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Factors that influence student motivation
Factors that influence student motivation
Factors that influence student motivation
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Three studies provide professional school counselors with a wealth of strategies. Rowell and Hong (2013) underscore the academic struggles of students who have poor motivation. Schulz and Rubel (2011) revisit the disparity in male versus female completion of high school. Krell and Perusse (2012) utilized the Delphi method to explore effective college readiness counseling for students with autism spectrum disorders. Rowell and Hong address motivation as a factor that underlies academic success, exploring constructs. Self-efficacy and autonomy are examples of individual beliefs that relate to a person’s sense of their ability to succeed and degree of control over their learning. Studies cited suggest that these factors can be influenced through counseling interventions including classroom guidance. Schulz and Rubel’s phenomenological study focuses on the perspectives of five males who describe themselves as becoming alienated from school. Analysis of substructures such as instability at home provide a glimpse into multiple challenges and reasons for non-completion. Within both studies, good communication with parents and teachers and use of strategies that promote student competence are viewed as integral to reversing negative pressures that impact students. Krell and Perusse provide evidence that students with autism spectrum disorder (ASD) can be better supported in postsecondary transition and college readiness. Given the unique challenges students with ASD have, through consultation and collaboration, counselors can help bridge the gap to college and the workforce. Valuable skills that can be promoted through direct counseling and working with special education recommendations and referrals include self-advocacy and time ma... ... middle of paper ... ...ience with these groups can profit from being aware of and knowledgeable about the law and their obligations to students with disabilities. School counselors must be better prepared through advanced training and be able to expand their partnerships. Krell and Perusse promote the idea that counselors are change agents for unique students. References Krell, M., & Perusse, R. (2012), Providing college readiness counseling for students with autism spectrum disorders: A Delphi study to guide school counselors. Professional School Counseling, 16, 29-39. Rowell, L., & Hong, E. (2013), Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16 , 158-171. Schulz, L. L., & Rubel, D. J. (2011), A phenomenology of alienation in high school: The experiences of five male non-completers. Professional School Counseling, 14, 286-298.
For all teens, the transition into adulthood is generally seen as a challenging and scary process. For teens diagnosed with Autism Spectrum Disorder (ASD) as well as their caregivers, this transition is often more complicated. The period of transition for individuals with ASD into adulthood is intensely more challenging due to their “unique characteristics, the lack of services that address the special needs of such individuals in adulthood, and the expectations of society for a typical path to adulthood in the face of atypical problems” (Geller and Greenberg, 2009, pg. 93). Without the necessary resources to transition, teens with ASD find themselves unprepared for life at work, in college, or community living. Through this paper, the reader will obtain knowledge in regards to what ASD is, the barriers it yields concerning the transition into adulthood, and the effects it has on the individual as well
Vallerand R., Fortier M. & Guay F. (2000) School motivation for teens. Journal of Education Today, December 2000
“Your child has autism spectrum disorder” are words no parent wants to hear. They are words that will instill fear, worry, and sadness. When parents hear this for the first time, they will have many questions. “Is there anything I can do to help my child? If so, what can be done?” Early intervention services; such as applied behavior analysis therapy, occupational therapy, sensory integration therapy, and speech therapy before the age of three; can help improve the development of children with autism spectrum disorder. As an educator, early intervention is a subject teachers should be well educated in. It would be beneficial to the educator and the student, for a teacher to know and understand early intervention strategies.
The author states “High school dropouts interviewed for a study released last week were far more likely to say they left school because they were unmotivated , not challenged enough , or overwhelmed by trouble outside of school than because they were failing academically”. The students that were failing academically could have been failing because of the way the teachers were teaching or because they weren’t trying hard enough in there classes to get good grades. If the students were overwhelmed by troubles outside of school then they should have talked to a counselor . The students that were not challenged enough could have told their parents or talk to someone in the office to get switch to harder classes . If the class isn’t hard enough for the students they should tell someone instead just staying in the class because then it would be too easy for them .
School counseling has evolved over the years into a significant component of the educational system. School counselors are taking on new roles in schools as leaders, working with “school administration and staff in developing student attitudes and behavior which are necessary to maintain proper control, acceptable standards of self-discipline and a suitable learning environment within the school” (Secondary School Counselor 2012). Counselors work in “diverse community settings designed to provide a variety of counseling, rehabilitation, and support services” (Counselors, 2010). When working in a school district as a counselor, you can either be an elementary school counselor, middle school counselor or a high school counselor. This essays explores a recent interview with a high school counselor.
