Autonomy And Motivation

The study looked over 14 caregivers and 24 parents to determine their preferred method of intervention. The study looked over many aspects of intervention but focused on behviors and eating habits. Parents seemed to be more active than passive with eating habits. than behavioral issues. This could be due to the fact that parents are more emotional involved in their childs health.

I tutored a struggling reader in Kindergarten. In this paper, I will refer to the student as “Sue Elle” and the school as “ABC Elementary” for confidentiality purposes. Sue Elle is a 5-year-old girl who lives with her mother, father, and her two older siblings. She did not attend preschool before entering Kindergarten. She spent most of her preschool years with her grandmother. In comparison to the class,she tends to perform at the lowest level amongst her peers. Currently Sue does not receive any academic support. The teacher believes that she can become a better reader, however,she is concerned about Sue’s lack of letter and sound recognition.

Participating in this service learning writing assignment, Dortha Bare, Jordan Felver, my partner, and I all seemed excited but also nervous of meeting each other. Jordan and I had prepared our questions and assignment thoroughly. Our motivations seemed confident and well prepared in retrieving answers and getting to know Dortha that day. Incentive approaches to motivation are theories suggesting that motivation stems from the desire to attain external rewards, known as incentives (Feldman, 289). For example, grades, money, affection, and food are incentives. I believe this is the method that we used to obtain a new friendship with Dortha and to receive a college grade. Intrinsic motivation causes us to participate in an activity for our own

Aditionally building new experiences to enhance the cognitive, social, emotional, physical, fine and gross motor development of every children while they explore their environment; establish routine and understand transitions.

Participants will receive instructions in the mail along with their questionnaires. Participants will respond to a background questionnaire regarding their gender, sexual orientation, ethnicity, educational background, marital status, household income, and indicated what type of disability their child had at the baseline measurement. At each time point, participants will complete the Brief Test of Adult Cognition by Telephone, the Social Support Questionnaire, and the Perceived Stress Scale. Participants will be contacted via telephone and will be given the Brief Test of Adult Cognition by Telephone by a trained examiner. The Social Support Questionnaire and Perceived Stress Scale will be mailed to participants at each time point. 600 participants will receive the social support intervention that will take place over the course of one year. Examining the relationship between participants who received the intervention and their perceived levels of social support before and after receiving the intervention will test effectiveness of the social support intervention. Analyses will include testing for a main effect between the social support intervention and cognitive functioning. Parents who received the social support intervention will be compared to the group of parents who did not receive the social support intervention. Mean-level differences will be examined. Since

The findings of all four interventions presented above have demonstrated their effectiveness in addressing their respective goals. PACE/CANNES gave parents tools to better address practical parenting issues and promote child-competence, in the follow-up assessment these parents reported having an increase in positive parenting skills and a reduced risk of child abuse.

In the beginning 23 families wanted to participant in this study after seeing flyers or being referred by clinics. Four later dropped out before the program began due to events such as contact failure, their child being psychologically ill, or availability. Of the 19 who started the program 8 dropped out before it ended due to simply not finishing the interventions, withdrawal, and one child died. The total number of participants who completed the study was 11. These 11 committed to participating in ninety minute group sessions. There were four sessions held weekly and a fifth one month after. The program was designed around ACT’s structure composing of metaphors, self-reflection, and exercises. TAB also had new techniques such as problem-solving skills, modeling, practice, and feedback. The participants were also told to create goals for themselves that they could do between interventions. In session one parents are introduced to how TAB works (Awareness, Values, and Problem Solving) and also shared with everyone their story. In session two they focused on the concept of awareness and coping strategies. Session three the parents are asked to define and think of what they value in life. In session four parents learned about problem solving skills and how they would apply them before session five. In session five they reviewed what they learned and how they were going to continue to use the knowledge and ideals

The parents and/or caregivers play a significant role in the therapeutic process. They are the ones to initially identify that there is a problem, make the decision to seek out treatment, implement treatment strategies at home, and act as the thermometer for the child to determine whether treatment is effective. In addition to this, they have the most impact in the child’s life given the amount of time and energy they put into their child’s development.

"Ideally, motivation should be intrinsic. Students should want to study the subject for its own sake or for the sense of accomplishment in learning something new. Since many students are not intrinsically motivated, however, extrinsic rewards can sometimes offer a first step toward increased motivation" ("Practitioner,"1987, p.3).

Reviews of the literature on human motivation suggest that providing students with options and involving them in decision making are key facets of addressing the problem of engagement in the classroom and at school (Deci & Flaste, 1995; Deci & Ryan, 1985; Stipek, 1998). Various interventions to get the student reengaged is dependent upon intrinsic motivation that have a positive motivational effect. Poor motivation in high school has greater consequences than in lower levels. They often do things because the activity leads to a desired reward. For those with learning, behavior, and emotional problems, there has been widespread use of incentives" to promote the behavior we wish to see.

* Develops a sense of craftsmanship, quality task performance, and goal-setting—skills needed to succeed in the classroom and beyond.

D Q. Mclnemy is a PhD holder and currently holds different position in the field of academics and psychology in different learning faculties and Universities. Some of his accomplishments include being the chair professor of educational psychology, vice president of development and research. He has also been an associate professor at a University in Singapore where he also served as a dean at the centre of research in pedagogy and practice (Mclnerny, 2008). He has been an acknowledged psychologist accredited by both American Psychological association and the Australian Psychological association. Additionally, he has been an associate at the at the Hong Kong Psychology association (Mclnerny, 2008). The Professor has authored more than two hundred articles that have been published in referred international journals, books and conferences. Some of the main research for which he has been recognized include the socio-cultural influences on motivation and learning research (Vols 1-9) and international self-research advances (Vols 1-3). Further, he has been awarded a series of grant in research (Mclnerny,

Amber Simmons and Melissa Page assert in their article the importance of motivating students through power and choice. In the article, the authors believe that student become motivated in the classrooms, if they are able to benefit from the assignments they partake in. The authors conducted a study through the use of several surveys. From the surveys, the authors found that most students agreed that by having some form of knowledge towards the assignments in which they were working on, such as knowing rather or not they were going to be graded by the class, motivated them to work harder. The results of the surveys show that if teachers are able to promote more reasoning’s as to why students are given certain assignments through choice and power, it will indeed increase their motivational interest beyond the

offspring to learn new things to excel in their daily routines whether it be for their profession or

In reflection to my own teaching I summarise that motivation is a considerable learning barrier which is overcome by having the individual’s needs met thus underlining the relationship between motivation and pedagogy.