Academic Success Determinant: Academia Success is Propelled by Intrinsic Motivation

Chris Deputy

Pierce College, Puyallup, WA

ENG 101

15 May 2014

There are many focuses that lend to identifying where current failures in education lie. Who or what is at fault? Fractured outcries tend to blame incompetent and short sighted federal policies, political party agenda, Board of Education policies, lack of teacher involvement, lack of parental guidance, student accountability, peer influences, ethnic cultural influences, community support, and economic status (Galston). However, the most common resonated message is that a student’s success in school depends completely on whether the student has the motivation or the drive to succeed. Many students often ask, “Why should I go to school? How will it benefit me in real life?” The hidden message behind those questions is that they need their role models to inspire them. Even though learning is up to them, educational success is driven by using inspirational methods that cultivate internal motivation, because there is sense of satisfaction that compliments the intrinsic desire to learn. This intrinsic desire to learn, however, is influenced and challenged by issues such as parenting, a desire to challenge authority, and socioeconomic levels.

The most common misconception regarding a student’s lack of success are environmental challenges such as the lack of parental duties to provide a safe home, lack of proper economical support, lack of accountability, the choice of instilling poor values, and the parental personal choice for their own lack of education. Common criticisms of parents are that they are not meeting their parental responsibilities in guidance, values, communicating, homework assistance, and community involvement to help foster their children’s educational needs (Henderson and Mapp). Many elders, mentors, and teachers attempt to motivate students with the perception that education is a tool for nation-building and potential economical class elevation, not for personal development when in fact, current studies are discovering there is a growing thought process shift towards less economical glory (Columbo, Cullen and Lisle 106; Gilbert ).

Extrinsic motivation is described as outside influences that will motivate a person such as grades, punishment, money, and bonuses that impact behavior for reward. Daniel Pink describes extrinsic motivation as a dangling carrot or a stick (Pink 464). Intrinsic motivation is internal drive energized by intuitive values and the need to satisfy emotions or desire for happiness. Pink clarifies using a study performed with children:

When children didn’t expect a reward, receiving one had little impact on their intrinsic motivation. Only contingent rewards—if you do this, then you’ll get that—had the negative effect. Why? “If-then” rewards require people to forfeit some of their autonomy. Like the gentlemen driving carriages for money instead of fun, they’re no longer fully controlling their lives. (516)

Studies reveal that the majority of the population is originally born with the desire to be good, just as every person begins life in their infancy enthralled with curiosity and the desire to learn (Tucker ; Hutt). As infants reach the toddler stage, motor skills develop, boundary and limitation exploration begins, they begin to mimic others, they observe, and process information as they ask the annoying repetitive question “why?” Toddlers test limitations for themselves and parents. They will evaluate the results and begin developing habits depending on the number of times they are told “no”, “bad”, or “don’t”. The process of measuring good results against negative results provide them with the necessary lessons learned for future if-then process flows “Developmental Milestones (12-36 Months)”. In essence, everyone is born with innate learning desire, but once children reach the toddler stage, curiosity reaps punishment or statements discouraging exuberant interest in the world and the potential for what can be discovered. The punishments and discouraging statements are compounded as children reach the age to enter primary education.

Socio-economic levels are perhaps one of the greatest challenges to an intrinsic desire to learn to achieve academic success. Philip Moeller of “U.S. News” implies that people who are learning live longer and happier lives in his article “Why Learning Leads to Happiness.” (Moeller) Armed with this information, a question comes to mind—why are the American students listless in the classroom, and why do their educational levels rank average or below average compared to other countries when the United States invests more in them financially than most? (France). Jean Anyon argues this point in her article “From Social Class and the Hidden Curriculum of Work,” which addresses school economical rank and the impact it has on a child’s education. Eighty percent of the students in the nation raised by families that generate household incomes a little higher than $25,000 and below attend working and middle-class schools that prepare the children for working or social class jobs (Anyon 165-166). Anyon asserts that the teachers dole out assignments without explanation of relevancy or concepts behind the process to complete assignments. The children are instructed to follow the directions in order to achieve the right answers. They are bombarded with rules, steps, and memorization instructions. Any type of critical viewpoints are discouraged and avoided in courses like Social Studies because it may cause outbursts and interference from parents. In essence, the children are molded into predetermined workforce roles by primary and secondary education curriculums that assume where their best fit in life will be instead of affording equal opportunity with equal education. Jonathan Kozol, author of “Still Separate, Still Unequal,” demonstrates:

Mireya, for example, who had plans to go to college, told me that she had to take a sewing class last year and now was told she'd been assigned to take a class in hair-dressing as well. When I asked her teacher why Mireya could not skip these subjects and enroll in classes that would help her to pursue her college aspirations, she replied, ‘It isn't a question of what students want. It's what the school may have available. If all the other elective classes that a student wants to take are full, she has to take one of these classes if she wants to graduate.’ (216)

