Motivation Among Veterans of The U.S. Military

In the previous discussion, I discussed Atkinson’s theory on motivation because his theory directly aligns with my own personal pursuit of education. With an emphasis on one’s needs, expectancies, and values as being an insinuator for motivated behaviors and outcomes, it apparent that such factors were highly influential in my life; even when my environment was not necessarily conducive for being successful in academia. It is apparent that one’s thoughts and perceptions can frequently predict their behavior and even outcomes. According to the text “Motivation in Education: Theory, Research, and Applications,” Atkinson “proposed that behavior was a manipulative function of three major components: motives, probability of success, and incentive value. Motives represented learned but stable and enduring individual differences or dispositions” (Schunk, Meece, & Pintrich, 2014). To illustrate my own experience, I will interpret the expectancy-value model of achievement motivation based on Figure 2.1 on page 52 of the text.

A. Cultural Milieu

1. Gender role stereotypes: Men are the providers, the protectors, and are supposed to handle all financial matters. Women are caretakers who tend to the home, the children, and the needs of their man. Such gender role stereotypes have been formulated by a Latin Machismo perspective in conjunction to those beliefs associated with traditional Irish decent. I have always felt I was not good at math. So, I narrowed my path towards goals that did not require math skills. Consequentially I have found the field that fulfills me. But I could only imagine if I had more confidence in my math skills.

2. Cultural stereotypes of subject matter and occupational characteristics: Men work in blue collar positions and eventually hoped to fulfill a supervisory role, or they resorted to a life of crime by means of survival. If females were to have any occupational characteristics associated with them; they would be cooking, cleaning, fulfill clerical roles, or achieved what would be considered the ultimate achievement of becoming a teacher or a nurse. But school was not necessarily a possibility for most.

3. Family demographics: My mother was the matriarch who would take care of the household financially, psychically, and spiritually while playing multiple roles. She instilled our morals, values, and principles. My father was the provider for our family when he was not seriously affected by his ailments. When working, he held many blue-collar positions associated with the field of construction. Both my parents grew up in lower socio economical environments which encompassed many struggles, trials, and tribulations all throughout their lives. Their morals, values, and principles were established within the Catholic Church. My mother was born in Puerto Rico and raised in New York City. My father was born and raised in New York City. He had attended some college, while my mother was several credits short from obtaining her master’s degree.

B. Socializer’s Beliefs and Behaviors: It has been evident throughout history that many people feel as if someone is a product of their own environment. So, whatever is typical within one’s environment, the consensus would be to assume that one would partake in such beliefs and behaviors aligned with their environment.

C. Stable Child Characteristics

1. Aptitudes of child and sibs: My mother instilled in my brothers and I, that we could accomplish anything, if we put on minds to it.

2. I had many uncles, male cousins, and four brothers who were all from NYC. So, we were bred to be macho men.

3. I am the older brother from my mother and father. My father had 2 boys from previous marriage, and another son from another relationship.

D. Previous Achievement-Related Experiences: My father always worked hard, and my mother attended college throughout my childhood.

E. Child’s Perception of......

1. Socializer’s beliefs, expectations, attitudes, and behaviors: I believed that I was supposed to be a protector and a provider. My expectations were to be the best at everything I participated in, especially in physical activities. I was taught to be disciplined but my behaviors mirrored what I saw within my household. No one was necessarily successful at school.

2.Gender roles: I believed that I was supposed to be the toughest guy I had to, to survive. Subsequently it was believed that girls were always better at school, then boys.

3. Activity stereotypes and task demands: It was assumed that people were not good and were not capable of accomplishing much. Task demands were to be an aggressive insecure individual.

F. Child’s Interpretations of Experience: I did not feel as if I had a stable environment for many factors. I attended nearly 10 schools before attending High school. So, I was consumed with a survivor’s mentality. But, when things were stable periodically, I was able to excel.

G. Child’s Goals and General Self Schemas

1. Self-schemas-personal and social identities: I identified with being an alpha male who was able to protect himself, or else he would not be able to survive. School was not the focus, even though my mother would stress it.

2. Short-term goals: My goal was to be the best athlete I could be and just pass the grade to proceed onto the next.

3. Long-term goals: To make as much money as possible to never live in such a negative environment. So, go to college.

4. Ideal Self: Playing professional baseball, which could provide a college education, but not necessarily success in academia. School would be the vehicle to professional sports, so I passed to play.

5. Self-concept of one’s abilities: I felt that I could accomplish anything if I were able tofit in and thrive in whatever social circle I represented. I never was someone who was thought to be successful in class even though I was able to be successful.

6. Child’s Affective Reactions and Memories: I have some traumatic memories from childhood in which I use to motivate me to fulfill all goals I envision for myself. Consequentially I had many behavioral issues in school.

7. Expectation of Success: My expectations of success were based on the way someone dressed and what they drove. The nicer their clothes, cars, etc... the more successful they were. But, as stated earlier, my mother stressed how education was truly the key to success.

H. Subjective Task Value

1. Interest-enjoyment value: I found interest in whatever enabled me to redirect my focus away from negativity. Sub sequentially I believe that the more someone is interested in something, the more enjoyment they feel all areas of life. So, I pursed more subjects that enabled self-expression.

2. Attainment value: I have always felt as if I have had an inner conflict with being a good student or someone who just does not care about much. When I returned home from Iraq, this identity of self-became even more distorted, but I knew I had to become a college graduate.

3.Utility value: It is apparent that this feeling to serve was initiated prior to joining the military. After obtaining my associates degree, I found the benefits, satisfaction, and happiness from continuing serving my community in many capacities. More success I had at school, the more fulfilling my life became and continues to become.

4.Relative cost: I was not successful as a student, but once my life became a lot more stable. I was able to focus on what I have always truly envisioned.

References

Schunk, D., Meece, J., & Pintrich, P. (2014). Motivation in Education: Theory, Research, andApplications. 4th ed. Upper Saddle River, New Jersey:Pearson Education Inc.