"Human
motivation is always there. The responsibility of educators is to influence the
direction this intrinsic energy and motivation will take" (Purkey
& Novak, 2015, p 12). Through
this quote, Dr. William Purkey suggests the need for teachers to remove
"unmotivated" from our lexicon. Yes, research proves an intentional,
caring, optimistic, respectful, trusting (ICORT) mindset (Purkey & Novak, 2015; Anderson, 2021) can be more inviting to the development of both a Growth
Mindset (Dweck, 2006/08) and self-determination skills within any student.
Teaching
students about the concept of a Growth Mindset can be highly beneficial and is
not limited by age. In fact, Dweck (2014)
suggests it can be introduced to students at a young age and should ideally be
integrated into the entire educational experience. It's never too early to
start teaching children about the concept of a growth mindset. Even young
children can understand basic principles of effort, learning, and improvement.
Through
professional development, your placement, or other related experiences, what considerations
have you observed or used a Growth Mindset by using positive language? Using
positive language encourages the idea that abilities and intelligence can be
developed through effort and learning. For example, instead of saying,
"You're so smart," say, "You worked really hard on this, and
your effort paid off."
Yes,
it is essential to adapt the teaching of a growth mindset to the developmental
level of your students. Younger children may require more concrete and simple
examples, while older students can explore the concept in more depth. However, introducing and fostering a growth
mindset rather than a fixed mindset in students can have a positive impact on
their learning, motivation, and resilience throughout their educational journey
and beyond. However, for students classified as EBD, teaching a Growth Mindset
may not suffice. How might
self-determination strategies create a synergy with a Growth Mindset resulting
in effective specially-designed instruction for these learners (Hagiwara, Shogren, & Leko,
2017)?
Self-determination
strategies can be highly beneficial for students with emotional and behavioral
disabilities (EBD). These strategies empower students to take control of their
own lives, set goals, make choices, and advocate for themselves, all of which
can lead to improved emotional and behavioral outcomes.
Self-determination strategies foster intrinsic motivation. When students have a
say in their learning and decision-making processes, they are more likely to be
engaged and motivated to participate in their education. How can implementation
of self-determination strategies for students with EBD result in better Goal
Setting?
Setting and working towards personal and
academic goals is an essential aspect of self-determination (Carter, Lane, Pierson,&
Strang, 2008). This helps students with emotional and behavioral
disabilities develop a sense of purpose and achievement, which can positively
impact their emotional well-being. Self-determination strategies often involve
teaching students how to solve problems and make informed decisions. This can
help them develop better coping mechanisms and emotional regulation skills,
reducing instances of problematic behavior. As students achieve their goals and
develop self-advocacy skills, they often experience a boost in self-esteem and
self-confidence. Higher self-esteem can help reduce negative behaviors and
emotional challenges.
Self-determination strategies empower students
to take control of their own lives, set goals, make choices, and advocate for
themselves, all of which can lead to improved emotional and behavioral outcomes
(USDE, 2017). To implement self-determination strategies effectively, educators
and support staff should receive training in this area and work closely with
students to identify their unique needs and goals. By doing so, they can help
students with emotional and behavioral disabilities build the skills necessary
for a more independent, fulfilling, and emotionally stable future.
To Cite:
Anderson, C.J. (October 31, 2024) Can
self-determination strategies mitigate perceived lack of motivation in students
classified as EBD? [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C. J. (2021). Developing your students' emotional intelligence and
philosophical perspective begins with I-CORT. Journal of Invitational Theory and Practice, 27, 36-50.
Carter, E. W.,
Lane, K. L., Pierson, M. R., & Stang, K. K. (2008). Promoting
self-determination for transition-age youth: Views of high school general and
special educators. Exceptional Children, 75(1), 55-70.
https://doi.org/10.1177/001440290807500103
Dweck, C. S.
(2006). Mindset: The new psychology of success. Random House.
Dweck, C. S.
(2008). Mindsets and math/science achievement. Carnegie Corporation of New
York-Institute for Advanced Study Commission on Mathematics and Science
Education. Retrieved from https://www.carnegiescience.edu
Dweck, C. S.
(2014, November). The power of believing that you can improve [Video]. TED
Conferences. https://www.ted.com
Hagiwara, M.,
Shogren, K. A., & Leko, M. M. (2017). Reviewing research on the
self-determination of students with emotional and behavioral disorders: Looking
back and moving forward. Behavioral Disorders, 43(1), 229-243. https://doi.org/10.1177/0198742917713210
Lane, K. L.,
Menzies, H. M., Oakes, W. P., & Kalberg, J. R. (2012). Comprehensive,
integrated, three-tiered (Ci3T) models of prevention: Supporting the needs of
all students, including those with emotional and behavioral disorders.
Guilford Press.
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International
Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE
U.S. Department
of Education, Office of Special Education Programs. (2017). Self-determination
and students with emotional and behavioral disorders. National Technical
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