“I Don’t Like School” (Part II)
This is part two of a two-part article series on motivation. In the first part, we covered reasons for low motivation based on ability beliefs and the characteristics of the task. In this part, we turn to looking at effort beliefs and the value of the task. The chart below summarizes the four main reasons for low motivation in students:
Effort Beliefs
Effort beliefs, unlike the preceding reasons for lacking motivation, are not subject-specific. Instead, a child with an effort belief will doubt their own capability to begin, work through, and complete a task. Exerting effort ties into other skills including time management and attention, but there are still a few other things that can help your child sustain their effort:
Break the work down: Students who have negative effort beliefs often feel overwhelmed. Especially if they have a significant amount of homework or a big test or paper coming up, it can feel like too much to do. Help your child break down their assignments into bite-sized pieces—tasks that can be completed in 20 minutes or less. For example, a student who has to “study for their science test” should break it into individual tasks such as “Review ch. 6-7,” “Review ch. 8-9,” “Memorize 5 definitions,” and “Complete practice problems 10-18.” Their goal shifts from finish everything to just finishing this next little task
Time it: If your child does not succeed with the bite-sized tasks, you could also implement a time-based system rather than a task-based system. A time based system just asks your child to set a timer (somewhere between 20 minutes and 1 hour) and get as much done as they can. Then, when the timer runs out, they stop their work and come back to it later. Students who easily get off task might benefit from practices that boost their attention.
Value PLACED ON THE TASK
A student who places no value on a task has a fundamental disregard or sense of apathy towards part (or all) of school. This reason for low motivation can cause discouragement for parents and teachers. A student who does not value the task can appear apathetic, lazy, stubborn, or malicious. Often, authority figures resort to coercion to motivate the unmotivated, like bad grades or consequences at home. But researchers advocate for helping the student find some value in the task.
Students can either value a task because of its intrinsic value or because of its extrinsic value. In the former case, they value the task because they find it enjoyable, interesting, or fulfilling in some way. For example, a student who has always loved reading will probably like reading the books assigned in English class.
In the latter case, they value it because of its consequences. Maybe your child does not like geometry, but they do like getting good grades, so they try to do well in the class as a means to an end. Ideally, your child will develop a combination of intrinsic and extrinsic values to keep them motivated.
To help them develop extrinsic valuing of a task, encourage them to think through their other goals and their connections with school. For example, students tend to experience a boost of motivation in 11th grade because they know it is the last year to improve their GPA before they go off to college. Students in other grades might respond well to a specific challenge (like getting a B rather than a C) or to shorter-term rewards (i.e. coffee on the way to school on Friday if they do their homework for the week).
Intrinsic value, by its definition, cannot be as directly impacted as extrinsic value. But as a parent you can still help them in indirect ways.
First, give them more autonomy in their work. For example, on an essay, encourage them to write about the thing that they find interesting- not just the thing that they think will be easy.
Second, demonstrate an intrinsic value for school. Research indicates that because of their close relationships with their children, parents have the ability to create a personal connection to the task.
Even if your child does not like math, if they see you demonstrate an interest in the subject, their connection with you will strengthen their connection to the class. Ask your child questions about their classes and have them try to teach what they learned. Exhibit real curiosity about what they learn. Those conversations might be met with silence or reticence at first, but if you see their face light up or interest spark, pursue that. Your disposition towards school provides a model for your child’s.
Conclusion
Your child might have a combination of reasons for not exerting motivation, and it might take a while to untangle their real thoughts. Be patient. If one technique here does not seem to work, try another one and see if it has a stronger impact. For most students, motivation is a choice—often, a hard choice that you, as a parent, can help make easier.