In the affluent and executive elite schools, there are very few minorities and Anyon asserts that those students are challenged to think with creative answers, are pushed to develop reasoning, and use creative arts to express and learn concepts in all subjects. Students are encouraged to discuss, share, talk, and help one another with their answers. All students’ work should demonstrate and reflect their individuality. A lot of emphasis is placed on negotiation, creative writing and illustration of ideas. The children in these schools never have to battle for supplies or materials; these are free to the students when needed. Classes do not end with a bell, although there is a strict collaborated schedule. It seems evident that the affluent and executive elite schools are well aware of the benefit to capitalizing on children’s natural curiosity and they utilize creative teaching methods to promote further interest in higher knowledge. In contrast, the middle and working-class schools are restricted in their teaching methods, creating lackadaisical students stifling their intrinsic desire to learn.

Many would argue, “There are too many leaders in this country already, we need fewer leaders and more workers trained with job trade skills. People should be content that they have any skills to get a job to pay the bills.” My contention is, that there are too many ineffective leaders driven by personal agenda, and they are ignoring the vested interest the nation has in the people’s intrinsic necessities in life. An unbiased quality education for all students to attain equal opportunity should be available for students from every familial, ethnic, and socio-economic background. As Plato states in his political theory “The Republic”:

But it is not any kind of education that will do, but only education to the true and the good. Those who arrange the life of the State, who determine the principles of education and allot the various tasks in the State to its different members, must have knowledge of what is really true and good--in other words, they must be philosophers. (225)

Although society (the State) does not need creative happy students, it does need obedient and reliable workers. Taking advantage of a student’s instinctive interest in learning creates captivated students. More importantly, creative pedagogy helps students understand how their education is relative to practical application in life to support social contribution. The academic systems for the nation’s eighty percent student population should look to their elite counterparts to refine their educative methods by embracing creative instruction styles to elevate and retain the children’s spark for higher learning. Students should not have to ask their mentors why they should learn; their interest should be invigorated so they continue to thirst for knowledge.

Works Cited

Anyon, Jean. "From Social Class and the Hidden Curriculum of Work." Rereading America: Cultural Contexts for Critical Thinking and Writing. Ed. Columbo, Cullen and Lisle. 9th ed. 2013. 239. Print.
Columbo, Gary, Robert Cullen and Bonnie Lisle, Rereading America: Cultural Contexts for Critical Thinking and Writing. 9th ed. Boston, MA: Bedford: St. Martin's, 2013. Print.
Copleston, Frederick S.J. A History of Philosophy. New York, NY: Bantam Doubleday Dell Publishing Group, Inc., 1993. Print.
"Developmental Milestones (12-36 Months)." n.d. Office of Child Development. University of Pittsburgh. Web. 10 May 2014.
France. The Organisation for Economic Co-operation and Development. United States: Programme For International Student Assessment (PISA) Results From PISA 2012. Paris, France: OECD, 2012. PDF file.
Galston, William. PBS Frontline. The Battle Over School Choice: Is There a Crisis? 08 May 2014. Web. 10 May 2014.
Gilbert, Jay. "The Millennials: A New Generation of Employees, A New Set of Engagement Policies." Ivey Business Journal (2011). Web. 29 04 2014.
Henderson, Anne T and Karen L Mapp. A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, Tex.: National Center for Family & Community Connections With Schools, 2002. Print.
Hutt, Corinne. "Effects of Stimulus Novelty on Manipulatory Exploration in an Infant." Journal of Child Psychology and Psychiatry 8.3-4 (1967): 241-247. PDF file. 10 May 2014.
Kozol, Jonathan. "Still Separate, Still Unequal." Rereading America: cultural contexts for critical thinking and writing. Ed. Columbo, Cullen and Lisle. 9th ed. 2013. 201. Print.
Moeller, Philip. U.S.News: Why Learning Leads to Happiness. 10 Apr 2012. Web. 10 May 2014.
Pink, Daniel H. Drive: The Surprising Truth About What Motivates Us. New York: Riverhead Books, 2009. eBook.
Tucker, Abigail. smithsonian.com: Are Babies Born Good? Jan 2013. Web. 10 May 2014.

College Safety and Emergency Preparedness

Safety while on campus is a topic that should be deeply ingrained into the college culture.  If one were to research the crimes that occurred on the Nation's most dangerous campuses; it becomes clear how you, as a student, have a vested interest in safety awareness.  Do the research, know the safety stats for that college you are or have plans to attend.

Burglaries and robberies combined are the highest crimes committed on higher education campuses.  Do these statistics include not just physical security but logical security as well?  With technology and the amount of data we store and how we access that data is where logical security comes into play. 

