Reflection on Motivation, Engagement, and Achievement

This article is based on some reflections after reading the following article by Carl Hendrick "Five Things I Wish I Knew When I Started Teaching". I will not go into all the 5 points Carl Hendrick has mentioned but only the one on motivation/ engagement and their influence on learning.

The relationship between motivation and achievement is far more complex than a simple cause-and-effect scenario. The idea that "achievement often leads to motivation" rather than vice versa aligns with the understanding that self-perception and motivation are deeply influenced by context and outcomes. A more effective approach than relying on external motivators, such as speeches or rewards, might be to enhance students' academic skills and achievements directly. This strengthens their motivation and self-concept, aligning with the broader understanding that knowing and improving one's relational position within a collective is a significantly undervalued motivational factor.

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Reflection on Engagement and Learning

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The assertion that "just because students are engaged doesn't mean they are learning" emphasizes the distinction between surface-level engagement and deep learning. Engagement can manifest in various forms—behavioral, emotional, cognitive, and agentic. However, behavioral engagement alone isn't a sufficient indicator of meaningful learning. Genuine agentic engagement requires challenging students with complex tasks that push their cognitive boundaries. This aligns with the metacognitive processes in collective environments, where individuals are encouraged to reflect on their true capabilities and responsibilities within a group. The four core questions posed during BOBIP discussions foster this deeper reflection, helping students understand where they stand in a moving whole and enhancing their motivation in ways traditional frameworks might overlook.

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Reflection on Conditioning and Instructional Design

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Achievement leads to motivation within a transactional context driven by conditioning, which still dominates our school systems. However, this reliance on conditioning, such as through badges or points, can motivate but not necessarily engage students in a meaningful way. Learning may occur, but it often lacks sustainability. Over-reliance on conditioning can lead to a superficial sense of achievement, which may not translate into long-term motivation. It's crucial to balance conditioning with relational conditioning, allowing space for authentic engagement and connection. Recognizing the importance of one's position within a group can provide a more profound motivational impact than traditional conditioning methods.

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The BOBIP Method and Group Dynamics

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The BOBIP method encourages a shift from "what's in it for me?" to "what's in it for us?" by positioning individuals within a group. This positioning helps individuals become more aware of their contributions and what they receive from the group, fostering relationships that are viewed as shared responsibilities in the learning process. Unlike mere connections, which are based on empathy without shared processes, these relationships involve mutual appreciation, shifting group dynamics and the individual's position within it.

Metacognition and Broader Contexts: Neglected Aspects in SDT

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Within dynamic and evolving groups, metacognitive processes—such as reflecting on "What do we really think, know, feel, have, do?" and "What do we feel we can and should think, know, feel, have, do?"—play a critical role in motivation. These processes, which are often undervalued in the study of motivation, influence both personal motivation and the collective environment. SDT, while comprehensive in addressing autonomy, competence, and relatedness, tends to underemphasize these broader contextual and metacognitive factors.

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The BOBIP method recognizes the importance of these overlooked aspects. Through structured, ongoing dialogues facilitated by a neutral authority, individuals are encouraged to continuously reflect on their relational position within the group. This approach not only supports the dynamic process of social learning but also offers an avenue to explore non-established frameworks that may be more effective in broader and ever-changing contexts. By addressing these metacognitive elements, the BOBIP method fosters a deeper, more sustainable form of motivation and engagement that extends beyond the limitations of traditional theories like SDT.

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#Education #Learning #Motivation #BOBIPMethod #SelfDeterminationTheory #InnovationInLearning

If you want to know more about the BOBIP method you can read:

BOBIP — Bringing Out the Best in People | by Evelien Verschroeven | Medium

BOBIP part 1: How do we, as humans, think organizations work, and what happens in reality? — Evelien Verschroeven | by Evelien Verschroeven | Medium

BOBIP part 2: How can we evolve to “human organizing”, with other words how can we structure the chaos? By relating! — Evelien Verschroeven | by Evelien Verschroeven | Medium

BOBIP part 3:Bringing Out the Best In People — Evelien Verschroeven | by Evelien Verschroeven | Medium

Conditioning versus Relational Cognition: 2 Approaches to Learning | by Evelien Verschroeven | Medium

BOBIP: An empowering technology for empowering individuals and teams in learning communities, corporates — Evelien Verschroeven | by Evelien Verschroeven | Medium

The BOBIP Method and the Aurora Competence Framework: An Integrative Approach to Metacognition and Relational Cognition | by Evelien Verschroeven | Aug, 2024 | Medium