Article Review: Addressing Motivating Students: Effort not Intellect

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Summary

Teachers should be targeting students’ effort instead of intellect in order to increase student motivation. Psychologists attribute the degree to which people are motivated to their mindset. The researchers of this study used data from Dweck (2006, 2008, 2009, 2010, 2012) to articulate two different mind-sets: fixed and growth. “When setbacks occur, people with fixed mind-sets perceive themselves as unalterably incompetent at the task” (Lin-Siegler et. al., 2016, p. 315). However, “people with growth mind-sets perceive ability and learning outcomes as attributes that can be changed through increased effort” (Lin-Siegler et. al., 2016, p. 315).

With this theoretical framework, the researchers decided to interview and survey 9th and 10th grade students. They found a disconnect between their answers about scientists and their personal confidence in science. Essentially, the predominate answers were that anyone can be a scientist, but the students did not believe they had the intellectual capabilities to be a scientist themselves (Lin-Siegler et. al., 2016, p. 314). To better reach these students who struggle in science, the researchers chose story-based instruction as their method of motivation.

Three different biographies of renowned scientists were distributed to the students (Lin-Siegler et. al., 2016, p. 314). Because the “scientists’ struggle stories also focus on the scientific process, rather than the final product,” the researchers of this study and many teachers believe the stories can “lead students to revise their existing perceptions and beliefs about scientists” (Lin-Siegler et. al., 2016, p. 317). Many of the world’s most famous scientists struggled with self-confidence, relationship crises, addiction, and depression. Exposing students to their stories and struggles and how the scientists overcame those struggles by their efforts helps students see these scientists as real people, which in turn helps the students see themselves as potential scientists (Lin-Siegler et. al., 2016, p. 317).

Analysis

I thoroughly enjoyed the article’s progression and explanation. Motivational strategies are not new, and neither is story-based instruction or teaching role-models. But integrating these strategies in the science field specifically to show students how capable they are of being a future scientist is groundbreaking. As an English teacher, I am a firm believer of more students understanding and appreciating literature as a general principle since literature reflects humanity. Even fictional writing stems from the truth of real-life human scenarios and emotions—universal themes. So not only did I love the general idea of the researchers using story-based instruction, I was surprised to see how much data exists on the subject to prove its benefits!

While the researchers never negated the value of intellect in the science field, I do believe they proved their point about effort holding greater importance in terms of success. Furthermore, they acknowledge that simply sharing motivational stories does not always guarantee an increase in student excitement, interest, or success (Dweck, 2010). Each student is still responsible for his or her own actions to merit success. But it is still true that a person’s story, his or her testimony, can positively impact someone’s decisions. Scripture is clear that salvation and discipleship comes from the Word of God and the Holy Spirit (Ps 62:1; Jonah 2:1; Acts 16:30-31; John 5:24; John 14:16-17); but it also speaks to the value of our testimonies in other people’s salvation (1 John 5:10; Revelation 12:11) as well as simply encouraging fellow believers with what God is doing in our lives (Ps 71:15-16, 22:22, 66:16). Even Jesus instructed those he had healed on occasion to “go home to thy friends, and tell them how great things the Lord hath done for thee, and hat had compassion on thee” (Mark 5:19).

References

King James Bible. (2017). Cambridge University Press. (Original work published 1769)

Lin-Siegler, X., Ahn, J., & Chen, J. (2016). Even Einstein struggled: effects of learning about great

scientists’ struggles on high school students’ motivation to learn science. Journal of Educational

Psychology, 108(3), 314-328. Accessed 28 July, 2020: http://dx.doi.org/10.1037/edu0000092

Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Random House.

Dweck, C. S. (2008). Can personality be changed? The role of beliefs in personality and change. Current

Directions in Psychological Science, 17, 391–394. http://dx.doi.org/10.1111/j.1467-

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Dweck, C. S. (2009). Foreword. In F. D. Horowitz, R. F. Subotnik, & D. J. Matthews (Eds.), The

development of giftedness and talent across the life span (pp. xi–xiv). Washington, DC: American

Psychological Association.

Dweck, C. S. (2010). Mind-sets and equitable education. Principal Leadership, 10, 26 –29.

Dweck, C. S. (2012, July). Teaching mathematics for a growth mindset [Workshop]. Department of

Psychology: Stanford, CA.