Running head: CASE STUDY IN MOTIVATION

Case Study in Motivation

Nathan Crosby
University of New England Online

EDU 615, Motivational Theory & Classroom Management, Module #8

Darren Akerman
June 23, 2015

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Introduction

Edward Nygmaan 18 year-old, grade 12 studentexhibits higher-than-average academic

skills (75% range for overall achievement), yet lacks foundational social skills, displays some
idiosyncratic and narcissistic behaviors, and appears to have a general lack of empathy toward
others. Having transferred from a private school, starting fresh in a public school for his junior and
senior years of high school, Edward already struggled with being the odd-man-out. Layer into the
mix the fact that his stepmother is also the Vice Principal at his new schoolwho practically
pleaded with him to join the gym or Student Council to make some friendsand you have the
perfect concoction for social outcast. Because of his nature, Edward cannot hold down a part-time
job, has no friends outside of school, and the only person who really accepts him, if only fleetingly,
is his stepbrother, Harvey. His own brother, Jonathan, in an effort to avoid the social stigma of
being labeled as a pariah, tends to distances himself from Edward as much as possible.
The most recent psycho-educational test for Edward indicates excellent to very superior range
on the visual / manipulative tasks of the perceptual reasoning module. However, his overall verbal
skills are relatively weakmostly due to limited interactions with his cohort of peers, but remain
in the average range. For the most part, his teachers indicate that Edward is organized, cooperative,
and has a solid attention span. He likes to be independent, enjoys school, is enthusiastic, and is a
self-motivated learner. He does very well with the technical aspects of learning but has more
difficulty with the higher order problem solving. Oddly enough, Edwards lagging skills are in the
area of working memory.
Edward has traditionally responded well to direct-instruction from his teachers. That said,
his ILP (Individual Learning Plan) indicates that he should continue to increases his social
interactions with others, his emotional regulatory strategies, and his creative problem solving skills.
Edwards accommodations outline: 1) a peer or adult coach to help with solutions to problems; 2)

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provision of extra time for assessments and assignments; 3) a learning format that emphasizes visual
/ manipulative experiences accompanied with verbal information; 4) continuation of preferential
seating; and 5) safeguards for when Edward is participating in group work activities. Moreover, it is
imperative that teachers continue to intentionally teach Edward to generate alternative solutions to
solving problems. This understanding set the foundation of the observations conducted and the
motivational strategies implement and documented herein.
Observations
INDEPENDENT WORK
As previously quantified, Edward is typically a highly motivated learner, especially when it
comes to work that can be completed independent of others. This is not always the case though.
When given the task of writing a Personal Response to Textto write a narrative account about an
event in his life, Edward chose not to adhere to the terms of the assignment, and instead, wrote a
creative short story about a Japanese soldier refusing to surrender during World War II. Before
doing so, Edward and I discussed the assignments curricular objectives: identify and consider personal,
moral, ethical, and cultural perspectives when studying literature and other texts; and reflect on and monitor how
perspectives change as a result of interpretation and discussion (Alberta Education, 2003, p. 27). We also
reviewed how he might go about approaching the task despite his reservations with writing in the
form of a personal narrative. In spite of the objectives and expectations of the assignment being out
rightly stated, the task clearly did not meet Edwards own needs and therefore resulted in a poor
execution of the learning outcome (Anderman & Anderman, 2014, p. 12). As a result, Edward
scored a Satisfactory (60%) on the assignment; clearly, below where he would like to have been.
During post-discussion of the piece, Edward was adamant that he had addressed the assignments
objectives as they were outlined but that I lacked the insight to recognize so. He was not malicious
or rude in his remarks but rather forthright. This disconnect is just one example of Edwards refusal