Many researches have been conducted to investigate what motivates students for better academic performance and whether it has a correlation with achievement motivation.
Zager, Dianne, Carol Alpern, Barbara McKeon, Susan Maxam, and Janet Mulvey. Educating College Students with Autism Spectrum Disorders. New York: Routledge, 2013. 21-58. Print.
Keller, John M. (2006). What Are the Elements of Learner Motivation? Retrieved July 4, 2011
I cannot recall a more rewarding experience than helping facilitate a child’s education while enabling parent participation alike. These experiences have drawn me to my current position as an Educational Assistant where I am constantly interacting and establishing relationships with students, learning about their goals and aspirations. It is that same desire to empower our future students that has steered me towards a career as a school counselor. By enrolling in the Masters in counseling program, I aspire to develop methods and experience to become an effective, experienced, and adaptable school counselor that promotes self-awareness, allowing students to realize their full potential and impetus them towards a promising future. I want to learn skills that facilitate personal and career development, ensuring that our students grow accomplishing their goals and ambitions. To discover techniques that help students improve in all areas of academic achievement, establishing relationships with students and parents alike. By becoming a school counselor, I am determined to become an advocate for underserved youth. I aim to become an effective agent educational reform, providing support for students in the various institutions that may disempower
One of the emerging practices for school counselors is advocating for students with special needs. When implementing this in my school I would first make sure that I was knowledgeable about working with children with special needs. To best advocate for students I need to be aware of tools that are available to help students with special needs such as 504 plans and IEPS. I would also make sure that I educated myself on laws and policies pertaining to students with special needs. I could use professional development for this and also spending my own time researching and educating myself. Another way that I would
Many high school students succeed with a little leniency through their four years. The transfer from high school to college becomes overwhelming and a struggle for some. For students do not comprehend the importance of changing more than their location during the transition. A student must be psychologically, physically, and emotionally mature to pursue college and not venture into a point of no return. Dropping out of college makes the outlook of the conversion difficult to acquire. Individuals should take their time on deciding which college and/or university is the best match for them. There are various reasons that cause persons not to prosper. Issues that individuals may come upon might leave a lifelong scar. Matters such as these should not be as prevalent, creating a problem in the future for the well-being of our local communities and nation. The awareness of the causes of students dropping out will help educators, mentors, writers, and others to prevent occasions like this. Soon the dropout rate will increase and the hope for everyone being educated to acquire the needed knowledge to deal with upcoming improvements and preventions. The need for high school students to transfer into college smoothly and maintain self-discipline is significant. Anne Mallinson, Mark Kantrowitz, and Caralee Adams support this indication as well, providing several respectable points.
Dempsey, I. & Foreman, P. ( 2001). A Review of Educational Approaches for Individuals with Autism. International Journal of Disability, Development and Education, 48 (1), 105-116.
Some observations note that autistic students can be prone to disrupting the classroom environment, wasting valuable class time and commandeering the attention of the teacher. Many attempt to blame the idiosyncratic social skills that accompany autism for these breakouts, but the real problem is that typical classroom environments disfavor students who have autism. Some educators hold the false belief that autistic children will never learn and are choosing to misbehave (Romagnoli 8). This belief illustrates the general lack of understanding about autism, and proves that we need to better educate our teachers on what autism really is. Grasping a better knowledge of autism should allow teachers to create an environment that is conducive to all students, rather than ostracizing to students with autism. Some evidence suggests that having classes of students that are diverse in learning ability is actually beneficial to all students, rather than detrimental. To explore this idea, an eleven year old girl n...
It is first important to understand how motivation works in the classroom. There are infinite procedures teachers use to achieve desired effects from their students, but there are general patterns these motivational tools follow. In order for teachers to communicate with their students, they must identify with their needs on an individual basis (Gawel, 1997). This proposal is much akin to Maslow's Hierarchy of Needs, which states five basic needs that must be met in order to achieve full motivation. These needs, in ascending order, are as follows: physiological, security, love and belongingness, esteem and self-respect, and self-actualization (Gawel, 1997). Each of these needs details a very important issue in motivation inside the classroom and out.
Education is the key to success and there are multiple ways to boost a student’s confidence while attending high school to enhance a better future for his/herself. It is our job as parents and faculty to keep the students engaged and aware of the repercussions of dropping out and to do everything in our power to keep the students productive and interactive to ensure a bright