College life is intended to prepare students for the real world.  In the real world, companies impress that SAFETY ALWAYS COMES FIRST.  OSHA regulations on safety are strictly enforced with heavy fines if those regulations are breached and large corporations will fire personnel who do not follow the OSHA safety guidelines.  So as students; it is crucial to begin to embrace safety, familiarize ourselves with OSHA safety regulations, and to be aware if an organization is also aware of those regulations.  In working for any organization, or being involved in any organization; your safety should always come first.

http://www.nsc.org/news_resources/Resources/Documents/Dept.%20of%20Defense%20-%20Driving%20Toward%200.pdf

Excerpt:

What Do the Best Companies Do for Safety and Health?

Les Smith, manager of business development for DNV Business Solutions,

a recognized global performance measurement firm, finds that the best companies:

Clearly describe what people are expected to do for safety 

Every level of employee, from the most senior executive to the newly hired worker, clearly understands what is expected. There are specific, demanding standards for each person in all major work activities. Without adequate standards, there can be no meaningful measurement, evaluation, correction, or commendation of performance.

Make safety a line management responsibility and accountability 

Safety is better served when it is so ingrained into every activity that it becomes impossible to ignore it. There is little talk of doing things the safe way and more talk of doing things the right way. Safety is equal to all other considerations of production, costs, and quality. This is reflected in performance appraisals, salary adjustments, and promotions.

Incorporate safety into the business process as an operational strategy Leaders around the world increasingly recognize that a well-managed safety system provides an operational strategy to improve overall management. But in recent years a significant number of major organizations have discovered that applying the tools and techniques of good safety management gives them not only reduced injuries and illnesses but also measurable improvements in efficiency, quality, and productivity.

Use proactive health and safety measurements 

Leading management consultants have emphasized:

“If you don’t measure it, you can’t manage it; if you can’t manage it, you can’t improve it.”The heart of

safety management is measuring performance in quantifiable, objective terms. Leading companies

constantly assess their processes to determine if they are adequately controlling risk. Although they include in their “safety” measurement after-the-fact consequences such as OSHA recordable rates and lost time rates, they do not rely solely on trailing indicators.

Have executives that do not support health and safety management—they lead it 

Scaling the heights of health and safety excellence requires the same leadership skills as attaining excellence in any other area. Health and safety performance is a reflection of corporate culture, and senior management influences that culture more than any other group. As in other areas, executive leadership will get the kind of safety performance it insists on.

Practices and programs

1 Operational integration Safety is integrated into all facility operations and processes.

2 Motivational programs

Programs are in place to encourage employees to recommend safety improvements and to implement them. Companies employ various types of recognition and rewards in such programs, ranging from management commendation to financial rewards.

3 Behavioral observation/feedback A specific program is in place for employees to provide constructive/

supportive feedback to co-workers on their safety behavior and opportunities for improvement.

4 Safety committee

An effective safety committee with broad-based participation has been established and

meets regularly to discuss goals/performance/progress on initiatives.

5 Case management Sites work closely with medical professionals to evaluate occupational injuries and

illnesses, to ensure that prompt medical treatment is provided, and to coordinate efforts to return recovering employees to their own jobs or alternative assignments as soon as practicable.

6 Safety survey Periodic employee surveys or focus group safety discussions are conducted to assess opportunities for improvement and corrective/preventive action to address needs.

Managers are required to show visible support for safety and health by:

1 Routinely voicing concern for worker safety and health, emphasizing it as a company value.

2 Regularly discussing worker safety and health at staff and employee meetings.

3 Attending and participating in safety committee meetings.

4 Doing frequent “walk-arounds” of the facility, commenting on effective or ineffective safety and

health practices observed.

5 Ensuring adequate resources for worker safety and health (e.g., a qualified EHS manager responsible

for supporting worker safety and health, adequate personal protective equipment, funds for appropriate

equipment maintenance and safety improvements).

6 Ensuring employee and management training at appropriate times and frequencies to minimize the potential for accidents, injuries, or illness in the workplace.

7 Creating a trusting relationship among employees that encourages prompt disclosure of accidents, near misses, and safety and health issues and recommendations.

8 Ensuring that work activities that cannot be performed safely are suspended pending corrective action.

Given the high emphasis placed on management commitment by leading companies, it is not surprising that this category rates highest overall, with some 90 percent of respondents indicating that they use all listed strategies. While every best practices tool in the management segment enjoys more than 85 percent usage, the most widely utilized are adequate resources and adequate training, adopted by more than 95 and 93 percent of surveyed companies, respectively.