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to engage in higher order problem solving situations such as applying a prescribed model to a new
situation. Following our discussion, Edward was given the opportunity to rewrite the assignment,
now following the outlined expectations. He ultimately decided to write the same story but edit it so
that the Japanese soldier was an analogy used to describe Edwards own unwavering dedication to
his beliefs. This time, he scored a Proficient (80%) grade.
GROUP WORK
Edward is successful when working on independent work because he has a performance-goal
approach to learning but is less adept at tasks that involve working in groups due to his persistent
avoidance of, and his tendency to alienate others when mandated by these situations. Near the end
of our unit on Hamlet, Edwards class was asked to work in small groups to construct a
sociogrami.e. a diagram representing the pattern of relationships between individuals, events, or
themesfocusing on one of the essential questions / themes of the text. Knowing in advance that
Edwards preference was to work alone, and that his classmates found him difficult to work with
because of his lagging social skills, a decision was made to form groups first by students interests
and then by teacher-selected pairings. Using a Google Form, students were asked to rank their
choice of themes on a scale of 1 to 5. Once completed, and ensuring that there were no more than
three pairings per theme, I selected the partnerships for the activity. In this manner, students were
provided with autonomy (choice by interest) as well as structure that would support challenging
learners like Edward. Edward was matched up with another student based on his choice of theme.
The other student, Oswald, was also somewhat of a social outcast himself because of not only his
love of death metal but also being a grade 11 student in a grade 12 course. This strategythe
intentional partnership, although awkward at first, was effective in motivating Edward since it
removed the social stigma of not having a partner if he was asked to select his own pairing. Since
Edward is performance-goal oriented, it was evident that his need to accomplish the task, coupled with

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the sense of autonomy provided in personally selecting his theme, motivated him to work with
Oswald to complete their sociogram regardless of his initial reservations about being expected to
tolerate having to work with a partner.
TEST TAKING
A successive pattern sums up Edwards motivation to be successful. This pattern correlates
with his reaction to his results on a reading comprehension exambased on straight recollection of
facts and events from the text, A Streetcar Named Desire. On this particular assessment, Edward
again scored in the Proficient range, which was consistent with his overall scores in class. Despite
having an identified weakness in working memory, Edward refuses to accept anything less than
perfection. After receiving his score, Edward asked to see his test and the answer key so that he
could compare his answers to the expected results. Even though he would never receive another
assessment of this sorti.e. one specific to the text of Streetcar, Edward was unwavering in his
desire to identify the correct answers to each question. I sat with him as he combed through each
question, double-checked the answer to his text, and jotted down notes. Afterwards, we discussed
how he might approach the next comprehension exam, addressing questions such as: what strategies
might he use to remember specific details from the text? What would happen if he again scored in
the Proficient - (75 to 79%) range? Why was it necessary, especially with his known issues regarding
working memory, to achieve a score of Proficient (80%) or better on the exam? Edward left
confident (with an increased sense of self-efficacy) that he could apply this conversation, and the
strategies discussed therein, to future exams that expected him to read deeper into the texts.
The next occurred during our unit on The Great Gatsby. Examining data from the previous
unit examas well as the results from the most recent Diplomas, it was evident that students
were struggling with moving beyond surface analysis of textssomething which a standardized
reading exam typically targeted. In an attempt to differentiate the process, students were grouped

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according to mixed-academic abilities and given a copy of the exam to complete as a cooperative
team. Caveats that each group would have the same amount of time to complete the exam as they
would individually, and that they were required to provide evidence from the text (including page
numbers) to support their answer selection, were also applied. Finally, the class decided that if they
scored 85% or better on this activity that they should not be expected to write a proper unit exam
the following day. Unfortunately, Edward chose to skip class and as a result missed this learning
opportunity. The next day he arrived to write the unit exam as scheduled. However, upon
completion, he returned to class from the support room furious. Edward had discovered from
another student what had occurred the previous class; he was frustrated that he had to complete the
exam on his own rather than in a group. We engaged in a conversation about how fair is not always
equalthat he had chosen to miss the learning opportunity for no valid reason, and eventually
Edward came to the realization that the groups, with the demands of providing specific evidence,
had more work and restrictions than he had by simply writing the exam.

As a result, the

compromise was for him to take twenty minutes, with access to his text, to review his exam and to
make any necessary changes to his answers. This satisfied Edward, and in the end, he scored 83%
(5% higher than the last previous exam).
PRESENTING INFORMATION TO OTHERS
It is important to recall that Edwards primary weakness, according to his ILP, is in the area
of complex problem solving.

