Previously we discussed how the alignment
of persuasive
strategies with instructional goals can allow educators to deepen the
perceived relevance of intended learning outcomes. By creating a sense of value, promoting
collaboration, and encouraging participation, the effective educator provides
students with meaningful resources, constructive feedback, or personalized
support. In educational settings, perceived authority optimizes
the learning milieu because the educator is seen as capable of leading, so students
become more willing to follow. Yet, beyond exhibiting content knowledge, the
teacher’s role is to strengthen the learners’ industry as they progress through
what Vygotsky called the zone of proximal development (1978). Does it not make sense that relevance withers
whenever a student lacks self-efficacy, industry, and resiliency?
In Erikson’s stage of industry
vs. inferiority, which typically is undertaken during ages 6–12,
students seek to develop competence and master tasks valued by society. Of
course, this includes academic and practical skills. Success at this
psychosocial stage fosters a sense of industry, while repeated failure can lead
to feelings of inferiority. Being provided opportunities to engage in
meaningful, productive work help students develop confidence in their
abilities. This is because as students succeed in tasks and receive recognition
for their efforts, their self-efficacy grows, thereby reinforcing their self-efficacy
and resiliency related to undertaking future challenges. When teachers provide
consistent, encouraging feedback they help students overcome feelings of
inferiority, bolstering self-efficacy and resiliency. This is why the educators will benefit by being
intentionally inviting (Purkey, Novak, & Fretz, 2020), exhibiting
unconditional positive regard (Rogers, 1959), and promoting
a growth mindset (Dweck, 2014).
Recall that educators exhibiting an intentional,
caring, optimistic, respectful, and trusting (ICORT) mindset (Purkey &
Novak, 2015; Anderson,
2024) can influence the students' perceived relevance by inviting two
elements of the Principle
of Persuasion. Yes, the students perceiving the educator as credible and
knowledgeable, may inspire the students’ sense of obligation to engage and
optimally contribute. However, an educator’s failure to understand every student’s
perceived relevance of the lesson at hand and his or her zone of proximal development
is typically related to the student’s current level of self-efficacy, industry, and
resiliency as related to the need to exhibit any skill or knowledge.
Therefore, let us consider the
correlations between a teacher’s exhibition of Carl Rogers’ unconditional
positive regard, a student’s self-efficacy, and the application of Lev
Vygotsky’s zone of proximal development (ZPD). This analysis will reflect
upon how these elements can interact to foster a supportive and growth-oriented
learning environment. Unconditional Positive Regard (Rogers, 1957) refers
to the teacher's acceptance, empathy, and respect for the student as they are,
without judgment or conditions. Why is this important?
Whenever students feel valued and
supported unconditionally, they are more likely to develop confidence in their
abilities. The teacher's belief in the student's potential helps the
student internalize a sense of competence, fostering self-efficacy. Therefore,
the emotional safety provided by the teacher’s exhibited unconditional positive
regard encourages risk-taking in learning, which is an essential factor in
building self-efficacy, industry and resiliency.
Vygotsky’s
ZPD describes the space where a learner can achieve tasks with the
guidance of a more knowledgeable other. This typically is the teacher but
should not be seen as an exclusive relationship. When the more knowledgeable other exhibits unconditional
positive regard towards the learner, the ensuing trustful relationship encourages
the learner to engage fully in challenging tasks within their ZPD. Therefore, by
exhibiting unconditional positive regard, the teacher or any more knowledgeable
other minimizes the learner’s fear of failure, enabling students to persist in
tasks that are slightly beyond their current abilities but achievable with
support. This is the very epitome of building self-efficacy, industry and
resiliency.
Creating a learning environment that
builds each learner’s high self-efficacy enhances willingness to tackle tasks within
one’ ZPD. As students successfully
complete tasks within their ZPD with
appropriate scaffolding, their confidence grows. This increased self-efficacy
makes them more willing to take on challenges. When students feel capable, they
are more likely to assert their industry in learning decisions and
problem-solving.
Given trust has been established in
the instructional environment, perceived relevance is increased because success
is seen as possible given intentional guidance and the student’s willing effort.
A student's belief in her or his ability influences the willingness to engage
in the scaffolding process as provided by the I-CORT minded teacher who will consistently
exhibit unconditional positive regard. Therefore,
as students succeed in tasks within their ZPD, their willingness is reinforced,
creating a cycle of confidence and capability that fuels their self-efficacy, industry
and resiliency.
When a teacher combines unconditional
positive regard with effective scaffolding practices that are aligned with the learner’s
ZPD, the I-CORT minded educator has created an effective learning environment that
empowers the learners’ self-efficacy, industry and resiliency. Providing emotional and instructional support
to undertake and master complex tasks encourages students to trust their developing
abilities. When students feel accepted and supported unconditionally, they become
more willing to engage in challenging learning experiences that fall within
their ZPD, thereby accelerating their growth and increasing their perception of
any lesson’s relevance.
To Cite:
Anderson, C.J. (December 30, 2024). An educator’s I-CORT mindset and
unconditional positive regard strengthens any
lesson’s relevance. [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.
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
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
Purkey, W.W., Novak, J.M., & Fretz, J.R. (2020).
Developing inviting schools: A beneficial framework for teaching. Teachers
College Press.
Rogers, C. R. (1957). The necessary and sufficient
conditions of therapeutic personality change. Journal of Consulting Psychology,
21(2), 95–103. https://doi.org/10.1037/h0045357
Vygotsky, L. S. (1978). Mind in society: The development of
higher psychological processes. Harvard University Press.
