Enhancing student motivation at home and at school

Enhancing student motivation at home and at school

Why ? What ? How ?

Emmanuel Bernet, Ph.D.

Teacher, trainer, researcher & psychotherapist

About you

Take 5 minutes to answer this Wooclap ice braker quiz, as soon as you connect. The goal is to ease the learning context and to get to know each other. Please use your real first name as you enter the quiz.

About you

• Raffles Institution
• Bartley Secondary School
• Bukit View Secondary School
• Si Ling Primary School
• Anglo-Chinese School
• Telok Kurau Primary School
• Fuhua Secondary School
• Sengkang Green Primary School

About me

LinkedIn profile

• Born in Montréal
• French-Canadian
• Parents from South of France
• Permenant Resident of Singapore
• Singaporean Chinese wife
• Father of a 6 years-old boy
• Diving, travelling, skiing, dancing
• Loving Sichuan & French food

Who Am I ?

Studies

Passion for educational psychology

Experiences

Passion for teachers' CPD

Goals

Desire to help Singapore society

Purpose & objectives

OBJECTIVES for 3 hours:

• Describe why it is important to nourish motivation to learn.
• Understand what achievement motivation is through the simplified model of the Situated-Expectancy-Value model.
• Relate to their experience with learning at primary and secondary school.
• Analyze their own practices regarding motivation for their children or students.
• Set some personal objectives to better enhance one’s school motivation with the help of the Task, Authority, Recognition, Grouping, Evaluation & Time model (TARGET).

Plan of the workshop

1. Introduction

2. Educational problematic

3. Motivational theories

4. Intervention on morivation

5. Conclusion

1. Introduction

Why is motivation important ?

There are three things to remember about education. The first one is motivation. The second one is motivation. The third one is motivation.

Terrel H.Bell

Former USA Secretary of Education in the Cabinet of President Ronald Reagan

Quality of motivation ?

Positive emotions Engagement Relationships Meaning Accomplishement Health

Let's see your perceptions

What is motivation for you ?

What are your experiences ?

2. Educational problematic

"There are important changes in children’s motivation as they grow up."

(Wigfield et al., 2015, p.658)

What changes and why ?

Self-awareness and judgement

Puberty and adolescence

Pedagogical causes

Cultural & family context

Activity in breakout rooms

Share your own school experience and try to link it to the word cloud indicators and to the root causes we just saw.

BRAKE TIME

5 minutes

3. Motivational theories

Citation

Educational paradigm

• Social-cognitive paradigm
• Psychological needs
• Impact of learning and social context
• Holistic and domain specific (proximal approach)
• Developmental, gender and cultural characteristics (global approach)

Why mindset ?

Carol Dweck (1986)

Process of motivation

Influences

Outcomes

Determinants

Indicators

• Parents
• Teachers
• Friends
• Systems
• Experiences

• Success
• Wellbeing
• Strenghts

• Engagement
• Perseverance
• Choices

• Interpretations
• Needs
• Perceptions
• Beliefs
• Goals
• Tools

Achievement motivation

Indicator

Achievement behavior

Behavioral engagement Affective engagement Cognitive engagement

School engagement

The main indicator of a motivated learner is...

Engagement

"The behavioral dimension of engagement is related to the idea of participation, the cognitive dimension to strategic investment, and the affective dimension to the full range of reactions and emotions experienced in a learning situation."

(Bernet, 2010, p.44, translated from French)

The core of the model

Motivational processes

Indicator

Achievement behavior

Expectancy for success

Subjective task value

Do I want to do this task and why?

Can I do the task and why ?

Behavioral engagement Affective engagement Cognitive engagement OR Disengagement

Achievement goals

What is my mindset ?

Can I do the task ?

Expectancy for success

"We defined expectancies for success as individuals’ beliefs about how well they will do on an upcoming task."

Dr. Albert Bandura

(Eccles & Wigfield, 2020, p.3)

Stanford University1925-2021

Do I want to do it ?

Subjective task value

"Subjective task values refer to the various reasons why a particular task might appeal or not appeal to someone."