Paramount to any social interaction is the ability to not only

communicate effectively but also to gauge another individuals verbal and non-verbal cues
accurately. It is not surprising then that Edward was a far more effective communicator using
written forms of expression. As with group work, though not necessarily to the same extent,
Edward struggled with navigating these complex conditions, particularly when asked to present

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information orally to others. Communication signals with ambiguous meanings tended to bewilder
him; sarcasm and subtle nuances of language expression were all but lost on him.
In one such instance, Edward was asked to participate in a Socratic seminara formal
discussion, based on a text, in which students (in groups of 8 to 10) ask open-ended questions to
one another. Students were expected to listen closely to the comments of others, critically think for
themselves, and articulate their own thoughts and replies in response to those of others. The
guiding purpose was for students to learn to work cooperatively and to question critically and
methodically. During a pre-discussion, Edward indicated that he was encouraged to perform well,
having prepared his notes thoroughly before hand.
However, as the seminar got underway, it became evident that Edward was struggling to
broach his way into the conversation. He was unable to read the cues of his fellow classmates as to
when to start in and had difficulty using his own non-verbal cues to indicate to others when he had a
relevant idea to contribute. In the end, one of the other students asked him directly if he had
something to contribute, allowing him to participate in the discussion. At this point, Edward
resisted the need to correct other students who had previously provided false or contradictory
information, but as a result, did not get to contribute as many points as he would have liked toa
point that he made adamantly during post-discussions over his mark. It was clear from these
observations that Edward continues to focus on performance- and not mastery-goals; an obvious concern
and area of further growth.
Effective Strategies
Since Attribution Theory derives its meaning from the notion that individuals seek to
understand the why of things that happen to them (Anderman & Anderman, 2014, p. 5)which is
core to Edwards construction of self, the strategies drawn from this motivational theory are most
effective in helping Edward to find continuedand increasedsuccess. As Hunter and Barker

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(1987) argue: Our perceptions of causality, rather than reality, are critical because they influence
self-concept, expectations for future situations, feelings of potency, and subsequent motivation to
put forth effort (p. 51). This is certainly the case for Edward. At the root of Edwards behavior, at
least how it was typically displayed, is a need to have control over the cause of an eventbe that a
Personal Response, comprehension exam, or group-work situation. In order to best motivate Edward,
it was imperative that I supported him in developing adaptive responses to the situations that he
perceives to be outside of his control. This involved providing him with opportunities for choice
and including him in the decision-making process regarding the learner outcomes he would able to
consistently achieve. The rationale for this is routed in the work of Howard Gardner (2003). As
Gardner suggests, teachers can enhance student understanding of content by appreciating that their
primary purpose is to help students uncover the material rather than assuming it is the role of teachers
to cover the material (p. 9). Teachers should design lessons that involve using all or several Multiple
Intelligences, or better yet, should tailor their lessons by asking students for their opinions about the
best way to teach or learn certain topics. In other words, each lesson should incorporate diverse
learning experiences; the more pathways offered to students, the more success they will have.
Multiple Intelligence theory is a learner-based philosophy that advocates that student learning is the
sum of the parts of the whole and not the other way around.

Therefore, incorporating an

understanding of what motivates Edward in the planning process, allowed for a tailoring of activities
that would best suit him and others alike.
The second motivational theory that was effective in supporting Edward was SelfDetermination Theory since it shares several commonalities with Attribution Theory. As stated in the
Observations section of this case study, Edward is a self-motivated learner, and as such, exhibits a
propensity for autonomy. To best support Edward, adopting strategies that minimiz[e] the salience
of evaluative pressure and any sense of coercion in the classroom (Niemiec & Ryan, 2009, p. 139)

