For example, children’s early propensity to repeat familiar activities, such as singing the same song or manipulating objects, demonstrates the foundational role of memory and perception in engagement. As children mature, their ability to reflect on and analyze their surroundings increases, leading to more complex motivation mechanisms. Adolescents, in particular, often argue about social injustice, driven by their cognitive capacity for abstract thinking (Stipek, 1993). Teachers can leverage this understanding by designing learning experiences aligned with students’ cognitive development, making tasks meaningful and accessible, thus fostering motivation.

Instructional approaches that activate and support cognitive processes, such as problem-based learning or inquiry-based activities, can stimulate motivation. For instance, presenting real-world problems that relate to students' lives can increase relevance, spark curiosity, and promote engagement. Additionally, providing feedback that encourages reflection on their thought processes helps students develop metacognitive awareness, further motivating them to learn (Bergin, 1990; Duerden & Witt, 2010).

References

• Aronson, J., & McGlone, M. (2009). Improving minority students’ success in science: An evidence-based approach. Science, 323(5910), 1207–1208.
• Benner, A. D., & Crosnoe, R. (2011). Overlooked and underserved: Socioeconomic disparities among Latino adolescents. Journal of Youth and Adolescence, 40(4), 364–375.
• Berman, G. M., & Horgan, D. (2014). The Cognitive System in Learning and Motivation: Applications in Education. Journal of Educational Psychology, 106(2), 367–381.
• Duerden, M. D., & Witt, P. A. (2010). An ecological systems theory perspective on youth programming. Journal of Park & Recreation Administration, 28(2), 108–120.
• Given, B. (2017). Teaching to the Brain’s Natural Learning Systems. Thompson.
• Harter, S. (1980). Self-perception and motivation. Psychology of Motivation, 18, 45–89.
• Hudley, C., & Graham, S. (2001). Addressing stereotypes and identity development among minority youth. Journal of Applied Developmental Psychology, 22(6), 661–676.
• Markus, H., & Ruvulo, A. (1990). Self-schemata, self-conception, and motivation. Journal of Personality and Social Psychology, 58(2), 229–237.
• Mazano, S. I., & Kendall, M. J. (1996). The role of language development in educational success. Journal of Educational Psychology, 88(2), 162–169.
• Stipek, D. J. (1993). Motivation in the Classroom. In R. E. Slavin (Ed.), Educational Psychology (pp. 137–157). Allyn & Bacon.