Dr. Jacqueline Eccles

University of California, Irvine School of Education

(Rosenzweiga , Wigfieldb, and Eccles, 2021, p.2)

The developmental processes

Developmental processes

Motivational precesses

Indicator

Self-schemas

Expectancy for success

What do I have to do to succeed on this task?

Can I do the task and why ?

Achievement behavior

Behavioral engagement Affective engagement Cognitive engagement

Subjective task value

Affective reactions & memories

Do I want to do this task and why?

What do I remember and How do I feel ?

Self-schemas

Self-concept

Types of goal

"There is a distinction between stable Academic Self-concepts and quite task- and time-specific Expectancy for success"

• Short-term goals
• Long-term goals

(Eccles & Wigfield, 2020, p.6)

Atribution beliefs

Personal & social identity

• Locus of causality
• Locus of stability
• Causes

• Related to core values
• Mindset
• Role, gender, cultutre beliefs...

(Weiner, 1985)

The context influences

Developmental processes

Motivational precesses

Context

Indicator

Past performance & events

Expectancy for success

Self-schemas

Can I do the task and why ?

What do I have to do to succeed on this task?

Perception & interpretation:

Achievement behavior

• Of socializer's beliefs and behaviors
• Of gender and social roles
• Of activity characteristics and demands
• Of experiences

Cultural milieu & person characteristics

Behavioral engagement Affective engagement Cognitive engagement

Subjective task value

Do I want to do this task and why?

Affective reactions & memories

Socializer's beliefs & behaviors

What do I remember and How do I feel ?

BRAKE TIME

10 minutes

4. Interventions on motivation

Read, watch, listen, share to get better insights on how to engage students.

Workstations steps

State the task you chose. On member reads your team statement to the whole class. One participant only need to make a positive comment on it & related to her/himself. Try to reflect !

Share

5 min. each team

Example

• I liked your statement on... because in my case it would.... You see. I tend to....

Alone, listen carefully to the team statements and constructive interventions of others. Refle what could be meaningful for you and your colleagues. Use sentences, keyswords, or mindmaps, etc..

Reflect

At your own pace

Example

• I liked your statement on... because in my case it would.... You see. I tend to....

First, in a round-robin format in your team, share your 5 key points. Second, make an explained team statement with those in 5 new key sentences.

Construct

20-25 min.

Example

• We are looking forward to offer more thoughful choices in our exercises, because it reinforce the sens of control over task induces mastery mastery goals.

With the material chosen, please explore alone and note down your 5 key ideas. Ideas that will help you better understand or intervienne your own student's motivation.

Think

15-20 min.

Examples

• Offer choices
• Invite parents
• Teach metacognition
• Look at body expressions

Workstations

First, work alone. Second, share. Third, name one reporter with 5 sentences.

Room 4

Room 2

Room 3

Room 1

Discover & discuss

Review & discuss

Learn deeper & discuss

Discover & discuss

Discover the TARGET intervention framework for schools.

Discover the TARGET intervention framework for families.

Choose a same or different chapter, read it & share key points.

Choose one video, watch it, & share key points.

Teaching a Growth Mindset by Carol Dweck

Handbook of Research on Student Engagement

Sexual differences in STEM by Jacqueline Eccles

Read pages 4 to 33+, read one dimension each, note key points and share.

Read pages 75 to 94+, read one dimension each, note key points and share.

I suggest chapters starting at pages 57, 155, 331, 403, 431, 511 & 529

Learning from each other

Room 1: Share with us your 5 key sentences.

Learning from each other

Room 2: Share with us your 5 key sentences.

TARGET framework

TARGET structures form the essential dimensions for organizing both school environments and classrooms effectively, highlighting their crucial role in addressing student diversity and fostering improved student performance. These structures extend beyond educational settings, finding parallels within familial relationships. Just as in schools, adjustments made within family structures can positively impact student motivation, leading to enhanced learning and development.

Dr. Joyce Epstein

Johns Hopkins School of Education

Learning from each other

Room 3: Share with us your 5 key sentences.

Learning from each other

Room 4: Share with us your 5 key sentences.

5. Conclusion

Read, watch, listen, share to get better insights on how to engage students.