Four practices in this category stand out as the most effective, with more than 70 percent of respondents rating them at 8 or higher:

•Suspending work activities pending corrective action (the strong leader, earning the highest rating, “extremely effective,” from 44 percent of respondents)

•Creating a trusting relationship among employees

•Ensuring adequate resources

•Emphasizing concern for worker safety as a company value

Washington State Board for Community and Technical Colleges Campus Safety and Emergency Management

Familiarize yourself with Safety and Emergency Preparedness as a student and you will be better prepared for real world application with OSHA regulations.

What can students do to help create a safer learning environment?
What programs, groups and measurements can be created in order to create a safer campus?

Strike the conversation, engage each other, and take action for safety as this has everything to do with your future and your success.

Washington State Emergency Management Division

Turning the Negative Into a Positive

PBS NewsHour wrote an article about unpaid internships.  Great topic of discussion as I travel down the path of self-discovery, human relations, understanding where my mistakes were made during employment situations as a displaced worker and recovering cancer patient.

As a college student in the first quarter; it has been a trying moment to find a balance of personal challenges, getting an education, coping with PTSD, acknowledging that my disability is not a weakness but a personal challenge that is unique to my personal experiences, and learning how to wade through the emotions, the challenges, and what I need to do to succeed while interacting in school, with employers, with friends, and relatives.

Internship is discussed several times as it is part of the college experience.  However, the important factor when thinking about internship is understanding that there is a need as a student to fulfill that requirement (if required in your program of choice), but to also understand our personal needs.  For an example:

• Why did you choose that area of expertise for a profession?  What passion did that profession choice speak to?
• Where do you desire to take that passion during your career?
• What type of organization do you see yourself dedicating your time, effort, blood sweat and tears to?
• What type of leaders do you desire to report to?
• What works best for you in order to be effective and successful?
• How do you see yourself in your career 5 years down the road?  Ten years?
• What is your current home life like?  What challenges are you faced with?
• What is your current friendships like?  What challenges are you faced with?
• What are your own personal challenges with yourself?

There are many other questions at play that each of us must consider that is unique to our extrinsic/intrinsic motivations, passion, tendencies, needs and wants.  There should be several moments of evaluation and checks in order to insure that the path we are taking speaks to our desires without personal agenda with deleterious impacts on others and without the intent to purposely manipulate others.  Unless that is your intent.

The intent of an internship is to provide a student with life application.  To provide the student with the opportunity to learn how their education applies in the work force.  There are many people in the world with many life experiences that have their own opinions to contribute.  The key with the internship is to allow the student to obtain their own experiences.  Some experiences will be similar to others, some will be unique.  However each experience will be somewhat unique to that student because of the various experiences through life that student has already been through.  The circumstance may be the same, some of the emotions may be the same, but how we cope and what we learn will be different for each of us.

So, to contribute to the topic of internship, as a displaced worker who has spent many years in the work force; the message in this is that we have choices.  We all have choices.  Yes, we also have needs that are important.  Bills to pay, a degree to earn, etc.  However those needs do not have to dictate who we contribute what little time we already have to offer.  We do not have to relinquish our self respect and our power because we need to perform an internship.  Would it be nice to be paid?  Of course.  Do we have to be paid?  That's the topic of debate discussed in the PBS article.  

From my own personal experience and choice; because I have been in the work force and while I go to school it was my choice to volunteer to contribute what time I could in order to obtain the experience I need.  There is more value for myself to volunteer my time, to work along side professionals who have much to teach and share than to be compensated financially.  At some given point and time, that will change.

When it does, I will choose but choose wisely.  Just like choosing which employer I will dedicate my time to.  Do I need a job?  Of course.  However I do not need to be diminished as a human being by working for an employer who has the mentality that I should be "happy to have a job".  I do not desire to have a "job".  I desire to work with an employer with a career.  Is it possible?  Absolutely, yes.  I have personally experienced it and dedicated many hours to that employer with exuberance, with excitement, and eagerness for the day to start so I can be part of that environment again.

It is out there, and there are large companies and corporations who have the culture where that provide that intrinsic satisfaction.  It is a matter of doing our homework, interviewing the interviewer about the corporate culture, asking the right questions about the manager's style of management, and asking the organization what they view a successful employee to be.

There are also several small private companies (more so because they are not subject to the public corporation challenges) where your passion can be met.  Again, it boils down to doing the research and doing the homework on the following:

• Know that you are the star of the show during the interview process.
• You are a desired asset.  Show case why that organization has to have you.
• Ask questions.  If you do not ask questions, how will you know whether that employer is the right employer for you?
• What questions are the right questions during the interview process?
• How do existing and previous employees feel about that organization?

These skills are skills you can learn as you go through your internship with an organization.  Know who you are doing your internship with; are they the right organization for you?  What are the experiences of the previous interns and students?

You are in control of your destiny.  Don't relinquish that control to employers or organizations who will not appreciate you as a contributor to their organization.  You do not have to do that in order to get the experience you need.