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Motivation for achievement

Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and learning (2nd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates.

Optimum learning requires optimum motivation. Alderman proposes that teachers establish a classroom climate and plan instruction programs that provide 'the environment for optimal motivation, engagement and learning' as well as prompting students to become 'self regulated learners' (p. xv). To do this effectively, teachers need to understand motivation theory and the impact of emotions, self-efficacy, goal setting, goal orientation and school engagement on individual students' motivation.

'Attribution [theory] is a cognitive theory that considers a person's beliefs' about how they will perform in certain situations. For teachers, an understanding of this theory will help them to recognise the beliefs students have that are either 'detrimental or conducive to learning', as well as why some students do not complete tasks. Strategies can then be developed to increase students' confidence and success (p. 27). 'Attributional beliefs produce emotional reactions such as pride, shame, hopelessness, guilt, anger and pity, and play a significant part in defining goal expectations towards success or failure.' (p. 63)

Using Bandura's theory of self-efficacy, the author stresses that 'what students think they can do is a better indicator of successful achievement than their actual ability' (p. 74). In order to increase self-efficacy, learning and motivation, Alderman encourages and supports effective teachers 'to teach students how to set goals' and reminds teachers of the importance of ongoing feedback for 'enhancing self-efficacy and aspirations' (p. 130).

Discussion on self-efficacy is not limited to students. Alderman explains that teachers who have 'a high sense of self-efficacy', that is, teachers who believe their teaching skills are such that they can affect student performance, 'differ [from those with low self-efficacy] in their beliefs about students' capabilities, their capability to teach them, and how they teach them' (p. 186). Teachers with high self-efficacy are far more likely to be innovative and open to change in their teaching practices. Alderman also discusses 'collective teacher efficacy' - 'the sum of all teachers' efficacy and the sum of teachers' beliefs about their school's capability to educate students' (p. 196).

A sense of school belonging encourages engagement with the school which in turn influences achievement. Students who feel as if they belong in a school develop social bonds like:

• attachment (they care about their actions because they believe their teachers and others in the school care)
• commitment (they are happy to do what is required)
• involvement (they are interested in the academic side of school and in joining clubs or sports teams)
• belief (they know that education is important).

(From Alderman, 2004, p. 203)

Motivation is greater in students who feel this sense of belonging to the school community. Those students 'who identify with the expectation that working hard in school and achieving will lead to occupational success' are far more likely to invest their time in the 'academic work of the school' (p. 208).

The formulation of a plan to increase students' motivation depends on the strength of the teacher's own motivation. According to Alderman, teachers need to have a positive sense of self-efficacy, set clear goals, establish a monitoring or feedback system to evaluate the impact of changes, be willing to take some risks, have a strong commitment to bring about motivational change, and be persistent (p. 274).

The author assists the reader to incorporate change and to improve motivation within the classroom by including examples of practices which guide the reader to implement positive motivational change in their school and classroom. Each chapter concludes with a 'motivational tool-box' to enhance and direct the reader's thinking in relation to the material presented.