What to keep in mind ?

• Motivation is a complex process and takes time.
• Student's perceptions of self, others and task are central.
• Collective learning and mastery goals are vital.
• Cognitive engagement is the indicator to trigger most.
• Reflect on yourself ! What means teaching, learning and evaluating to you ? Change your beliefs.
• Family-teachers relationship and participation are big protective and enhancing factors.

So, being motivated means in short feeling as competent, autonomous and connected as possible, even in the face of difficulties.

Bibliography

Access Zotero

• Ames, C. (1990). Motivation: What teachers need to know. Teachers College Record, 91(3), 409–421.
• Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271.
• Anderman, E. M., Patrick, H., & Ha, S. Y. (2022). Achievement goal theory and engagement. In Handbook of research on student engagement (pp. 511–528). Springer.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
• Bernet, E. (2010). Engagement affectif, comportemental et cognitif des élèves du primaire dans un contexte pédagogique d’intégration des TIC : une étude multicas en milieux défavorisés [Affective, behavioral and cognitive engagement of primary school students in a pedagogical context of ICT integration: A multi-case study in disadvantaged settings] [Doctoral thesis, Université de Montréal].
• Bernet, E. (2023a, July 11). Design of ICT activities to boost achievement motivation: Practical tips and scientific evidence. EDUtech Asia, Sands Expo, Singapore.
• Bernet, E. (2023b, August 11). Influential leadership that drives successful pedagogical integration of technologies in schools: Practical solutions backed by scientific evidence. EDUtech Asia, Sands Expo, Singapore.
• Bernet, E., Karsenti, T., & Roy, N. (2014). Engagement scolaire en milieux défavorisés: Traduction et validation exploratoire d’une échelle de mesure [School engagement in disadvantaged environments: Translation and exploratory validation of a measurement scale]. Educational Journal of the University of Patras UNESCO Chair, 1(1), 20–33.
• Chouinard, R., & Roy, N. (2008). Changes in high-school students’ competence beliefs, utility value and achievement goals in mathematics. British Journal of Educational Psychology, 78(1), 31–50.
• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3–4), 325–346.
• Dubarle, J., Bernet, E., Brun, V., & Shankland, R. (2019). Well-Being at School: Development and Evaluation of the Feasibility of a Positive Psychology Intervention for Native Francophone Students in Two Multicultural Contexts. In L. E. Van Zyl & S. Rothmann Sr. (Eds.), Evidence-Based Positive Psychological Interventions in Multi-Cultural Contexts (pp. 25–55). Springer International Publishing.
• Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040.
• Dweck, C. S. (2008). Mindsets: How praise is harming youth and what can be done about it. School Library Media Activities Monthly, 24(5), 55.
• Eccles, J., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 1–12.
• Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5.
• Epstein, J. L. (1987). TARGET: An Examination of Parallel School and Family Structures That Promote Student Motivation and Achievement. Report No. 6. Center for Research on Elementary and Middle Schools Report.
• Kang, T., Bernet, E., Som Saha, M., Castro, T. A., & Sekhon, T. (2023, August 11). Empowering Educators: Professional learning and development for continuous upskilling [Discussion panel]. Edutech Asia, Sands Expo, Singapore.
• Kennedy, A. (2005). Models of continuing professional development: A framework for analysis. Journal of In-Service Education, 31(2), 235–250.
• Kennedy, A. (2014). Understanding continuing professional development: The need for theory to impact on policy and practice. Professional Development in Education, 40(5), 688–697.
• Meece, Judith. (1991). The classroom context and students’motivational goals. In M. Maehr & P. Pintrinch (Eds.), Advances in Motivation and Achievement (Vol. 7, pp. 261–285). JAI Press.
• Meece, Judith., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80(4), 514–523.
• Reschly, A. L., & Christenson, S. L. (2022). Handbook of Research on Student Engagement. Springer International Publishing.
• Rosenzweig, E. Q., Wigfield, A., & Eccles, J. S. (2021). Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist, 1–20.
• Tessier, D., Imbert, B., & Shankland, R. (2020). Promouvoir la motivation et le bien-être des enseignants et des élèves: Le programme ProMoBE. In N. Goyette & S. Martineau, Le bien-être en enseignement: Tensions entre espoirs et déceptions (pp. 169–189). Presses de l’Université du Québec.
• Urdan, T., & Kaplan, A. (2020). The origins, evolution, and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 101862.
• Weiner, B. (1985). An Attributional Theory of Achievement Motivation and Emotion. Psychological Review, 92(4), 548–573.
• Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Schiefele, U. (2015). Development of Achievement Motivation and Engagement. Handbook of Child Psychology and Developmental Science, 1–44.