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was crucial. Working with Edwards inherent sense of intrinsic motivation, rather than against it,
enhanced his likelihood of success. Once again, by providing him with voice and choice over the
academic activities that he engaged in, Edwards focus was shifted to improving his social
interactions with others, as well as increasing his emotional regulations and creative problem solving
skillsgoals fundamental to greater social wellbeing.
Finally, though initially not considered as a potential strategy for Edwardthe information
provided in his ILP had suggested otherwise, it appears that Edward also benefits from strategies
conducive to the Social Cognitive Theory. According to Anderman and Anderman (2014), this theory
advocates that students can be motivated by seeing behaviors modeled in others (p. 6). As Edward
was compelled to interact with a variety of different classmates through a host of small group
settings over the course of the semester, he saw positive behaviors modeled by other students and
reinforced by his teacher. The opportunities to observe and engage in these situations provided
Edward with a baseline of appropriate behaviors and a model to abide by when thrust into similar
social situations throughout his lifetime.
Under the framework of flexible groupings, Edward was afforded opportunities to work
within groups as well as maintain his ability to act independently. Flexible grouping also allowed for
teacher choice, student choice, and for randomized groupings prepared in advance and with respect
to the learning target. More importantly, since such strategies do not create permanent groups,
Edward benefited by having more opportunities for socializationto share his idea and perspectives
without judgementwithin the group he was assigned. Such grouping also served Edward because
they provide occasions for him to recognize that each student contributes ideas that are valuable
and potentially different from his own, and because he cannot operate from a position far
removed from the group dynamic. Although I would have to say that this strategy has not been
internalized as of yetsubstantial coaching and practicing still need to occur, there were

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noticeable improvements in Edwards willingness and motivation to participate in these type of

activities. This was confirmed in conversation with his stepmother, the Vice Principal, who had
noticed a change in Edwards contributions to the family dynamic.
Conclusions
In observing and working with Edward, I have come to understand that while students are
motivated to respond or to act accordingly, they may occasionally struggle with achieving the
learning outcomes needed to demonstrate mastery. Even a high-functioning academic student such
as Edwardas with many other students, may need to be encouraged at certain points in his or
her academic career.

The quintessential mechanism to increasing Edwards motivation and

successwith any subject and in any classroomis in creating a supportive learning environment.
In fact, the work of Reyes, Brackett, Rivers, White, and Salovey (2012, as cited in Anderman &
Anderman, 2014, p. 215) reinforces this in their assertion that [p]ositive and supportive classroom
climates are related to enhanced student engagement and academic achievement. One can never
really know whether it was the intentional groupings or the relationship between teacher and student
that propelled Edward forward.
Secondly, the many opportunities to demonstrate his learning have revealed not only
Edwards weaknesses but also his strengths. Through modeling the desired outcomes, Edward was
provided with opportunities to build successful relationships with his peers. Edward has developed
an understanding of appropriate behaviors in social situations and the modeling of these behaviors is
emerging in his actions and behaviors in similar situations he encounters. Through acknowledging
and reinforcing the positive behaviors he has displayed when working with others, it has encouraged
Edward to consider this as an area of further growth. In recognizing Edwards efforts along the way
to achieving his goal of mastery, it has helped to strengthen his resolve to complete future task

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including those that have a group or peer component, a clear indication that he is internalizing
and taking responsibility for his learning.
As a responsibly educator, it is my obligation to apply research-based motivational strategies
to my interpretations of students maladaptive behaviors, rather than to merely conclude that a
particular student is unmotivated, apathetic, or disrespectful. The strategies that emerged, as being
the most advantageous to improving all students motivation in a classroom, are those that avoid
emphasizing grades and test scores, promote mastery-learning goals, and lead to the adoption of a
growth mindset.

In providing choices, respectful tasks, a shared responsibility, and flexible

groupings, I am attempting to establish a classroom of active learners rather than passive recipients of
information (Tomlinson, 2001, p. 27). It is through such aims thatalthough one can never entirely
eliminate the unmotivated learnera teacher can reduce the number of problematic avoidance
behaviors adopted by their students (Anderman & Anderman, 2014, p. 199).

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References

Alberta Education. (2003). Program of studies: English language arts (senior high). Retrieved from
https://education.alberta.ca/media/645805/srhelapofs.pdf
Anderman, E. M. & Anderman, L. H. (2014). Classroom motivation (2nd Ed.). Upper Saddle River,
NJ.: Pearson.
Gardner, H. (2003, April 21). Multiple intelligence after twenty years. Paper presented at the annual
meeting of the American educational research association, Chicago.

Retrieved from

http://ocw.metu.edu.tr/pluginfile.php/9274/mod_resource/content/1/Gardner_multiple_i
ntelligent.pdf
Hunter, M. & Barker, G. (October 1987). If at first: attribution theory in the classroom. Educational
leadership, 45(2), 50-53.
Niemiec, C. P. & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: applying selfdetermination theory to educational practice. Theory and research in education, 7(2), 133-144.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd Ed.). Alexandria,
Va.: ASCD.