Title: Scalable Identity-Based Motivation in the Classroom
Author Name: Shaly Green
Selected Case (Published Article):
Horowitz, E., Sorensen, N., Yoder, N., & Oyserman, D. (2018). Teachers can do it: Scalable identity-based motivation intervention in the classroom. Contemporary Educational Psychology, 54, 12-28. https://doi.org/10.1016/j.cedpsych.2018.04.004
1. Introduction
There is an old saying; if there is a will, there is a way, this can be easily said but what exactly does it imply? To state there is a way if someone has a will could imply that as long as the motivation is present, anything is possible. This could be a simple concept to understand, but actually implementing it into our lives can be far more challenging. Is it possible that implementing this philosophy early in life can make a significant difference in the success of one’s life, potentially altering a person’s mindset, expectations, and ultimately performance? In the article Teachers can do it: Scalable identity-based motivation in the classroom, the power of motivation is tested, specifically identity-based motivation or IBM.
For this chapter, it is important to identify or define what motivation actually is and the variety referenced. Motivation, according to (Reiser & Dempsey) refers to a person’s desire to pursue a goal or perform a task (2017, p.77). In addition, identity-based motivation is described as a social psychological theory that states people are more motivated to act in ways that align with their self-perceived identity, in current or future form. Simply put, a person is more likely to be motivated to complete a task or achieve a goal if they feel or believe it will produce a positive outcome for their present or future self.
Identity-based motivation theory begins with the assumption that people are attuned sensitively to their immediate context and this actually forms their identity. Contrary to popular belief or assumption, identity is not stable or unchangeable. According to Horowitz et al, identities are dynamically constructed in context and this article works to prove how small shifts in context can create large effects on how people regard themselves and ultimately on how they perform (2018, p.13). Dynamic construction is considered to be the first component of the IBM theory.
In our current society, typically academic achievements are expected and equated with success. American children are required to attend school and are told they will need a graduation certificate and higher education to become successful. However, in a lot of cases, students struggle to achieve these goals because they are unable to connect these actions to their future selves.
It is proven according to Horowitz et al that people prefer to act in ways that are congruent to their personal identity, this is also known as action-readiness and is considered to be the second element of IBM (2018, p.13). They do not have a why for doing these things other than because they are told to do so. Without a why it can be difficult to have motivation, direction, or commitment. Having an understanding of why or how something will affect you is known as procedural-readiness and is considered to be the third component of IBM. Helping students understand that school is a path to their adult future identities allows them the ability to connect their present actions to their future success which should significantly increase motivation and performance.
2. Overview of the Case: Teachers can do it: Scalable identity-based motivation in the classroom
This article primarily focuses on the impacts of identity-based motivation in an academic setting, produced in a middle school setting compiled of 8th-grade students from two separate schools in Chicago. The intervention was named the Pathways-to-Success program. The age group of students was chosen because at this stage of life, they were nearing closing out a chapter and starting a new one; high school. This is significant because, according to Horowitz et al, students who failed one class in the 9th grade were less likely to graduate on time, if at all (2019, p.14).
This is relevant due to the potential influence the program could have on students by ensuring they were more motivated prior to entering high school to potentially increase their odds of graduating successfully, and ultimately pave the road to a prosperous future.
The interventions were delivered in two separate ways. Initially, the activities were administered by college students or staff members holding undergraduate degrees. The intention of having 3rd party “trainers” was to have people that could come and go would ultimately create no bias or connection with the students which could produce a clean test of the theory. Teachers were needed following the introduction of the program to continue exposing the students to the intervention to produce and ensure long-term embedded effects.
3. Solutions Implemented
For the intervention, the students were given several scaffolding activities, meant to enforce attitudinal change and to create problem-solving abilities. Each activity was intended and designed to be aligned with the three components of the IBM theory: dynamic construction, action-readiness, and procedural- readiness.
The first step was to change their perspectives. This was done first by impacting their perspective of themselves. Students were also given activities that promoted positive self-talk and self-image. This was done by requiring them to engage in a group activity with their peers. This activity required them to potentially alter their contextual dynamic and put that into action.
Secondly, they were assigned activities that were essentially vision board timelines. The students were given the task of finding things that they feel would be of positive influence such as people, places, occupations, and even material lifestyles. This activity was very significant because it gave them the ability to connect their present self with a future vision of who they would want to become.
In contrast, they were also given the task of creating a visual timeline of who they would not want to become. This activity was intended to assist them with things like goal setting and facing difficulties. They were taught to begin viewing difficulties as giving something meaning and importance rather than being a negative impediment. Both timelines were intended to be realistic including the potential for success as well as the potential for obstacles and challenges that could impede them along their path. Exercising imagining how both success and challenges could affect their future selves was intended to implement procedural-readiness.
Lastly, students were given additional practice exercises that required them to break down and solve problems that were initially viewed as impossible. They then applied their IBM skills to brainstorm the steps they would need to take to graduate high school and what would be required for them to attend college. Both exhibit the ability to practice all three components of the IBM theory.
4. Outcomes
This study proved that identity-based motivation intervention, when implemented properly, and when delivered with a 60-80% fidelity threshold would produce significantly positive results in student motivation and overall achievement. When comparing the 8th-grade student’s grades from pre-intervention versus post-intervention their core GPAs increased by 0.002. Allowing the students to exercise their problem-solving abilities ultimately created confidence within them that increased motivation. This motivation began in single activities and then began to affect all of their school work, thus increasing overall student achievement.
5. Implications
As mentioned, this study was carried out in two sets, one by the “trainers”, then followed by the teachers. Once the results were analyzed the teachers did have some suggestions on how to improve the intervention. The teachers felt they could have used more time to train and prepare for the intervention. They also agreed they would have liked to have a better teaching and delivery-method manual that would have been more familiar to them and potentially more aligned with the textbooks they were used to using while teaching their core classes.
This study proved that implementing a connection between a student’s current self and their future self can improve their performance. Once a seed of hope is planted, motivation will surely grow.
References
Horowitz, E., Sorensen, N., Yoder, N., & Oyserman, D. (2018). Teachers can do it: Scalable identity-based motivation intervention in the classroom. Contemporary Educational Psychology, 54, 12-28. https://doi.org/10.1016/j.cedpsych.2018.04.004
Reiser, R. A., & Dempsey, J. V. (2017). Motivation, Volition, and Performance. In Trends and issues in instructional design and technology (4th ed., pp. 77-87). Pearson.