Merci beaucoup !

To all of you, dear MOE teachers !

Dr. Lai Cheng Lim

Chairman

Mr. Joseph Loy

Manager

Mr. David Binan & Mr. Yves Marcel

Headmaster

Executive director

Evaluation

http://t.ly/npM5s

Contact details

http://is.gd/bqAuZL

Dr. Emmanuel Bernet

Certified primary school classroom teacher Ministery of Education, Québec, Canada Doctor of Educational studies University of Montréal Apprentice psychotherapistThe School of Positive Psychology

ebernetphd@gmail.com

Member as a senior educational consultant Principal Academy Singapore

Member as an advanced trainee International Institute for Bioenergetic Analysis

Member of the startegic committee Singapore Positive Education Network

Memeber of community of practices Interuniversity Research Centre on Teacher Training and Profession

Member of the scientific committeeUniversité of Lyon Lumière 2 France

Help the child to deal with TIME !

• Schedule or time management rules
• Have routines at homes... and stick to it !
• Create opportunities to work and learn
• Allowed time to learn with fun and within challenges

• Adapt evaluation time for struggling students
• Give opportunities to finish task in class
• Finish fast ? Go learn more !
• Socioconstructivist methods take more time but are more efficient... balance the paradigms

Offer the child TASK that are educative for everyone !

• Household chores
• Create learning opportunities
• Talk about school, praise school experiences
• Play and learn with them everyday.
• Take the time...

• Choice of tasks
• Differentiated learning opportunities
• Project-based learning to trigger personnel interests and Higher-Order Thinking
• Offer adapted challenges in task

Subjective-task Value

(Rosenzweig et al., 2021, p.2)

Perceived cost refers to individuals’ perceptions of the negative aspects of engaging with a task. Eccles posited that cost acts to reduce the overall task values.

Cost value

Utility value refers to how well a task fits into an individual’s current and future goals. In some ways, individuals’ goals tie to their senses of self and to what they enjoy doing.

Utility value

Attainment value is value that arises from the importance of doing well on a given task. Eccles discussed the close relations of attainment value to identity

Attainment value

Intrinsic value is the value individuals perceive due to them anticipating enjoying (or actually enjoying) a particular academic task.

Intrinsic value

Achievement goal theory

(Elliott et Dweck, 1988; Ames, 1992; Anderman et al., 2022; Chouinard et Roy, 2008; Eccles et Wigfield, 2002; Kaplan et al., 2002; Meece, 1991; Meece et al., 1988; Urdan et Kaplan, 2020)

2013 - 2024

French school of Singapore

Teacher & adviser

Ski Adventure

Alpine ski instructor

1989 - 1998

Montreal school board

Primary school teacher

1996 - 2010

2011 - 2013

French school of Shanghai

Adviser in pedagogical innovation

Independent consultant

Teachers' trainer in educational psychology & technology

2005 - 2024

2011 - 2024

CRIFPE, OBE

Educational researcher

SOQAB

Psychotherapist under supervision

2008 - 2010

Author of 'Addressing the challenge of measuring student engagement' from The Cambridge Handbook of Motivation and Learning, Jennifer Fredricks, speaks about the findings and challenges from her chapter on how we can accurately measure engagement within an educational setting.

Use an AUTHORITY that is strict, but flexible !

• Frequency of child's responsibilities
• Participation in family decisions
• Think about your own relation to control and authority, etc.

• Democratic approach of classroom settings
• Shared responsibility of discipline
• Offer choices in planning activities, etc.

