Can Self-Determination Strategies Mitigate any Perceived Lack of Motivation in Students Classified as EBD?

"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. (2^nd 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 Assistance Center on Positive Behavioral Interventions and Supports.