Give REWARDS that value effort and progress !

• Praise efforts, strategies and progress NOT intelligence
• Right balance between tangible and intangible reinforcements
• Encourage cooperation MUCH MORE THAN competition
• Offer reward by love NOT ALWAYS with a condition
• Reward in comparison to one self not to others, etc.

Author of 'Addressing the challenge of measuring student engagement' from The Cambridge Handbook of Motivation and Learning, Jennifer Fredricks, speaks about the findings and challenges from her chapter on how we can accurately measure engagement within an educational setting.

4 sources of self-efficacy

(Bandura, 1986)

States like stress or calmness impact self-perceptions, affecting confidence levels in one's abilities and performance.

Physiological & emotional states

Observing others' successes provides insights and motivation, enhancing confidence in one's own capabilities.

Vicarious experiences

Encouragement and feedback from others influence self-beliefs, positively or negatively affecting confidence in one's abilities.

Social persuasion

Personal successes build confidence, fostering belief in one's ability to achieve similar tasks through effort and practice.

Mastery experiences

Promote postive education & wellbeing through...

Counselling or psychotherapy to help Singaporean's parents and adolescents flourish in their academic journey

Available outside my working hours at IFS and during my school holidays to help on:

• School performance and evaluation anxiety

• Disengagement at school or dropout
• Addiction and heatlthy use of technology at home
• Positive futur perspective based on character strenghs
• Parents-school involvement and relationship

Book for a free first session here

Available outside my working hours at IFS and during my school holidays to train on:

• School motivation and wellbeing
• Competency-based education
• Positive classroom management & evaluation
• Integration of educational technology
• Sociocontructivist and cooperative learning

Research-based professional development of teachers & administrators in Singapore local schools only

Book for a free discussion on your needs here

&

Author of 'Addressing the challenge of measuring student engagement' from The Cambridge Handbook of Motivation and Learning, Jennifer Fredricks, speaks about the findings and challenges from her chapter on how we can accurately measure engagement within an educational setting.

Training purpose & characteristics

Informative professional development

Long & spead

Precise topic

Malleable professional development

Useful

Needed

Collaborative

Engaging

Transformative professional development

Experimental

Reflexive

Kennedy (2014, p.693) states that more the training as characteristics of transformation into practice more it will "increase the capacity for professional autonomy and teacher agency".

Empathic

Evaluable

• Professional Diploma in Psychotherapy Learning Positive psychology interventions and other modalities like:
• Solution focused brief Therapy
• Cognitive Biavioral Therapy
• Hypnotherapy

Practicum starting soon. Finishing program in August 2024.

• Certificate of training course in Bioenergetic Analysis Therapy

"Bioenergetic Analysis is a specific form of body-psychotherapy, based upon the continuity between body and mind, rooted in the work of Wilhelm Reich and founded by Alexander Lowen. Bioenergetic Analysis is a unique and effective relational somatic psychotherapy with a long and established history on the cutting edge of modern psychology as rapid advance in neurobiology highlights the intricate and intimate relationship between body and mind." IIBA (2024)

5 years: 600 hours of training, 90 hours of practicum, 50 hours of clinical supervision, 150+ hours of therapy. Final evaluation to be completed...

• Bachelor (B.Sc.) in preschool & primary education, specialized in underpriviledged and multicultural settings
• Master (M.A.) in Educational studies, specialized educational psychology
• Doctorate (Ph.D.) in Educational studies, specialized educational psychology

Promote GROUP discussion and work !

• Propose cooperative learning structure activities
• Mix in teams, pupils with different strengths
• Give different teams opportunity during the year
• Create groups to assess specifics needs

• Offer interactions with school friends and their family of any origins at home or outside.
• Play board games not emphasizing on winning
• Modeling pro-social behaviors

EVALUATE the child with him, not for him !

• Have clear expectancies
• Offer constructive comments praising effort and progress
• Model efficient strategies
• Facilitate exchange between teachers and parents
• Help the child to self-evaluation his achievement
• No tries or mistake are bad... Say: "You are not there yet, but soon with a bit more effort !"
• Evaluate with rubrics, no score